The Ruptures, Alterations and Innovations in the Humanities: Literature, Participatory Learning and Action, and Outcomes-Based Education in South Africa

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This paper proposes that, for meaningful development to take place in South Africa's civil society, it is imperative to have inculusivity in literature curriculum design for degree programmes in tertiary institutions of learning; that stakeholders such as administrators, eductors and learners themselves should be brought on board in curriculum design so that their own views about literature and society could be facilitated in what will ultimately be "their own literature education for life." Such degree programmes are community-driven, locally rooted, but have a global effect/ impact, and can only be a result of the fusion of the tenets of "top-down"/"bottom-up" approaches such "Participatory Learning and Action" (PLA) and the principles of Outcomes-Based Education (OBE).

Keywords: Inculusivity, "Participatory Learning and Action", "Applied Competence", Civil Society, Development, Literature
Stream: Literature, Literary Studies
Presentation Type: Paper Presentation in English
Paper: A paper has not yet been submitted.

Dr. George Samiselo

Senior Lecturer in English Literature, University of the Free State
Harrismith, Free State, South Africa

A Cecil Joh Rhodes Scholar, Dr George Samiselo holds three degrees in English: B. A. Ed. (Zambia), M. A. (Liverpool) and Ph. D. (Cape Town). His chief research interests are Narratology in Postcolonial African Fiction, Reception, Gender in African Literature and teaching literature in the context of Outcomes-Based Education.

Ref: H08P0555