Pursuing epistemological plurality in South Africa's Eco-Schools: Discursive rules for knowledge legitimation

Lisa Ryan; Jo-Anne Ferreira

doi:10.4314/sajee.v35i1.2

Back

Pursuing epistemological plurality in South Africa's Eco-Schools: Discursive rules for knowledge legitimation

Journal article

Open access

Peer reviewed

Pursuing epistemological plurality in South Africa's Eco-Schools: Discursive rules for knowledge legitimation

Lisa Ryan and Jo-Anne Ferreira

Southern African journal of environmental education, Vol.35

2019

DOI: https://doi.org/10.4314/sajee.v35i1.2

Files and links (2)

pdf

Pursuing epistemological plurality in South Africa’s Eco-Schools: Discursive rules for knowledge legitimation147.78 kBDownload View

Published (Version of record)CC BY-NC-SA V4.0, Open Access

url

Pursuing epistemological plurality in South Africa's Eco-Schools: Discursive rules for knowledge legitimationView

Published (Version of record)CC BY-NC-SA V4.0, Open

Metrics

1 File views/ downloads

3 Record Views

Abstract

Curriculum

Indigenous Knowledges

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.

Details

Title: Pursuing epistemological plurality in South Africa's Eco-Schools: Discursive rules for knowledge legitimation
Creators: Lisa Ryan - Southern Cross University
Jo-Anne Ferreira - Southern Cross University
Publication Details: Southern African journal of environmental education, Vol.35
Publisher: H S R C Publishers
Identifiers: 991013099013802368
Copyright: The copyright belongs to the Environmental Education Association of Southern Africa (EEASA) under a Creative Commons Attribution license, CC-BY-NC-SA, (https://creativecommons.org/licenses/by-nc-sa/4.0/.)
Academic Unit: Centre for Teaching and Learning
Language: English
Resource Type: Journal article

Pursuing epistemological plurality in South Africa's Eco-Schools: Discursive rules for knowledge legitimation

Files and links (2)

Metrics

Abstract

Details

Southern Cross University Social media