Pursuing epistemological plurality in South Africa's Eco-Schools: Discursive rules for knowledge legitimation
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 e...
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| Main Authors: | , |
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| Format: | Book |
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Environmental Association of Southern Africa,
2019-05-01T00:00:00Z.
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| Summary: | 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 Description: | 10.4314/sajee.v35i1.2 2411-5959 |