Curricula as contested and contesting spaces: Geographies of identity, resistance and desire

Curricula as contested
and contesting spaces:
Geographies of identity,
resistance and desire
By Paul Prinsloo
(University of South Africa)
Image credit: https://commons.wikimedia.org/wiki/File:1847_Levasseur_Map_of_Africa_-_Geographicus_-_Africa-levasseur-1847.jpg
Presentation at Transforming the Curriculum:
South African Imperatives and 21st Century Possibilities
University of Pretoria, 28 January 2016

ACKNOWLEDGEMENTS
I do not own the copyright of any of the images in this
presentation. I therefore acknowledge the original
copyright and licensing regime of every image used.
This presentation (excluding the images) is licensed under
a Creative Commons Attribution-NonCommercial 4.0
International License

The Fight Between Carnival and Lent, Pieter Bruegel 1559, Den Bosch. Image credit: https://en.wikipedia.org/wiki/Carnival

“… pattern-making devices that situate or locate patterns within
their larger social contexts; they are [also] decentering devices”
(Bedoes, Schimpf & Pawley, 2014, p.3; emphasis added)
A well-chosen metaphor “is one of our most important tools for
trying to comprehend partially what cannot be comprehended
totally…”
(Lakoff & Johnson, 1980, p. 193)
The metaphors we use to describe and understand phenomena are
not benign but are consciously chosen to assist us in understanding a
particular phenomenon, and also shape future understandings of the
phenomenon to the exclusion of other understandings
(Lakoff & Johnson, 1980)
METAPHORS AND VISUAL ELEMENTS ARE…

OVERVIEW OF THE PRESENTATION
• Prologue – locating the debate, myself,
claims and disclaimers
• Introduction – possible approaches to the
curriculum as contested and contesting space
• Mapping the ‘field’ of curriculum
transformation – who/what is on the
table and who decides, and why does it matter…
• Four discursive spaces of enunciation for
making sense of curriculum transformation
• Hope, the abandonment of hope and the future
of white curriculum scholarship
• (In)conclusions
• Epilogue
Image credit:
https://commons.wikimedia.org/wiki/Fi
le:1847_Levasseur_Map_of_Africa_-
_Geographicus_-_Africa-levasseur-
1847.jpg
Image credit:
https://pixabay.com/en/location-poi-
pin-marker-position-304467/

TRANFORMING THE CURRICULUM: SOUTH AFRICAN
IMPERATIVES AND 21ST CENTURY POSSIBILITIES
Different possible approaches:
• Everything is awesome – why transform the curriculum? Worst case scenario:
Can we change the admission requirements to allow more disadvantaged
students? Can we add a module or two?
• Current curricula are fundamentally rigged and we need to address racism,
capitalism, colonialism, heteropatriarchy, nationalism. Implications: We need
to redefine what is valuable knowledge – epistemological change
• Current curricula are unfixable and we need to formulate alternatives, hack
the system, occupy the curriculum and/or hold the hand of the current
system and wait for it to die. Implications: We need to redefine what it means
to be human – ontological change
de Oliveira Andreotti, Stein, Ahenakew, & Hunt, 2015

MAKING THE INVISIBLE VISIBLE
We need to ask – who are the ‘we’ that must/want to transform
the curriculum? Who are doing the talking? Who is included? Who
is excluded? Who determines what is valuable knowledge? What
are the criteria? Who are the gatekeepers?
Who?

Who am I? What/who gives me
the right to speak?
How do I as a 56 years old, white, gay male talk about and
participate in talking about the transformation of the
curriculum?
How do I disentangle my tentative contribution from my position
of being a settler, having grown up in settler communities,
schools, and going to a settler university where the language of
tuition was a settler language, where people of displaced
communities and their epistemologies were marginalised and
excluded?
(See Tuck & Yang, 2012; Tuck & Gaztambide-Fernández, 2013)

My thinking about transforming the curriculum cannot be
disconnected from the intersecting and often incommensurable
(see Boellstorff, 2005) dynamics of race, my sex, my gender and
my age in the particular context of South Africa and the African
continent.
“Each of these tags has a meaning, and a
penalty and a responsibility”
(Achebe in an interview with Appiah, 1995, p. 103).

