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Critical Management Studies in the South African context

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Book Series: Acta Commercii ISBN: 9781928396123 Year: Pages: 296 DOI: 10.4102/aosis.2016.cmssac08 Language: English
Publisher: AOSIS Grant: University of Johannesburg
Subject: Sociology
Added to DOAB on : 2017-03-10 11:03:33
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The purpose of the book is to establish the first formalised scholarly work on critical management studies (CMS) in the South African context. The book is a collection of seven chapters, six of which employ a conceptual methodology and one of which follows an interpretive paradigm employing qualitative methods of inquiry. CMS is a relatively young school of thought, arising in the early 1990s and still very much being a peripheral movement within the academic discipline of management. South Africa has very little scholarship on CMS as precious few scholars work in this space. Furthermore, publication opportunities are virtually non-existent as CMS is virtually unknown in the South African community of management scholars. Thus, this book represents the first academic work on CMS published in South Africa, written and reviewed by scholars who are familiar with the field. The primary target readership would be management academics, but it could also be a useful reference for postgraduate students in management. A digital similarities index report confirms the originality of the work and that it has not been plagiarised or published elsewhere.

The decolonisation of the curriculum project

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Book Series: NWU Self-Directed Learning Series ISBN: 9781928523185 Year: Pages: 446 DOI: 10.4102/aosis.2019.BK133 Language: English
Publisher: AOSIS
Subject: Education
Added to DOAB on : 2020-05-13 04:45:51
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This book is the result of a longitudinal research project (2016–2018) funded by the National Research Foundation and the Fuchs Foundation, and it disseminates original research. The project researched the affordances of indigenous knowledge in the school science, technology and mathematics curricula. Short learning programmes (SLPs) were offered to STEM teachers, during which they engaged in creative and inquiry-based teaching and learning strategies. Research shows that strategies such as problem-based and cooperative learning have the potential to enhance self-directed learning. This design-based research was conducted in several provinces in South Africa (North-West Province, the Northern Cape, Limpopo Province, and in Gauteng). Based on the data obtained after each intervention, design principles were formulated for redesigning of SLPs. The qualitative research focussed on teachers’ lived experiences of the epistemological border-crossing between natural science and indigenous knowledge, their views on the nature of science and indigenous knowledge, and the reformed teaching and learning that took place after the intervention, in teachers’ classrooms.

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