Ryan, Lisa and Ferreira, Jo-Anne (2019) Pursuing epistemological plurality in South Africa's Eco-Schools: Discursive rules for knowledge legitimation. Southern African Journal of Environmental Education, 35. pp. 1-19. ISSN 1810-0333
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Abstract
Efforts to re-appropriate indigenous knowledges reveal a discursive friction experienced by Eco-School support workers in South Africa as they attempt to build an epistemologically pluralistic curriculum. This paper outlines the strategies that South African Eco-School support workers and teachers employ in negotiating this friction and highlights the discursive rules that govern what constitutes legitimate knowledge in the South African Eco-School. The unintended consequences of these strategies that may affect the representation of indigenous peoples is also discussed.
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| Item Type: | Article (Commonwealth Reporting Category C) |
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| Refereed: | Yes |
| Item Status: | Live Archive |
| Faculty/School / Institute/Centre: | No Faculty |
| Faculty/School / Institute/Centre: | No Faculty |
| Date Deposited: | 25 Mar 2021 02:52 |
| Last Modified: | 08 Apr 2021 00:26 |
| Uncontrolled Keywords: | Eco-School, discourse analysis, indigenous knowledge, postcolonial theory |
| Fields of Research (2008): | 13 Education > 1399 Other Education > 139999 Education not elsewhere classified |
| Fields of Research (2020): | 39 EDUCATION > 3904 Specialist studies in education > 390499 Specialist studies in education not elsewhere classified 39 EDUCATION > 3903 Education systems > 390303 Higher education |
| Identification Number or DOI: | https://doi.org/10.4314/sajee.v35i1.2 |
| URI: | http://eprints.usq.edu.au/id/eprint/41626 |
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