I accept moral innocence as an
impossibility

SOME CLAIMS AND DISCLAIMERS
• I belief there are some things that education (on its own)
cannot do…
Degrees cannot fix the cumulative effect of structural racism
that doesn’t just reinforce the link between family wealth and
returns to educational attainment in the labour market but
exists as a primary function of that link
(McMillan Cottom, 2014, par. 17)
To “expand education in an unequal society without a
redistribution of resources, you will [merely] reproduce
inequality”
(McMillan Cottom in Prinsloo, 2015a)

SOME MORE CLAIMS AND DISCLAIMERS
• I also believe that knowledge is not an unqualified good.
“The uses of knowledge will always be shifting and crooked as
humans are themselves. Humans use what they know to meet their
most urgent needs – even if the result is ruin”
(Gray, 2002, p. 28; emphasis added)
• I don’t belief in the redemptive power of the neoliberal mantra of
progress and unchecked growth.
“History is not an ascending spiral of human advance, or even an inch-
by inch crawl to a better world. It is an unending cycle in which
changing knowledge interacts with unchanging human needs. Freedom
is recurrently won and lost in an alternation that includes long periods
of anarchy and tyranny, and there is no reason to suppose that this
cycle will ever end”
(Gray, 2004, p. 3; emphasis added)

FINAL CLAIM/DISCLAIMER
• No curriculum is neutral
Image credit: https://en.wikipedia.org/wiki/Choice Image credit:
http://www.yutanpublicschools.com/vnews/display.v/TP/525ff1
59ab3c2

MAPPING CURRICULUM TRANSFORMATION
Who are the ‘we’ ?
What is included &
excluded?
The role and power of the gatekeepers
The role and mandate of
higher education
The scope and impact of
technology
The macro and institutional
contexts and their impact
The language of the curriculum
The curriculum as
contested/contesting
space

MAPPING CURRICULUM TRANSFORMATION
Who are the
‘we’ ?
The curriculum as
space

Curricula as contested and contesting spaces: Geographies of identity, resistance and desire

The edifice of the professoriate (Maserumule, 2015)
• In 2014 at Unisa, of the total of 504 associate and full professors, 68%
were over the age of 50 (Prinsloo, 2014)
• In the South African higher education context only 14% of university
professors are black (Van der Merwe, 2014)
• The vast majority of researchers in South African higher education
are still white and male (Habib, Price & Mabelebele, 2014)
• In the context of the UK, female professors “now account for 23% of
professors” (Grove, 2016, par. 8)
• In the North American context, there are not only fewer women at
the top of the academic hierarchy, but they are also paid less than
men (Mason, 2011), and accounts for only 23% of the professoriate.
Male academics have a 4-to-1 chance of being interviewed compared
to female scholars in the same field (Dione, 2013)

• Let us also not forget the role of publishing houses such as
Pearson, Wiley-Blackwell, Springer and many others in determining
worthwhile and valuable knowledge
• The role of celebrity professor – who also happen to be white and
male – in the context of massive open online courses (MOOCs)
offered by a range of Ivy League and other alliances from North-
Atlantic contexts (Burd, Smith, & Reisman, 2014; Czerniewicz,
Deacon, Small, & Walji, 2014; Fournier, Kop, & Durand, 2014)
• We also have to consider the role of regulatory bodies, industry
and accrediting authorities who, often, don’t necessarily see higher
education’s role as serving social justice and interrupting neoliberal
discourses and breaking cycles of economic and societal
inequalities

Image credit: http://www.moneyweb.co.za/news/south-africa/university-students-continue-free-education-protest/
Often, missing from
curriculum
development projects
are students as
official stakeholders…
Or maybe they are
there – unofficially -
occupying campuses,
protesting, using
social media
campaigns to produce
counter-narratives
(e.g. #RhodesMustFall,
#BlackLivesMatter)

MAPPING CURRICULUM TRANSFORMATION (2)
What is included
& excluded?
The curriculum as
space

• Our curricula is whiter than the Oscars
Source: http://www.theatlantic.com/entertainment/archive/2015/01/the-oscars-havent-been-this-white-in-19-years/384550/

How is it possible that the canon of thought in all the disciplines
of the Social Sciences and Humanities in the Westernised
university is based on the knowledge produced by a few men
from five countries in Western Europe (Italy, France, England,
Germany and the USA)?
How is it possible that men from these five countries achieved
such an epistemic privilege to the point that their knowledge
today is considered superior over the knowledge of the rest of
the world? How did they come to monopolise the authority of
knowledge in the world?
Why is it that what we know today as social, historical,
philosophical, or Critical Theory is based on the socio-historical
experience and world views of men from these five countries?
(Grosfoguel, 2013, p. 74)

What are the “absences and
silences” (Morley, 2012) in our
curricula? And why?
Who is ‘invisible’ and who is
‘invisible’ in our curricula?
“…how do you make people look
at you when they can’t even see
you? How do you make them
take notice in the first place?”
(Murphy, 2016, par. 11)
Image credit: https://samanthaburgoyne.wordpress.com/2014/06/15/the-invisible-man-book-cover-design/

The curriculum is a “contested space” (Prinsloo, 2007)
and “an arena of struggle” (Shay, 2015)
Image credit: Canadian Gunners in the Mud, Passchendaele by Lieutenant Alfred Bastien, 1917, oil on canvas. Retrieved from,
https://en.wikipedia.org/wiki/Military_art

