A Postcolonial Critique of Curriculum Change in South African Higher Education

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This research project was initiated in 2022 in the aftermath of the 2015–2016 student protests in South Africa.
The project is informed by the scholarship on postcolonialism and addresses a field where research is necessary
and ongoing: teaching and curriculum transformation in higher education.

Selected Publications:

  1. Weber, E., & Joubert, V. (2022). Postcolonialism in the movies and the narratives of South African and
    international students at the University of Pretoria    . In R.J. Tierney, F. Rizvi, & K. Ercikan (Eds.),
    International Encyclopedia of Education (4th ed.). Elsevier. B978-0-32-3958080
  2. Weber, E., & Sehoole, C. (2022). Higher Education Policy and Governance. In R.J. Tierney, F. Rizvi, &
    K. Ercikan (Eds.), International Encyclopedia of Education (4th ed.). Elsevier. B978-0-32-3958080
  3. McDonald, Z. (2022). The South African Postconflict Context: Reproductive or Transformative Values in Teacher
    Education?     In N. Mead (Ed.), Moral and Political Values in Teacher Education Over Time: International
    Perspectives     (1st ed., pp. 115–135). Routledge, London.
    https://doi.org/10.4324/9781003219507