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Towards an indigenous African epistemology of community in education research

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dc.contributor.author Higgs P. en
dc.date.accessioned 2012-11-01T16:31:20Z
dc.date.available 2012-11-01T16:31:20Z
dc.date.issued 2010 en
dc.identifier.citation Procedia - Social and Behavioral Sciences en
dc.identifier.citation 2 en
dc.identifier.citation 2 en
dc.identifier.issn 18770428 en
dc.identifier.other 10.1016/j.sbspro.2010.03.347 en
dc.identifier.uri http://hdl.handle.net/10500/7073
dc.description.abstract Issues of intellectual and cultural hegemony have long been critical foci in education debates in South Africa. This is evidenced in present times by the call for an African Renaissance in education, as well as, a growing discourse that demands the acknowledgement and inclusion of indigenous knowledge systems in the South African education system. This article considers the epistemological question that centres around the debate of whether there is, in fact, an indigenous African way of knowing, and if so, what the implications for education research would be. © 2010 Elsevier Ltd. All rights reserved. en
dc.language.iso en en
dc.subject African Renaissance; community; education; indigenous knowledge systems en
dc.title Towards an indigenous African epistemology of community in education research en
dc.type Conference Paper en


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