Image credit: https://en.wikipedia.org/wiki/Rhodes_Must_Fall
“The tectonic layers of our lives rest so tightly against earlier
events in later ones, not as matter that has been fully formed and
pushed aside, but absolutely present and alive” (Booth 1999:260;
emphasis added)

The ‘what’ of the
curriculum is
determined by those
who lay claim to own
the future …
… and they will protect
their claim at all cost

The role and power of the
gatekeepers
The curriculum as
space

• The professoriate, many with a “collective amnesia”
(Olusoga, 2016), selective memory and/or wilful and
stubborn ignorance
• The retired professoriate who ‘speaks from the grave’
• Commercial curriculum development service
providers
• The disciplines
• Regulatory bodies and industry
• Accrediting authorities
• Massive open online courses (MOOC) providers
• Publishing houses and the oligopoly of academic
publishers (Larivière, Haustein, & Mongeon, 2015)?

The role and
mandate of higher
education
The curriculum as
space

• There are multiple and often contradictory claims regarding the
changing role of higher education in the 21st century (eg Barnett 2000;
2009; Blackmore, 2001)
• Curricula are direct responses to the impact of neoliberal capitalisms
– with higher education as the ‘handmaiden’ of corporations in an
“age of money and profit, [where] academic disciplines gain stature
almost exclusively through their exchange value on the market, and
students now rush to take courses and receive professional credentials
that provide them with the cache they need to sell themselves to the
higher bidder” (Giroux 2003, p. 182)

• Blackmore (2001) talks about “academic capitalism” where academics
“sell their expertise to the highest bidder, research collaboratively, and
teaching on/off line, locally and internationally”
• The corporatisation of higher education (Diefenbach, 2007)
• Globalisation (Barnett 2000; Blackmore 2001)
• Universities are no longer the “primary producers, determiners,
transmitters, and authorisers of valued knowledge” (Blackmore, 2001,
p. 353; see also Barnett, 2000)
• Higher education as “moral and political practice” means to “educate
students for active and critical citizenship” (Giroux, 2003, p.193)

The scope and
impact of
technology
The curriculum as
space

Image credit: http://brabazon.net/google
I click therefore I am. I click therefore I
know
Networks not only include but also
exclude (people, knowledge, access,
power)
Networks not only open up and reveal,
but also close, censor, and filter (Carr,
2011; Pariser, 2011)
Not everyone is connected, but everyone
is affected (Castells, 2009; World Bank,
2016)
The quality of information, the need for
verification, the need for counter-
narratives, the need for critical
engagement and confrontation

The macro and
institutional
contexts and their
impactThe curriculum as
space

Image credit: Found on Facebook

• “Runaway inequality” (Oxfam, 2016) structured according to race
(Moore, 2015)(Also see Piketty, 2015)
• Higher education contributes to the increasing stratification of
society (Wakeling & Savage, 2015)
• Increasing number of unemployed – classified as “disposable”,
“collateral casualties of progress” (Bauman, 2004, p.12, 15), a new
underclass – the “precariat” (Standing, 2011)
• “…pathological consumption has become so normalised that we
scarcely notice it” (Monbiot, 2012)

• Looking for a middle-ground between forgiveness and restitution,
revenge versus justice (Jirsa, 2004) caught in the dialectic between
apartheid, Ubuntu and nation-building (Marx, 2002)
• The age of the anthropocene or capitalocene (Moore, 2016), the
fourth industrial revolution (Schwab, 2016), and a new Dark Age
characterised by global warming, water shortages and climate
refugees, unstoppable global migrations, and non-state actors with
extreme weapons, to mention but a few of the elements of the 21st
century explored by Martin (2007)

The “McDonaldisation” of higher education
with the mantra of efficiency,
quantification, calculability, predictability
and control. Changes in funding regimes
resulted in the directive that “funding …
follows performance rather than precedes
it” (Hartley, 1995, p. 418).
(Also see Altbach, Reisberg, & Rumbley,2009)
The professoriate is also compelled to do more with less, while being
blamed for “the ever-expanding list of the university’s system’s
shortcomings”
(Altbach & Finkelstein, 2014, par. 3)
Image credit: https://commons.wikimedia.org/wiki/File:Mcdonalds-90s-logo.svg

Image credit: https://en.wikipedia.org/wiki/Travel_class
In the North American context,
“… research universities will have three
classes of professors, like the airlines. A
small first-class cabin of researchers, a
business-class section of academics
who will teach and do some research,
and a large economy cabin of poorly
paid teachers
(Altbach & Finkelstein, 2014, par. 16)

The “all administrative university”
(Ginsberg quoted by Giroux, 2014a,
par. 1)
Professorships as tenured or full-time
faculty are becoming increasingly
disposable features of neoliberal
higher education (Giroux, 2014b) as
the number of adjunct faculty and
administrative staff members far
exceed the appointment of academics
(Giroux, 2014a)…
Image credit:
https://en.wikipedia.org/wiki/Leviathan

The curriculum as
space

It is impossible (and disingenuous) to disentangle the language of the
curriculum from structural arrangements resulting from and
endorsed by colonialism and apartheid. We cannot and should not
underestimate the role language as vehicle of worldview, knowledge
claims and ways-of-being-in-the-world played and continue to play in
curriculum development
The language of the curriculum provides me not only with the
curriculum, but also coerces me into seeing the world through the
eyes of that language and forces me to participate in using that
language as meaning-making-system in positioning my scholarship
and being in the world

How do we empower students to not only be competent in
settler languages but also have a critical understanding of the
embedded and often hidden assumptions, epistemologies and
ontologies that are part of the DNA of disciplinary, settler and
other languages?

