LEADER 01229nam0 22002891i 450 001 UON00334260 005 20231205104232.683 010 $a35-962607-9-5 100 $a20090929d1977 |0itac50 ba 101 $ager 102 $aDE 105 $a|||| 1|||| 200 1 $aZur Psychopathologie des Alltagslebens$eüber Vergessen, Versprechen, Vergreifen, Aberglaube und Irrtum$fSigmund Freud$gmit einem Vorwort von Alexander Mitscherlich 210 $aFrankfurt am Main$cFischer$d1977 215 $a236 p.$d18 cm. 410 1$1001UON00334232$12001 $aBücher des Wissens$1210 $aFrankfurt am Main$cFischer.$v6079 620 $aDE$dFrankfurt am Main$3UONL003175 676 $a834$cLetteratura tedesca. Saggi.$v21 700 1$aFreud$bSigmund$3UONV117452$0128716 702 1$aMitscherlich$bAlexander$3UONV139339 712 $aFischer$3UONV248943$4650 801 $aIT$bSOL$c20250516$gRICA 899 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$2UONSI 912 $aUON00334260 950 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$dSI TED 24 I FREU 10 $eSI LO 19221 5 10 996 $aZur psychopathologie des Alltagslebens$9700728 997 $aUNIOR LEADER 06485nam 22006135 450 001 9911010535703321 005 20250613132136.0 010 $a3-031-84659-1 024 7 $a10.1007/978-3-031-84659-5 035 $a(MiAaPQ)EBC32156853 035 $a(Au-PeEL)EBL32156853 035 $a(CKB)39300886600041 035 $a(OCoLC)1524112960 035 $a(DE-He213)978-3-031-84659-5 035 $a(EXLCZ)9939300886600041 100 $a20250613d2025 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aExploring Curriculum Landscapes in Africa $eTheoretical Foundations and Practical Realities /$fedited by Oscar Koopman, Karen J. Koopman, Wally Lumadi, Samuel Amponsah 205 $a1st ed. 2025. 210 1$aCham :$cSpringer Nature Switzerland :$cImprint: Palgrave Macmillan,$d2025. 215 $a1 online resource (240 pages) 225 1 $aCurriculum Studies Worldwide,$x2731-6394 311 08$a3-031-84658-3 327 $aChapter 1: Introduction: From Epistemicide to Epistemic Justice: Reclaiming Africa?s ?Dustbin Thinkers? for Curriculum Renewal -- Chapter 2: Let the ?Broken? [South] African Body Speaks for Itself in Education Research -- Chapter 3: Towards a Critical Pedagogy for Fostering Critical Cultural Awareness: A Three Pronged Model for Primary EFL Textbook Analysis -- Chapter 4: Towards Confronting Cameroon?s Colonial Legacy Through Textbook Analysis: In Pursuit of Decolonisation -- Chapter 5: Assessment of the Nigeria?s Primary School Curriculum for the Future: Teachers? Perceptions for Future Directives -- Chapter 6: Exploring the Realities of Coloniality on the Curriculum Landscape ofGhana: A Call for Transformation -- Chapter 7: Curriculum as a Complicated Conversation in Zimbabwe -- Chapter 8: Reclaiming Curriculum in Namibia: Towards an Emancipated Education -- Chapter 9: What Happened to Us? Mapping the South African CurriculumLandscape and its Effect on the Child -- Chapter 9: Concluding Thoughts: The Way of the African is Spiritual: Towards an Inspirited Curriculum for Africa. 330 $aThis book presents a critical examination of post-colonial curriculum transformation across seven African nations. This comprehensive analysis interrogates whether educational systems in South Africa, Egypt, Cameroon, Nigeria, Zimbabwe, Namibia, and Ghana have successfully decolonized their curricula or remain entrenched in Western epistemological and ontological frameworks despite political independence. Through rigorous investigation of curriculum policies and pedagogical practices, the authors analyze the complex dynamics of educational reform in post-colonial African contexts. The work critically examines the extent to which these education systems have managed to integrate indigenous knowledge systems and local epistemologies into their curricula, or whether they continue to perpetuate Western paradigms of knowledge production and dissemination. In doing so, it offers a theoretically sophisticated yet empirically grounded analysis of the challenges and opportunities in reconstructing African education systems that authentically reflect local cultural contexts while meeting contemporary educational demands. Oscar Koopman is a Senior Lecturer in the Department of Curriculum Studies at Stellenbosch University. His research focuses on phenomenology as a research philosophy, chemistry education, and the decolonization of university and school curricula. He has authored two books independently published with Palgrave Macmillan and Peter Lang in New York, and co-authored two additional books. One co-authored book is published with Palgrave Macmillan in New York, and the other is published with Whale Coast Academic Press in Cape Town, South Africa. Karen Joy Koopman is a Senior Lecturer in the Department of Educational Studies at the University. Of the Western Cape. Her research focuses on phenomenology as a research philosophy, commerce education, and the decolonization of university and school curricula. She has co-authored two books published with Palgrave and the other is published with Whale Coast Academic Press in Cape Town, South Africa. Mutendwahothe Walter ?Wally? Lumadi is a Full Professor in the Department of Curriculum and Instructional Studies, in the School of Teacher Education, at the University of South Africa. He has more than twenty-five years of experience in the field of Higher Education. During his tenure he has held numerous management positions such as Director of the School of Postgraduate Studies at NWU and Campus Rector of Westminster College of Education in Johannesburg. He has promoted more than 50 postgraduate students. Moreover, he has published articles in journals across the world and also served as a guest editor of nine accredited journals and he serves on the board of editors for ERR international journal. Samuel Amponsah an Associate Professor in Open and Distance Learning, boasts of a diverse educational career across Ghana, South Africa, Egypt and the UK. Holding a Doctoral degree in Curriculum Studies from the University of South Africa and a Master of Philosophy in Adult Education from the University of Ghana, he brings extensive academic knowledge. Before joining the University of Ghana, he served as the head of the Farming Management Department at Esayidi TVET in South Africa, and a teacher with the Ghana Education Service. Samuel has taught graduate courses at various higher educational institutions in Ghana. 410 0$aCurriculum Studies Worldwide,$x2731-6394 606 $aEducation$xCurricula 606 $aEducation, Higher 606 $aTeachers$xTraining of 606 $aCurriculum Studies 606 $aHigher Education 606 $aTeaching and Teacher Education 615 0$aEducation$xCurricula. 615 0$aEducation, Higher. 615 0$aTeachers$xTraining of. 615 14$aCurriculum Studies. 615 24$aHigher Education. 615 24$aTeaching and Teacher Education. 676 $a375.00096 700 $aKoopman$b Oscar$01063479 701 $aKoopman$b Karen J$01359453 701 $aLumadi$b Wally$01828571 701 $aAmponsah$b Samuel$01828572 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911010535703321 996 $aExploring Curriculum Landscapes in Africa$94397480 997 $aUNINA