Abstract
This chapter reflects on the shortcomings of curriculum theorising in South Africa by drawing on my experiences as an academic who has deliberately sought to reconceptualise and re-imagine the field of Curriculum Studies through transgressive (hooks, 1994), queerly teaching. In particular, I reflect on my experiences of teaching a Master of Education Module Theorising Curriculum, a module that deliberately and transgressively introduces issues of gender, race, sexuality and queerness into the curriculum theory class.
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Msibi, T. (2016). Queering Curriculum Studies in South Africa. In: Samuel, M.A., Dhunpath, R., Amin, N. (eds) Disrupting Higher Education Curriculum. Constructing Knowledge: Curriculum Studies in Action. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-896-9_13
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DOI: https://doi.org/10.1007/978-94-6300-896-9_13
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