Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Indonesian Journal of Social Research (IJSR) International Education Trend Issues
Kudzayi Tarisayi
Stellenbosch University, South Africa
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Towards a Transformed Geography Curriculum: A Post-colonial Critique Kudzayi Tarisayi
Indonesian Journal of Social Research (IJSR) Vol 5 No 3 (2023): Indonesian Journal of Social Research (IJSR)
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/ijsr.v5i3.361

Abstract

The growing need to decolonize higher education has put pressure on geography educators to reform curricula and pedagogy. This literature review examines the history, rationale and pathways of curriculum decolonization with an emphasis on: 1) the history of calls to decolonize geography courses 2) arguments for why reform is needed and 3) examples of reforms in different contexts. A postcolonial framework clarifies why traditional curricula perpetuate marginalization and why transforming geographic education is crucial. It also highlights how teacher development focused on decolonization, local pedagogy and knowledge can facilitate reform. Overall, transforming geographic education to recognize excluded perspectives, knowledge and injustice is imperative but progress depends on empowering educators to envision and implement transformative reforms.
Preparing For AI's Transformational Potential: Rethinking Teacher Education In South Africa Kudzayi Tarisayi
International Education Trend Issue Vol. 2 No. 1 (2024): International Education Trend Issue (January–June)
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ieti.v2i1.364

Abstract

As artificial intelligence transforms education, rethinking teacher training is crucial to leverage AI positively. This paper analyzes strategies for integrating AI competencies into South African teacher education. With over 420,000 teachers facing challenges, AI's personalized capabilities could assist, but require aligned reforms. Grounded in competency and social cognitive theories, recommendations include hands-on workshops modeling differentiation with AI, scaffolded online learning, teacher sharing networks, and expert mentoring using digital credentials. These approaches develop integration competencies through applied, collaborative learning, upholding humanistic aims. Focusing on competency applying AI for pedagogies like differentiation promotes teacher agency. Online modules build knowledge before practice. Communities enable observational learning. Expert coaching scaffolds contextualized skills mastery. This competency emphasis recognizes teacher knowledge within sustained professionalization policies. With teachers guiding integration, AI can enrich learning. The paper offers principles and evidence-based strategies for human-centred teacher education reform.
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