Grounded collaborative learning: on the misperceived relevance of philosophy in Africa

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Curriculum Studies Pub Date : 2023-11-22 DOI:10.1080/00220272.2023.2286364

Michael Omoge

引用次数: 0

Abstract

Given a peculiar sociocultural pressure for knowledge to reap immediate socioeconomic benefits in Africa, philosophy courses have gained a very low valuation by African students. They misperceive t...

查看原文本刊更多论文

基于合作的学习:非洲哲学被误解的相关性

在非洲，由于特殊的社会文化压力要求知识获得直接的社会经济效益，哲学课程在非洲学生中获得了非常低的评价。他们误解了……

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Curriculum Studies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.70

自引率

4.80%

发文量

审稿时长

24 weeks

期刊介绍： Journal of Curriculum Studies publishes conceptually rich contributions to all areas of curriculum studies, including those derived from empirical, philosophical, sociological, or policy-related investigations. The journal welcomes innovative papers that analyse the ways in which the social and institutional conditions of education and schooling contribute to shaping curriculum, including political, social and cultural studies; education policy; school reform and leadership; teaching; teacher education; curriculum development; and assessment and accountability. Journal of Curriculum Studies does not subscribe to any particular methodology or theory. As the prime international source for curriculum research, the journal publishes papers accessible to all the national, cultural, and discipline-defined communities that form the readership.