非殖民化学生心态为国家和整个社会提供变革性服务:赞比亚夸梅·恩克鲁玛大学个案研究

Astridah Musonda, Chikwanda Trinity, Rosemary Mulenga, Harrison Daka
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引用次数: 0

摘要

克瓦米·恩克鲁玛大学(KNU)的核心原则之一是进行转型培训,其主要目标是使学生的思维方式非殖民化,从而为国家和整个社会提供转型服务。这意味着将源自殖民思维方式的思想、偏好和价值观去殖民化。许多学者关注的是转型的价值,而很少考虑课程能在多大程度上帮助学生去殖民化思维,为国家和整个社会提供变革性服务。这就是本研究解决的知识鸿沟。这项研究的目的是提出可用于非殖民化学生心态的策略,以便为国家和整个社会提供变革性服务。本研究采用个案研究设计。该研究以领导力变革理论为指导。本研究样本包括8位讲师、20位学生、3位系主任、1位助理院长。其他包括1名助理主任研究生课程和一名海外语言学习注册主任。采用方便抽样方法选择夸梅·恩克鲁玛大学。采用目的性抽样方法选择讲师。采用定额抽样的方法选取研究生。研究人员使用了开放式问题问卷和半结构化访谈指南。主题分析用于分析开放式问题和半结构化访谈。结果表明,教育工作者应该成为学生期望的榜样。课程需要一个范式的转变,使我们的课程职业化。学生获得的知识应该有助于整个国家和社会成为批判性思想家,创新和生产力,从而去殖民化。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Decolonizing Students Mind Set to offer Transformative Service to the Nation and the Society at Large: A Case Study of Kwame Nkrumah University, Zambia
One of the core principles of Kwame Nkrumah University (KNU) is training for transformation with a primary goal of decolonizing students mind set to offer transformative service to the nation and the society at large. This means decolonizing the thoughts, preferences and values that derive from a colonial way of thinking. A number of scholars have focused on the value of transformation with little regard on how far the curriculum can help decolonizing students’ mindset to offer transformative service to the nation and the society at large. This is the knowledge gap this study addressed. The objective of the study was to suggest strategies that can be employed to decolonize students mind set to offer transformative service to the nation and the society at Large. The study employed Case Study design. The study was guided by the transformative theory of leadership. The sample under the study consisted of 8 lecturers, 20 students, 3 Heads of departments, 1 Assistant Dean Postgraduate studies. Others included 1 Assistant Director postgraduate studies and a Registrar for ODL. Convenience sampling was used to select Kwame Nkrumah University. Purposive sampling technique was used to select lecturers. The Post-graduate students were selected using the quota sampling. The researchers used questionnaires with open-ended questions and semi-structured interview guide. Thematic analysis was used to analyse open-ended questions and semi-structured interviews. The results indicated that an educator should be a role model to what is expected of a student. The curriculum needs for a paradigm shift to vocationalise our curriculum. The knowledge acquired by students should help the nation and the society at large to be critical thinkers, innovative and productive hence decolonization.
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