We also cannot and should not ignore the fact that our students
and graduates need to be able to understand and participate in
local and international scholarly and societal discourses which use
settler languages.
How will we empower our students to participate in these
discourses in settler languages and formulate contesting and
counter-narratives and worldviews?
The language of the curriculum is not neutral. The issues
surrounding choosing a language of curricula and teaching are
complex and often contradictory. Despite these difficulties, we
cannot and should not ignore thinking critically about the
language of the curriculum.

ENGAGING WITH THE CURRICULUM AS CONTESTED AND
CONTESTING SPACE
Who are the ‘we’ ?
What is included &
excluded?
The role and power of the gatekeepers
The role and mandate of
higher education
The scope and impact of
technology
The macro and institutional
contexts and their impact
The curriculum as
space

Soft-reform
space
Radical-reform space Beyond-reform space
Modernity’s life support Modernity’s palliative care
Recognitionofepistemologicalhegemony
Never have
been
happier,
healthier,
wealthier
Problems
addressed
through
personal
transformation
Problems
addressed
through
institutional
change
The game is awesome! Everyone can
win once we know the rules
The game is rigged, so if we
want to win we need to change
the rules
The game is harmful and
makes us immature, but we’re
stuck playing
Playing the game
does not make sense
Recognitionofontologicalhegemony
Recognitionofmetaphysicalentrapment
Racism
Capitalism
Colonialism
Heteropatriarchy
Nationalism
Race, capital,
heteropatriarchy
as modernity
(unfixable)
Alternatives
with
guarantees
Hacking
Hospicing
Other modes
of existence
based on
different
cosmologies
? ?
(Adapted from de Oliveira Andreotti, Stein, Ahenakew, & Hunt, 2015,p. 25)
FOUR SPACES OF ENUNCIATION

(IN)CONCLUSIONS
The game is awesome! Everyone can
win once we know the rules
The game is rigged, so if we
want to win we need to change
the rules
The game is harmful and
makes us immature, but we’re
stuck playing
Playing the game
does not make sense
Soft-reform space Radical-reform space Beyond-reform space

EPILOGUE
“… we [I] cannot not be White. And we [I] cannot undo what Whiteness
has done. We [I] can only start from where we are and who we are”
(Michael, 2015, par. 13). I therefore cannot undo my whiteness. I carry
with my race its legacy, its guilt, its penalties and its futures
(also see Hall, 2015)
“As White scholars, we are overwhelmed by the weight of our own
complicity, and unable to submit to racism’s irreconcilability, we yearn
to rationalise it, cure it, erase it, control it. We do this, in part, by fitting
it into our progress narrative, asserting that we have valiantly overcome
our own racism and imaging a future in which racism will no longer
exist”
(Maudlin, 2014, p. 147)

EPILOGUE
“We must acknowledge the ways that White supremacy continues to
shape the field, and relinquish the hope that we can preserve the
humanist project without invoking its racist assumptions”
(Maudlin, 2014, p. 148)
Image credit: http://genius.com/Dante-alighieri-inferno-canto-3-annotated

“After all, without hope there is little that we can do”
(Freire, 1994, p. 9)
‘Maybe’ comes with no guarantees, only a chance. But ‘maybe’
has always been the best odds the world has offered to those
who set out to alter its course – to find a new land across the
sea, to end slavery, to enable women to vote, to walk on the
moon, to bring down the Berlin Wall.
‘Maybe’ is not a cautious word. It is a defiant claim of possibility
in the face of a status quo we are unwilling to accept… (Young in
the Foreword to Westley, Zimmerman & Patton 2006)

THANK YOU
Paul Prinsloo (Prof)
Research Professor in Open Distance Learning (ODL)
College of Economic and Management Sciences, Office number 3-15, Club 1,
Hazelwood, P O Box 392
Unisa, 0003, Republic of South Africa
T: +27 (0) 12 433 4719 (office)
T: +27 (0) 82 3954 113 (mobile)
prinsp@unisa.ac.za
Skype: paul.prinsloo59
Personal blog: http://opendistanceteachingandlearning.wordpress.com
Twitter profile: @14prinsp

