Using expansive learning to include indigenous knowledge
Bibliographic Data
| ID | 12579745 |
|---|---|
| Authors | Louis Botha (0000-0001-6321-7950, OsloMet – Oslo Metropolitan University, corresponding author), Louis Royce Botha |
| Year | 2011 |
| Volume | 16 |
| Issue | 1 |
| Pages | 57-70 |
| Publication date | 2011-04-14 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603110903560093 |
| OpenAlex | W1978169594 |
| Language | EN |
| Citations received | 5 |
| References cited | 24 |
This article contends that the third generation of cultural–historical activity theory as forwarded in Yrjo Engeström's version of expansive learning offers the people of South Africa a framework within which to practically realise the objective of a more culturally inclusive and relevant education. By recognising and harnessing the divergent and even opposing principles and values within indigenous and modern western knowledge traditions, the expansive learning framework provides a vehicle for implementing the kind of education which has been conceived of by such policies as the country's Indigenous Knowledge Systems (IKS) Policy and the Science-IKS curriculum. It is argued that this approach has the potential to take the indigenous knowledge initiatives beyond their current impasse in policies and bureaucratic institutions by generating new forms of cultural activity from the very conflicts inherent in the project. The principles of object orientation, multi-voicedness, historicity, contradictions as a driving force and expansive transformation are outlined at the level of interacting western and IKS, but shown to be operationalised through learning and research activity at a local level in classrooms and communities so that they generate new practices and policies from people's daily activity
Bureaucracy · Curriculum · Engineering ethics · Environmental ethics · Expansive · Historicity (philosophy · Indigenous · Pedagogy · Political science · Sociology · Traditional knowledge · Adult and Continuing Education Topics · Educational Theory and Curriculum Studies · Engineering · Innovative Education and Learning Practices · Law
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Introduction to African religion
Perspectives on Activity Theory
Workplace Learning in Context
The Rise of Professionalism
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Expansive Learning at Work
Modernity and self-identity
Reaction to conquest
Spirituality in African Education
Modernity and Self-Identity
Bicultural teaching of helping approaches
Some Key Issues in Intercultural Bilingual Education Teacher Training Programmes--as seen from a teacher training programme in the Peruvian Amazon Basin
From Policy to Practice
Reproduction in education, society, and culture
Rethinking the role of Indigenous knowledges in the academy
Integrating Western and Indigenous Knowledge Systems
"Indigenise, nationalise and spiritualise"- an agenda for education
Transformation and Outcomes-Based Education in South Africa
Steps to an Ecology of Mind
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,56 |
| Citation span | 2017 - 2022 (6) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |