Grappling with transformation through curriculum development

Abstract

Transformation in South African Higher Education (HE) is a necessity and must be prioritised. Such transformation includes improved physical access to educational opportunities and epistemological access in ways that promote social justice, improve student learning experiences and better prepare our students for the needs of the broader South African society. This chapter argues that the PGDip in HE contributes to this ambitious transformative goal in two ways. First, the PGDip facilitates engagement with higher education theories that inform evidence-based teaching practices. Second, the Diploma encourages critical refection. This combination of theory and refexive practice equips us, as educators, to engage with the complexities of transformation in our teaching practices. Curriculum development is a fundamental component here, but one whose value tends to be underestimated or overlooked. Drawing from a case study example, this chapter illustrates how learning on the PGDip (HE), Curriculum Development Module equipped me as an HE academic and educator to grapple with the complexities of transformation through curriculum development processes on the professional Master’s Programme in Counselling Psychology at Rhodes University.