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

Article

Ryan, Lisa and Ferreira, Jo-Anne. 2019. "Pursuing epistemological plurality in South Africa's Eco-Schools: Discursive rules for knowledge legitimation." Southern African Journal of Environmental Education. 35, pp. 1-19. https://doi.org/10.4314/sajee.v35i1.2

Article Title	Pursuing epistemological plurality in South Africa's Eco-Schools: Discursive rules for knowledge legitimation
ERA Journal ID	41560
Article Category	Article
Authors	Ryan, Lisa (Author) and Ferreira, Jo-Anne (Author)
Journal Title	Southern African Journal of Environmental Education
Journal Citation	35, pp. 1-19
Number of Pages	19
Year	2019
Place of Publication	South Africa
ISSN	0256-7504
Digital Object Identifier (DOI)	https://doi.org/10.4314/sajee.v35i1.2
Web Address (URL)	https://www.ajol.info/index.php/sajee/article/view/186415
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.
Keywords	Eco-School, discourse analysis, indigenous knowledge, postcolonial theory
ANZSRC Field of Research 2020	390105. Environmental education curriculum and pedagogy
	390203. Sociology of education
	390499. Specialist studies in education not elsewhere classified
	390401. Comparative and cross-cultural education
	390303. Higher education
Byline Affiliations	Southern Cross University
Institution of Origin	University of Southern Queensland

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