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

  • Lisa Ryan Southern Cross University, Australia
  • Jo-Anne Ferreira Southern Cross University, Australia

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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Articles

Journal Identifiers


eISSN: 2411-5959
print ISSN: 1810-0333