Journal article
Pursuing epistemological plurality in South Africa’s Eco-Schools: Discursive rules for knowledge legitimation
Southern African Journal of Environmental Education, Vol.35, pp.1-19
2019
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.
Details
- Title
- Pursuing epistemological plurality in South Africa’s Eco-Schools: Discursive rules for knowledge legitimation
- Authors
- Lisa Ryan (Author) - Southern Cross UniversityJo-Anne Ferreira (Author) - Southern Cross University
- Publication details
- Southern African Journal of Environmental Education, Vol.35, pp.1-19
- Publisher
- Environmental Education Association of Southern Africa
- Date published
- 2019
- DOI
- 10.4314/sajee.v35i1.2
- ISSN
- 2411-5959; 2411-5959
- Copyright note
- Copyright © The Authors. This work is licensed under a Creative Commons Attribution 3.0 License. https://creativecommons.org/licenses/by/3.0/
- Organisation Unit
- University of the Sunshine Coast, Queensland; Sustainability Research Cluster
- Language
- English
- Record Identifier
- 99451388302621
- Output Type
- Journal article
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