Assessing the Scholarship of Curriculum Practices and the Lived Experiences of Postgraduate Students in a Higher Learning Space
Molaodi Tshelane 
Issue: Vol.4 No.12 Special Issue Article 19 pp.230-241
DOI: https://doi.org/10.38159/ehass.202341220 | Published online 20th January, 2024
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Curriculum reform has revolved from production-based to knowledge-based. This trajectory compelled reformists to be deliberate in generating knowledge toward globalized curriculum practices that value humanity for good. This empirical paper reflected on the lived experiences of postgraduate students in a higher learning institution in their becoming. Postgraduate students are expected to complete their studies by working in a space buffeted by silo-thinking, academic jealousy, and volatile relations. This study attempted to answer the following question. What curriculum practices and innovations can make the world a better place for all? Africana Critical Theory was used to make sense of the lived experiences of a postgraduate student. Eight postgraduate students registered for masters and doctoral studies, and five supervisory teams, operating through multiple artificial intelligence in the form of the Yammer tool ranging from smartphones, laptops were engaged numerous times to enable sharing, expressing, and showing casing their new emergent identity in a virtual participatory action research approach, online discussion. Webinars were the primary source for generating data. The generated data was recorded and automatically generated into text through Fireflies’ software. Critical Discourse Analysis was used to arrive at the following findings: Curriculum practices unraveled the hidden curriculum that humans in our current state, that cybernetics exists around us, and in simpler forms than futuristic visions. Cyberspace has created profound variations in human consciousness and social identity. These findings imply that second-life realities are beneficial in a postgraduate context.
Keywords: Curriculum Practices, Yammers Tool, Consciousness, Postgraduate
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Molaodi Tshelane is a Senior Lecturer in curriculum studies at the School of Education in the Department of Education Studies at Sol Plaatje University in Kimberley, Republic of South Africa. He was a Senior Lecturer at the Central University of Technology, Faculty of Humanities. He was also a discipline co-ordinator in the Faculty of Education at UFS. He has published several research articles in accredited international and South African journals, read numerous papers at educational conferences, and written six chapters in academic books. He has supervised more than 25 PhD and Master’s students. He delivered several Keynote addresses at various teacher education forums and conferences.
Tshelane, Molaodi .“Assessing the Scholarship of Curriculum Practices and the Lived Experiences of Postgraduate Students in a Higher Learning Space.” E-Journal of Humanities, Arts and Social Sciences 4, no.12 Special Issue (2023): 230-241. https://doi.org/10.38159/ehass.202341220
© 2023 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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