References and additional reading list
Altbach, P.G., Reisberg, L., & Rumbley, L.E. (2009). Trends in global higher education: Tracking an academic
revolution. Retrieved from
http://www.researchgate.net/profile/Philip_Altbach/publication/225084084_Trends_in_Global_Higher_Educati
on_Tracking_an_Academic_Revolution/links/551ac4020cf251c35b4f5d0d.pdf
Altbach, P.G., & Finkelstein, M.J. (2014, October 7). Forgetting the faculty. InsideHigherEd. Retrieved from
https://www.insidehighered.com/views/2014/10/07/essay-way-many-reformers-higher-education-are-ignoring-
faculty-role
Amory, D.P. (1997). ‘Homosexuality’ in Africa: issues and debates. Issue: A Journal of Opinion, 25(1): 5-10.
Anonymous. (2014, 15 August). Universities focus too much on measuring activity, not quality. The Guardian.
[Web log post]. Retrieved from http://www.theguardian.com/higher-education-
network/blog/2014/aug/15/academics-anonymous-universities-measure-activity-not-quality
Anderson, C. (2008, July 23). The end of theory. Wired (online). Retrieved from
http://www.wired.com/2008/06/pb-theory/
Appiah, K.A. (1995). African identities. In L. Nicholson & S. Seidman (eds.). Social postmodernism: beyond
identity politics (pp. 103—115). Cambridge, UK: Cambridge University Press.
Appiah, K.A. (2006). Cosmopolitanism. Ethics in a world of strangers. New York, NY: W.W. Norton & Company,
Inc.
Bakhtin, M.M. (1984). Rabelais and his world. Translated by H. Iswolsky. Bloomington, Ind: Indiana University
Press.
Baldwin, A. (2012). Whiteness and futurity Towards a research agenda. Progress in human geography, 36(2),
172-187.
Barnett, R. (2000). University knowledge in an age of supercomplexity. Higher Education, (40), 409-422.

Barnett, R. (2009). Knowing and becoming in the higher education curriculum, Studies in Higher Education,
34(4), 429- 440.
Bauman, Z. (1995). Searching for a centre that holds, in M. Featherstone, S. Lash, & R. Robertson (Eds.), Global
modernities (pp. 140-154). London: Sage.
Bauman, Z. (1998). Globalisation: The human consequences. New York: Columbia University Press.
Bauman, Z. (2004). Wasted lives. Modernity and its outcasts. Cambridge, UK: Polity Press.
Bauman, Z. (2011). Collateral damage. Social inequalities in a global age. Cambridge, UK: Polity Press.
Bauman, Z. (2012). On education. Conversations with Riccardo Mazzeo. Cambridge, UK: Polity Press.
Beddoes, K., Schimpf, CM., Pawley, AL. (2014). New metaphors for new understandings: ontological questions
about developing grounded theories in engineering education. Paper presented at the 121st ASEE Annual
Conference & Exposition, Indianapolis, Indiana, June 15-18. Retrieved from
http://www.asee.org/public/conferences/32/papers/9010/download
Belfanti, C.M. (2004). Guilds, patents, and the circulation of technical knowledge. Northern Italy during the early
modern age. Technology and Culture, 45(3), 569–589.
Blackmore, J. (2001). Universities in crisis? Knowledge economies, emancipatory pedagogies, and the critical
intellectual. Educational Theory, 51(3), 353-370.
Boellstorff, T. (2005). Between religion and desire: being Muslim and Gay in Indonesia. American Anthropologist
107(4), 575-585.
Booth, W.J. (1999). Communities of memory: on identity, memory, and debt. The American Political Science
Review 93(2), 249-263.

Brabazon, T. (2007). The university of Google. Education in the (post)information age. Hampshire, UK: Ashgate.
Burd, E. L., Smith, S. P., & Reisman, S. (2014). Exploring business models for MOOCs in higher education.
Innovative Higher Education, 40(1), 37-49.
Carr, N. (2010). The shallows. How the internet is changing the way we think, read and remember. London, UK:
Atlantic Books.
Castells, M. (2009). Communication power. Oxford, UK: Oxford University Press.
Chisholm, L. (2005). The politics of curriculum review and revision in South Africa in regional context. Compare:
A Journal of Comparative Education 35(1), 79-100.
Coates, T-N. (2014, May 22). The case for reparations: an intellectual autopsy. [Web log post]. Retrieved from
http://www.theatlantic.com/business/archive/2014/05/the-case-for-reparations-an-intellectual-
autopsy/371125/
Coates, T-N. (2015). Between the world and me. Melbourne: Text Publishing.
Czerniewicz, L., Deacon, A., Small, J., & Walji, S. (2014). Developing world MOOCs: A curriculum view of the
MOOC landscape. Journal of Global Literacies, Technologies, and Emerging Pedagogies, 2(3), 122-139. Retrieved
from http://joglep.com/files/7614/0622/4917/2._Developing_world_MOOCs.pdf
Davenport, T.H., & Prusak, L. (2000). Working knowledge: how organisations manage what they know. Ubiquity,
2000 (August 1 - August 31). Retrieved from http://ubiquity.acm.org/article.cfm?id=348775
Deem, R., & Brehony, K.J. (2005). Management as ideology: the case of ‘new managerialism’ in higher
education. Oxford Review of Education, 31(2), 217—235. DOI: 10.1080/03054980500117827
Deem, R. (2011). ‘New managerialism’ and higher education: the management of performances and cultures in
universities in the United Kingdom. International Studies in Sociology of Education, 8(1), 47—70. DOI:
10.1080/0962021980020014

