Produktdetaljer
Biografisk notat
Dr Oscar Koopman is a Senior Lecturer in the Faculty of Education at Stellenbosch University, where his research focuses on curriculum studies and science education through a phenomenological lens. His scholarly work spans both national and international publications, contributing significantly to educational discourse in South Africa and beyond.
Dr Karen J. Koopman serves as Senior Lecturer in the Faculty of Education at the University of the Western Cape. Her research integrates phenomenological approaches with commerce education, offering unique insights into teaching and learning. Her work advances phenomenological perspectives while challenging traditional educational paradigms.
In an era dominated by technological advancement and standardization, phenomenology offers crucial insights into teacher and learner experiences. This book explores how phenomenological perspectives can transform educational understanding, particularly in African contexts. The contributors examine phenomenology’s intersection with various educational dimensions, from music to artificial intelligence. Moving beyond empiricist-rationalist frameworks, they illuminate lived experiences in educational settings, revealing hidden classroom dynamics and offering fresh perspectives on challenges.
The work combines theory with practice, addressing positionality, AI’s impact, and institutional transformation, with a focus on African education’s unique challenges. It reconceptualizes education as an ‘act of care’ while acknowledging historical influences and proposing pathways to transformation This accessible text bridges philosophical depth with practical insights for teachers, postgraduate students and researchers, contributing to global discourse on authenticity and technology in education.
This book explores phenomenology’s transformative potential in classroom teaching and learning experiences. Drawing on foundational principles, it examines how teachers and learners inhabit educational spaces, offering practical insights for creating meaningful learning environments through phenomenological approaches.
Chapter One: Introduction and Overview: Phenomenology in the classroom: Foundations for
teaching and research
(Oscar Koopman, Jeffrey Beyer & Karen Koopman)
Chapter Two: Approaching Phenomenological Understanding: Positionality and Reflexivity in Education and Education Research
Russ Walsh
Chapter Three: Phenomenology and Music: A New Path for 21st Century Education
Chatradari Devroop
Chapter Four: Towards Reclaiming the Primacy of Lived Experience in an Artificial
Intelligence Driven World of Teaching and Learning
Oscar Koopman & Karen Koopman
Chapter Five: Critical Phenomenological Perspectives of Reflective Entrepreneurial Learning
Through Mini-Enterprise Projects
Gosaitse Solomon & Suriamurthee M. Maistry
Chapter Six: Insights into the lived experiences of a South African Black Principal in leading the school towards becoming a learning organisation
Karen Joy Koopman, Juliana Smith & Keith Long
Chapter Seven: Unveiling Power dynamics in South African classrooms: A Critical
Phenomenological Exploration into Student Teachers’ Reaching Practicum Schooling
Placements
Clive Brown and Saras Reddy
Chapter Eight: Towards Education and Education Research as an "Act of Caring" for the
African learner
Oscar Koopman & Karen Koopman
Index
Produktdetaljer
Biografisk notat
Dr Oscar Koopman is a Senior Lecturer in the Faculty of Education at Stellenbosch University, where his research focuses on curriculum studies and science education through a phenomenological lens. His scholarly work spans both national and international publications, contributing significantly to educational discourse in South Africa and beyond.
Dr Karen J. Koopman serves as Senior Lecturer in the Faculty of Education at the University of the Western Cape. Her research integrates phenomenological approaches with commerce education, offering unique insights into teaching and learning. Her work advances phenomenological perspectives while challenging traditional educational paradigms.