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Development of Innovative Pedagogy Strategies and Decolonization of Curriculum in Higher Education Institutions in the COVID-19 Era

Development of Innovative Pedagogy Strategies and Decolonization of Curriculum in Higher Education Institutions in the COVID-19 Era

Tlou Maggie Masenya
Copyright: © 2021 |Pages: 16
ISBN13: 9781799876533|ISBN10: 1799876535|EISBN13: 9781799876557
DOI: 10.4018/978-1-7998-7653-3.ch013
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MLA

Masenya, Tlou Maggie. "Development of Innovative Pedagogy Strategies and Decolonization of Curriculum in Higher Education Institutions in the COVID-19 Era." Curriculum Development and Online Instruction for the 21st Century, edited by Tamara Phillips Fudge and Susan Shepherd Ferebee, IGI Global, 2021, pp. 252-267. https://doi.org/10.4018/978-1-7998-7653-3.ch013

APA

Masenya, T. M. (2021). Development of Innovative Pedagogy Strategies and Decolonization of Curriculum in Higher Education Institutions in the COVID-19 Era. In T. Fudge & S. Ferebee (Eds.), Curriculum Development and Online Instruction for the 21st Century (pp. 252-267). IGI Global. https://doi.org/10.4018/978-1-7998-7653-3.ch013

Chicago

Masenya, Tlou Maggie. "Development of Innovative Pedagogy Strategies and Decolonization of Curriculum in Higher Education Institutions in the COVID-19 Era." In Curriculum Development and Online Instruction for the 21st Century, edited by Tamara Phillips Fudge and Susan Shepherd Ferebee, 252-267. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7653-3.ch013

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Abstract

Higher education institutions (HEIs) are faced with the challenges of supporting learning and teaching processes in a new normal environment. It has been accorded in literature review that effective pedagogy drives meaningful curriculum change, and it is thus essential for the curriculum to be redesigned. Educators are confronted with devising innovative pedagogical strategies and redesigning their curriculum as a way of enhancing teaching and student e-learning experience in response to this pandemic crisis. But how prepared are educators to adopt innovative pedagogy strategies in their e-learning environment? How will decolonizing curriculum happen within a short period of time? and How prepared are lecturers and students to adopt a decolonial way of teaching and learning? The chapter observes that most educators are not well prepared to respond to curriculum change and as a result, do not feel confident to teach in a decolonial way. In this light, educators are faced with the problem of implementing pedagogy of eLearning strategies in order to achieve the desired learning goals.

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