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    Affective and embodied pedagogy as pathways to equity in curriculum and responsiveness
    (2022-12-31) Fomunyam, Kehdinga George
    The question of equity in the South African educational landscape and particularly in the curriculum at all levels cannot be over emphasised, however achieving this equity has proven to be daunting task. The purpose of this article is to explore affective and embodied pedagogy as alternative pathways to equity in curriculum and responsiveness. Hamilton (2007) argues that beyond the idea that equity is morally right, striving for radical educational equity, is a winning strategy for all learners regardless of their background. With resistance to the drive to achieve equity almost guaran-teed, questions arise on how to achieve the same and ensure that curriculum responsiveness takes places for all learners/students. This paper seeks to answer the question. This paper theorised affective and embodied pedagogy, and generated pathways or forces which can be used to establish equity and responsiveness in education. The paper proposes diffractive physicality, social vulnerability and rhizomatic spatiality as the key constructs for equity and responsiveness. The paper concludes that affective and embodied pedagogy can be used as pathways to achieve equity in curriculum and responsiveness.
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    The itinerant curriculum as a key to responsiveness in the era of the Fourth Industrial Revolution in Nigerian higher education
    (Society for Research and Knowledge Management, 2022-07-30) Fomunyam, Kehdinga George
    The current age of the Fourth Industrial Revolution (4IR) brings together digital, physical, and biological awareness in ways never before seen. The transition has contributed to new technology and developments, such as robotics, the Internet of Things, augmented reality, and artificial intelligence. As a nation, Nigeria is still behind with preparations for its future through appropriate, unique educational practices in this era for its citizens. This is because the quality of Nigeria’s higher education curriculum has not improved much. To boost the responsiveness of Nigeria’s curriculum in this technological era, this theoretical paper explores the itinerant curriculum as an alternative direction to other highlighted alternatives in the literature. The paper explains how the itinerant curriculum can be used to achieve economic, cultural, disciplinary, and learning responsiveness in the era of the 4IR. The paper concludes that the itinerant curriculum is an important tool that can help Nigerian higher education achieve curriculum responsiveness.
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    The itinerant curriculum as an alternative pathway for responsiveness in African higher education in the era of the fourth industrial revolution
    (Durban University of Technology, 2022) Fomunyam, Kehdinga George
    The Fourth Industrial Revolution is upon us, and it has serious implications for education globally. The educational curricula used in the first, second, and third industrial revolutions may not necessarily be useful in this era of the Fourth Industrial Revolution (4IR), as societal and organisational demands have changed. Curricula in African higher education needs therefore to adapt to the changing demands of the Fourth Industrial Revolution, or else students may be unprepared for the demands of future organisations and the society. Therefore, to enhance the responsiveness of the curriculum in Africa, this paper examines the itinerant curriculum as an alternative pathway to other highlighted curricula in the literature. The study posits how the itinerant curriculum can be used to achieve curriculum responsiveness, economically, culturally, disciplinarily, and in learning. The study concludes that the itinerant curriculum is an important tool that can help African higher education achieve curriculum responsiveness in the era of the Fourth Industrial Revolution.
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    Transforming the teaching and learning process in South African higher institutions
    (Horizon Research Publishing Co., Ltd., 2022) Matola, Noluthando; Fomunyam, Kehdinga George; Moyo, Sibusiso
    Teaching and learning is a complex process, which deals with different individuals with different expectations from diverse backgrounds, with different cultural and social capital involved in this process. The teaching and learning process in most South African institutions of higher learning has been plagued by several challenges over the last decade. In this research, the experiences of international postgraduate student lecturers teaching at a university in KwaZulu-Natal were examined. Utilizing the curricular spider web as its framework, it evaluates the experiences of international students lecturing at a university in KwaZulu-Natal, in order to identify the challenges faced by students in this institution during the teaching and learning process, and create a transformation path that can be adopted by other South African institutions of higher learning. This framework utilizes ten different components, each answering some key questions, and all stemming from the rationale for teaching and learning. Using a qualitative case study approach, this research conducted semi-structured interviews involving six participants who were pursuing different postgraduate degrees at the University. Interviews with each participant were conducted in English, lasted about 60 minutes each, and were digitally recorded and transcribed afterwards. Data were analyzed using an open coded process and findings reveal that transforming the teaching and learning process at these institutions of higher learning will largely involve making major changes to the curriculum content, learning activities, and learning resources.