de Oliveira Andreotti, V., Stein, S., Ahenakew, C., & Hunt, D. (2015). Mapping interpretations of decolonization in
the context of higher education. Decolonization: Indigeneity, Education & Society, 4(1), 21-40.
Diefenbach, T. (2007). The managerialistic ideology of organisational change management. Journal of
Organisational Change Management, 20(1), 126-144.
Dione, E. (2013, July 8). Why do we have more female scholars but few public intellectuals? [Web log post].
Retrieved from http://bitchmagazine.org/post/why-do-we-have-more-female-scholars-but-few-public-
intellectuals
Epprecht, M. (2013). Sexuality and Social Justice in Africa. London, UK: Zed Books.
Fanon, F. (1963). The wretched of the earth (translated by Constance Farrington). New York, NY: Grove Press.
Fenwick, T. (2006). The audacity of hope: Towards poorer pedagogies. Studies in the Education of Adults, 38(1),
9-24.
Fournier, H., Kop, R., & Durand, G. (2014). Challenges to research in MOOCs. Journal of Online Learning &
Teaching, 10(1), 1-15.
Freire, P. (1973). Pedagogy of the oppressed. Harmondsworth, UK: Penguin.
Freire, P. (1994). Pedagogy of hope. London: Continuum.
Friedman, T.L. (2016, January 13). The age of protest. The New York Times (online). Retrieved from
http://www.nytimes.com/2016/01/13/opinion/the-age-of-protest.html?_r=0
Frum, D. (2016, January, 19). Trump-Palin: An alliance of the aggrieved. The Atlantic. (Online). Retrieved from
http://www.theatlantic.com/politics/archive/2016/01/the-alliance-of-the-aggrieved/424764/
Giroux, H.A. (2003). Selling out higher education. Policy Futures in Education, 1(1), 179-311.
Giroux, H.A. (2014a, March 19). Beyond neoliberal miseducation. TruthOut. [Web log post]. Retrieved from
http://www.truth-out.org/opinion/item/22548-henry-giroux-beyond-neoliberal-miseducation

Giroux, H. (2014b, April 8). Neoliberalism and the machinery of disposability. TruthOut. [Web log post].
Retrieved from http://www.truth-out.org/opinion/item/22958-neoliberalism-and-the-machinery-of-
disposability
Gramsci, A. (1971). Selections from the Prison Notebooks of Antonio Gramsci. Edited by Q. Hoare and G. N.
Smith. New York, NY: International Publishers.
Gray, J. (2002). Straw dogs. Thoughts on humans and other animals. London, UK: Granta Books.
Gray, J. (2004). Heresies. Against progress and other illusions. London, UK: Granta Books.
Gray, J. (2008). Black mass. Apocalyptic religion and the death of Utopia. London, UK: Penguin Books.
Grosfoguel, R. (2013). The structure of knowledge in Westernized universities: Epistemic racism/sexism and the
four genocides/epistemicides of the long 16th century. Human Architecture: Journal of the Sociology of Self-
Knowledge, 11(1), 8, 73-90.
Grove, J. (2016, January 22). Higher education workforce exceeds 400,000. Times Higher Education (online).
Retrieved from https://www.timeshighereducation.com/news/higher-education-workforce-exceeds-
400000?platform=hootsuite
Habib, A., Price, M., & Mabelebela, J. (2014). Internationalisation; research and innovation in South Africa’s
universities. Presentation to the Portfolio Committee on Higher Education and Training, Cape Town, 3
September. Retrieved from http://db3sqepoi5n3s.cloudfront.net/files/140903hesa.pdf
Hall, B. (2015). Beyond epistemicide: Knowledge democracy and higher education. Retrieved from
http://unescochair-cbrsr.org/unesco/wp-content/uploads/2015/09/Beyond_Epistemicide_final.pdf
Hartley, D. (1995). The ‘McDonaldisation’of higher education: food for thought? Oxford Review of Education,
21(4), 409-423.
Hiebert, T. (2003). Becoming carnival: performing a postmodern identity. Performance Research 8(3), 113-125.

