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Journal article
Indigenous Knowledge Systems in South Africa and Australia: transforming doctoral education
Curriculum Perspectives, Vol.43(Suppl 1), pp.83-93
2023
Appears in UniSC Supported Open Access Outputs
Abstract
While there is a great deal of support for the integration of Indigenous Knowledge Systems (IKS) into higher education, there is still a significant amount of work to be done to move beyond tokenism. Intensive dialogue and robust conceptual outlooks are required. In this paper, this international team of South African and Australian scholars engage in a transcultural and transdisciplinary dialogue in order to chart how discourses and debates about IKS are understood in the different historical and cultural contexts of South Africa and Australia. They combine the theoretical approaches of de Sousa Santos (2014; 2018a and b) about epistemic justice with the theories of Odora Hoppers (2021), Visvanathan (2009), and First Nations Australian scholars Williams, Bunda, Claxton, and McKinnon (2018) about an Indigenous knowledges global decolonisation praxis framework. This dialogue is deliberately jarring and polyvocal because of our desire to go beyond tokenism. The South African team have chosen to apply Bacchi’s (2009) approach of problem formulation and policy as change proposal to discourses about IKS in South African policy documents. The Australian First Nations team have demonstrated how Aboriginal and Torres Strait Islander knowledge systems work through the power of stories. Purposely adopting a polyvocal, multimodal approach, the Australian section includes ethnographic policy analysis and narratives that illustrate how IKS might operate in higher education.
Details
- Title
- Indigenous Knowledge Systems in South Africa and Australia: transforming doctoral education
- Authors
- Moyra Keane (Author) - University of JohannesburgMaria Raciti (Author) - University of the Sunshine Coast, Queensland, Indigenous and Transcultural Research Centre - LegacyGert van der Westhuizen (Author) - University of JohannesburgShireen Motala (Author) - University of JohannesburgSue Stanton (Author) - Batchelor Institute of Indigenous Tertiary EducationKathryn Gilbey (Author) - Batchelor Institute of Indigenous Tertiary EducationCatherine Manathunga (Corresponding Author) - University of the Sunshine Coast, Queensland, Indigenous and Transcultural Research Centre - LegacyJing Qi (Author) - RMIT UniversitySindi Msimango (Author) - University of Johannesburg
- Publication details
- Curriculum Perspectives, Vol.43(Suppl 1), pp.83-93
- Publisher
- Springer
- Date published
- 2023
- DOI
- 10.1007/s41297-023-00183-1
- ISSN
- 2367-1793; 0159-7868
- Copyright note
- This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
- Organisation Unit
- School of Business and Creative Industries; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; Sustainability Research Cluster
- Language
- English
- Record Identifier
- 99717598302621
- Output Type
- Journal article
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