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Reading Spatiality in Higher Education Curriculum

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Disrupting Higher Education Curriculum

Part of the book series: Constructing Knowledge: Curriculum Studies in Action ((CKCS))

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Abstract

This chapter extends the boundaries of higher education curriculum beyond the officially declared, formally designed programmes and the delivery strategies that are enacted within lecture halls and tutorial sessions. The chapter argues that curriculum messages are being communicated in multiple ways. This includes the ways in which the institution chooses to reflect on its own organisational self, its historical legacies, it chartering of past achievements and its mapping of the challenges and prospects for the future of the institution (its historicity).

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Author information

Authors and Affiliations

  1. School of Education, University of KwaZulu-Natal, South Africa

    Michael Anthony Samuel

Authors
  1. Michael Anthony Samuel
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Editor information

Editors and Affiliations

  1. University of KwaZulu-Natal, South Africa

    Michael Anthony Samuel

  2. University of KwaZulu-Natal, South Africa

    Rubby Dhunpath

  3. University of KwaZulu-Natal, South Africa

    Nyna Amin

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© 2016 Sense Publishers

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Samuel, M.A. (2016). Reading Spatiality in Higher Education Curriculum. In: Samuel, M.A., Dhunpath, R., Amin, N. (eds) Disrupting Higher Education Curriculum. Constructing Knowledge: Curriculum Studies in Action. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-896-9_11

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  • DOI: https://doi.org/10.1007/978-94-6300-896-9_11

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-896-9

  • eBook Packages: EducationEducation (R0)

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