dc.contributor.advisor | Human, Wilhelmina | |
dc.contributor.author | Plaatjie, Qhawe Agyapong | |
dc.date.accessioned | 2022-02-23T09:52:28Z | |
dc.date.available | 2022-02-23T09:52:28Z | |
dc.date.issued | 2021 | |
dc.identifier.uri | http://hdl.handle.net/11394/8735 | |
dc.description | Magister Psychologiae - MPsych | en_US |
dc.description.abstract | Discussions about decolonisation of the curriculum resurfaced after the #FeesMustFall movement in South African universities. Despite its long history, there’s little to no change in its implication. Decolonisation is regaining popularity in academia; however little room is afforded to students to express their understanding of what the decolonisation of the curriculum entails. A gap within the literature was identified, which was the little consideration given to student voices.Thus, the primary aim of this research project was to explore students understanding of a decolonised Psychology curriculum in South Africa. | en_US |
dc.language.iso | en | en_US |
dc.publisher | University of Western Cape | en_US |
dc.subject | Curriculum | en_US |
dc.subject | Decolonisation | en_US |
dc.subject | Psychology | en_US |
dc.subject | Students | en_US |
dc.subject | Theory of justice | en_US |
dc.subject | South African university | en_US |
dc.title | Exploring students’ understandings of a decolonised psychology curriculum at a South African university | en_US |
dc.rights.holder | University of Western Cape | en_US |