South African Journal of Higher Education
Journal / South African Journal of Higher Education / Vol. 18 No. 3 (2004) / Articles

Published: 2005-05-23

Prolegomena to an African philosophy of education

K Wiredu

17-26

DOI:

10.4314/sajhe.v18i3.25477

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\'English only\'? Creating linguistic space for African indigenous knowledge systems in higher education

G v W. Brand

27-39

DOI:

10.4314/sajhe.v18i3.25478

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School principalship and the value of African indigenous knowledge (AIK): Shipps passing in the night?

SM Hoberg

40-55

DOI:

10.4314/sajhe.v18i3.25479

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African philosophy of education: Implications for teaching and learning

Y Waghid

56-64

DOI:

10.4314/sajhe.v18i3.25480

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\'Indigenouse knowledge\', truth and reconciliation in South African higher education

K Horsthemke

65-81

DOI:

10.4314/sajhe.v18i3.25481

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Western science and indigenous knowledge: Competing perspectives or complementary frameworks?

L le Grange

82-91

DOI:

10.4314/sajhe.v18i3.25482

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Can indigenous knowledge systems (IKSs) come to the rescue of distance adult learning facilitation?

C le Roux

92-105

DOI:

10.4314/sajhe.v18i3.25483

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Men\'s initiation schools as a form of higher education within the Basotho indigenous knowledge systems

MMA Maharasoa, MB Maharaswa

106-114

DOI:

10.4314/sajhe.v18i3.25484

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The national plan for higher education in South Africa and African indigenous knowledge systems: A case of conflicting value systems?

MP van Niekerk

115-126

DOI:

10.4314/sajhe.v18i3.25485

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Rethinking higher education transformation in terms of an African(a) philosophy of education

E Nakusera

127-137

DOI:

10.4314/sajhe.v18i3.25486

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In search of an African philosophy of education

MB Ramose

138-160

DOI:

10.4314/sajhe.v18i3.25487

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Legal aspects of African indigenous knowledge systems: Curriculum design in higher education

C Roodt

161-173

DOI:

10.4314/sajhe.v18i3.25488

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African indigenous knowledge systems (AIKSs): Another challenge for curriculum development in higher education?

N Tisani

174-184

DOI:

10.4314/sajhe.v18i3.25489

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Distance education as a function of African community

LJ van Niekerk

185-195

DOI:

10.4314/sajhe.v18i3.25490

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Towards an African philosophy of higher education

B van Wyk, P Higgs

196-210

DOI:

10.4314/sajhe.v18i3.25491

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The encroaching culture of illiteracy

CS de Beer

211-225

DOI:

10.4314/sajhe.v18i3.25492

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Drawing on indigenous knowledge: Students\' learning in and from a rural community

E Bitzer, H Menkveld

226-240

DOI:

10.4314/sajhe.v18i3.25493

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Factors influencing the sustainability of University Centres promoting multilingualism in South Africa

C Dyers

241-256

DOI:

10.4314/sajhe.v18i3.25494

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Indigenous and popular narratives: The educational yse of myths in a comparative perspective

S Lillejord, B Mkabela

257-268

DOI:

10.4314/sajhe.v18i3.25495

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The intersection between academic literacies and student identities

S McKenna

269-280

DOI:

10.4314/sajhe.v18i3.25496

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Mainstreaming African Indigenous Knowledge Systems in higher and tertiary education: The case of Zimbabwe

F Ndhlovu, J Masuku

281-288

DOI:

10.4314/sajhe.v18i3.25497

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The challenge of preparing and equipping science teachers in higher education to integrate scientific and indigenous knowledge systems for learners

MB Ogunniyi

289-304

DOI:

10.4314/sajhe.v18i3.25498

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Making the invisible visible: Portfolios and prior knowledge in higher education

R Osman

305-315

DOI:

10.4314/sajhe.v18i3.25499

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The Basotho indigenous knowledge (IK): Do we understand it well enough to employ it as a tool in higher education teaching?

MLE Mapesela

316-326

DOI:

10.4314/sajhe.v18i3.25500

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\'Learning is Accompanied by Pain\': Eliciting Personal Perspectives on Professional Roles

AM Daweti

327-341

DOI:

10.4314/sajhe.v18i3.25501

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Journal Identifiers

eISSN: 1011-3487