Jacques, G. (2014). 'Coming out' or coming in? Social exclusion of sexual minorities in Africa: challenges for
social work education and practice. Journal of Gay & Lesbian Social Services, 26(1): 91-110. DOI:
10.1080/10538720.2013.829396
Jirsa, J. (2004). Forgiveness and revenge: where is justice? in Thinking together, edited by A. Cashin & J. Jirsa.
Proceedings of the IWM Junior Visiting Fellows’ Conference, Winter 2003, Vienna: IWM Junior Visiting Fellows’
Conferences, vol 16. Retrieved from http://www.iwm.at/wp-content/uploads/jc-16-05.pdf
Lakoff, G. & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
Lanier, J. (2014). Who owns the future? London, UK: Penguin Books.
Larivière, V., Haustein, S., & Mongeon, P. (2015). The oligopoly of academic publishers in the digital era. PloS
one, 10(6), 1-15. Retrieved from
http://www.plosone.org/article/fetchObject.action?uri=info:doi/10.1371/journal.pone.0127502&representatio
n=PDF
Martin, J. (2011). The meaning of the 21st century. A vital blueprint for ensuring our future. (Paperback). London,
UK: Transworld Publishers.
Marx, C. (2002). Ubu and Ubuntu: on the dialectics of apartheid and nation building. Politikon. South African
Journal of Political Studies, 29(1), 49-69.
Maserumule, M.H. (2015, November 25. Why Africa’s professors are afraid of colonial education being
dismantled. The Conversation. (Online). Retrieved from http://theconversation.com/why-africas-professors-are-
afraid-of-colonial-education-being-dismantled-50930
Mason, M.A. (2011, March 9). The pyramid problem. The Chronicle of Higher Education. Retrieved from
https://chronicle.com/article/The-Pyramid-Problem/126614/

Maton, K. (2012). Habitus. In Michael Grenfell (Ed.), Pierre Bourdieu. Key concepts (pp. 48—64).Durham, UK:
Acumen Publishing.
Maudlin, J. G. (2014). The Abandonment of Hope: Curriculum Theory and White Moral Responsibility. Journal of
Curriculum and Pedagogy, 11(2), 136-153.
Max-Neef, M., Elizalde, A., & Hopenhayn, M. (1991). Human scale development conception, application and
further reflections. New York, NY: APEX Press. Retrieved from http://www.area-
net.org/fileadmin/user_upload/papers/Max-neef_Human_Scale_development.pdf
McMillan Cottom, T. (2014, May 22). Reparations: what the education gospel cannot fix. [Web log post].
Retrieved from http://tressiemc.com/2014/05/22/reparations-what-the-education-gospel-cannot-fix /
Michael, A. (2015, 16 June). I sometimes don’t want to be White either. Huffington Post [online]. Retrieved from
http://www.huffingtonpost.com/ali-michael/i-sometimes-dont-want-to-be-white-either_b_7595852.html
Monbiot, G. (2012, December 10). The gift of death. [Personal web log}. Retrieved from
http://www.monbiot.com/2012/12/10/the-gift-of-death/
Moore, A. (2015, June 13). America's financial divide: The racial breakdown of U.S. wealth in black and white.
Huffington Post. (online). Retrieved from http://www.huffingtonpost.com/antonio-moore/americas-financial-
divide_b_7013330.html
Moore, J.W. (Ed.).(2016). Anthropocene or Capitalocene?: Nature, history, and the crisis of capitalism. New York,
NY: PM Press.
Morley, L. (2012). Researching absences and silences in higher education: Data for democratisation. Higher
Education Research & Development, 31(3), 353-368.
Morrey, A.I. (2004). Globalisation and the emergence of for-profit higher education. Higher Education, 48, 131—
150.

Murphy, M. (2016, January 9). The costs of being invisible. Social Theory Applied (online). Retrieved from
http://socialtheoryapplied.com/2016/01/09/the-invisible-man/
Olusoga, DE. (2016, January 23). Wake up, Britain. Should the empire really be a source of pride? The Guardian
(online). Retrieved from http://www.theguardian.com/commentisfree/2016/jan/23/britain-empire-pride-poll
Oxfam. (2016). An economy for the 1%. How privilege and power in the economy drive extreme inequality and
how this can be stopped. Oxfam Briefing Paper. Retrieved from http://policy-
practice.oxfam.org.uk/publications/an-economy-for-the-1-how-privilege-and-power-in-the-economy-drive-
extreme-inequ-592643
Oswin, N. (2007). Producing homonormativity in neoliberal South Africa: recognition, redistribution, and the
quality project. Signs, 32(3): 649-669.
Pariser, El. (2011). The filter bubble. What the Internet is hiding from you. London, UK: Viking.
Petrina, S. (2004). The politics of curriculum and instructional design/theory/form: critical problems, projects,
units and modules. Interchange 34(1), 81-126.
Peters, M.A. (2013). Managerialism and the neoliberal university: prospects for new forms of ‘open
management’ in higher education. Contemporary Readings in Law and Social Justice, 5(1), 11—26.
Piketty, T. (2015). Capital in the twenty-first century. Translated by Arthur Goldhammer. Cambridge, Mass: The
Bellknap Press of Harvard University Press.
Prinsloo, P. (2007). The curriculum as contested space: An inquiry. In Contesting spaces: The curriculum in
transition. A monograph containing selected papers from the African Conference on Higher Education held in
September 2006, Pretoria, Republic of South Africa. University of South Africa, 44–59.

