Chapters in Books (Visual Arts)

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Browsing Chapters in Books (Visual Arts) by Subject "Universities and colleges -- Curricula -- South Africa"

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    Critical curriculum inquiry in an undergraduate visual communication design programme : a case study approach through a complexity theory lens
    (AFRICAN SUN MeDIA, 2011) Costandius, Elmarie
    INTRODUCTION: The challenge to curricula to encourage socially sustainable ways of living – environmentally, economically and socially – is a global phenomenon. An example is the Millennium Development Goals of the United Nations that aim to create a global partnership for development to address poverty, illness, health, education and environmental sustainability (United Nations 2011). The Earth Charter Initiative (n.d.) aims of addressing principles for constructing a just, sustainable and peaceful global society are similar. In South Africa, the Department of Education, in the Education White Paper of 1997 (RSA DoE 1997), as well as in the Report of the Ministerial Committee on Transformation and Social Cohesion and the Elimination of Discrimination in Public Higher Education Institutions (RSA DoE 2008), aims at addressing the importance of social change and integration. The Stellenbosch University HOPE Project (Stellenbosch University 2010), an initiative of the rector of this university, comprises concrete ways of addressing critical social issues on campus, and also in the broader South African society.
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    Teaching citizenship in visual communication design : reflections of an Afrikaner
    (SUN MeDIA, 2012) Costandius, Elmarie
    Introduction: An academic institution’s focus of learning is usually on students, while the learning of lecturers is often regarded as being of secondary importance. Is it true, as the old adage has it, that the best way to learn is to teach? And, if so, is the learning that takes place mostly content-driven learning or reflective? This chapter describes the learning that occurred through a citizenship module that aimed to change the perceptions and attitudes of students, and also my own reflective experience of the process, which I realised was also a journey in personal learning.