Prinsloo, P. (2014, October 22). Mene, mene, tekel, upharsin: researcher identity and performance. Retrieved
from
https://www.researchgate.net/profile/Paul_Prinsloo/publication/267395307_Mene_mene_tekel_upharsin_res
earcher_identity_and_performance/links/544f2f200cf29473161bf642.pdf
Prinsloo, P. (2015a). Making sense of access: Access to what? At what cost? For whom? [Web log post].
Retrieved from https://opendistanceteachingandlearning.wordpress.com/2015/10/26/making-sense-of-access-
access-to-what-at-what-cost-for-whom/
Prinsloo, P. (2015b). Of heresies, heretics, and the (im)possibility of hope in higher education. [Web log post].
Retrieved from https://opendistanceteachingandlearning.wordpress.com/2015/11/23/of-heresies-heretics-and-
the-impossibility-of-hope-in-higher-education/
Rhoades, G., & Slaughter, S. (2004). Academic capitalism in the new economy: markets, state, and higher
education. Baltimore, Maryland: The Johns Hopkins University Press.
Saccaro, M. (2014, September 21). Professors on food stamps: The shocking true story of academia in 2014.
[Web log post]. Retrieved from
http://www.salon.com/2014/09/21/professors_on_food_stamps_the_shocking_true_story_of_academia_in_20
14/
Scott, N.A. (1986). The house of intellect in an age of carnival: some hermeneutical reflections. Journal of the
American Academy of Religion, 55(1), 3-19.
Scott, D.L. (2012, October 16). How higher education in the US was destroyed in 5 basic steps. AlterNet. [Web
log post]. Retrieved from http://www.alternet.org/how-higher-education-us-was-destroyed-5-basic-steps

Schwab, K. (2016, 14 January). The Fourth Industrial Revolution: what it means, how to respond. World
Economic Forum (online). Retrieved from http://www.weforum.org/agenda/2016/01/the-fourth-industrial-
revolution-what-it-means-and-how-to-respond
Shay, S. (2015). Curriculum reform in higher education: a contested space. Teaching in Higher Education, 20(4),
431-441.
Staley, D.J. (2015). The future of the university: speculative design for innovation in higher education.
EDUCAUSEReview (online). Retrieved from http://er.educause.edu/articles/2015/11/the-future-of-the-
university-speculative-design-for-innovation-in-higher-education
Standing, G. (2011). The precariat. The new dangerous class. London, UK: Bloomsbury.
Taylor, C. (2015, October 25). University strategic plans: a world of superlatives and meaningless aspiration.
Times Higher Education (online). Retrieved from https://www.timeshighereducation.com/blog/university-
strategic-plans-world-superlatives-and-meaningless-aspiration
Thomson, P. (2012). Field. In M. Grenfell (ed.). Pierre Bourdieu. Key concepts (pp. 65—82) Durham, UK: Acumen
Publishing.
Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education &
Society, 1(1), 1-40.
Tuck, E., & Gaztambide-Fernández, R. A. (2013). Curriculum, replacement, and settler futurity. Journal of
Curriculum Theorizing, 29(1), 72-89.
Van der Merwe, J. (2014, August 3). Where are our black academics? City Press. Retrieved from
http://www.citypress.co.za/news/black-academics/

Verhaeghe, P. (2014, September 29). Neoliberalism has brought out the worst in us. [Web log post]. The
Guardian. Retrieved from http://www.theguardian.com/commentisfree/2014/sep/29/neoliberalism-economic-
system-ethics-personality-psychopathicsthic
Watters, A. (2012). Unbundling and unmooring: technology and the higher ed tsunami. EDUCAUSEreview,
[online]. Retrieved from http://www.educause.edu/ero/article/unbundling-and-unmooring-technology-and-
higher-ed-tsunami
Westley, F., Zimmerman, B. & Patton, M.Q. (2006). Getting to maybe: how the world is changed. Canada:
Random House.
World Bank. (2016). World development report – digital dividends. Washington: Word Bank. Retrieved from
https://openknowledge.worldbank.org/handle/10986/23347

Curricula as contested and contesting spaces: Geographies of identity, resistance and desire

More Related Content

What's hot (20)

Viewers also liked (14)

Similar to Curricula as contested and contesting spaces: Geographies of identity, resistance and desire (20)

More from University of South Africa (Unisa) (20)

Recently uploaded (20)

Curricula as contested and contesting spaces: Geographies of identity, resistance and desire