Knowledge-building and knowers in educational practices

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dc.contributor.authorRusznyak, Leeen_ZA
dc.contributor.authorHlatshwayo, Mlamuli Nkosingphileen_Za
dc.contributor.authorFataar, Aslamen_ZA
dc.contributor.authorBlackie, Margareten_ZA
dc.date.accessioned2023-03-23T08:48:08Zen_ZA
dc.date.available2023-03-23T08:48:08Zen_ZA
dc.date.issued2021en_ZA
dc.descriptionCITATION: Rusznyak, L. et al. 2021. Knowledge-building and knowers in educational practices. Journal of Education, 2021(83):12 pages. doi.10.17159/2520-9868/i83a00en_ZA
dc.descriptionThe original publication is available at: ukzn.ac.zaen_ZA
dc.description.abstractThe South African education system continues to be confronted with calls for free decolonial quality education. Sparked by the #RhodesMustFall and #FeesMustFall student protests in 2015 and 2016, students pushed for the need to re-think and reimagine teaching and learning and the kinds of knowledge(s) that are valued and legitimated in curricula (Fataar, 2018; Heleta, 2018; Maxwele, 2016; Ngcobozi, 2015). Part of realising a more inclusive education system requires paying attention to knowledge-building in practices and intellectual fields.en_ZA
dc.description.versionPublisher’s versionen_ZA
dc.format.extent12 pagesen_ZA
dc.identifier.citationRusznyak, L. et al. 2021. Knowledge-building and knowers in educational practices. Journal of Education, 2021(83):12 pages. doi.10.17159/2520-9868/i83a00en_ZA
dc.identifier.issn0259-479X (print)en_ZA
dc.identifier.issn2520-9868 (online)en_ZA
dc.identifier.otherdoi.10.17159/2520-9868/i83a00en_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/126702en_ZA
dc.language.isoen_ZAen_ZA
dc.publisherUniversity of KwaZulu-Natalen_ZA
dc.rights.holderAuthors retain copyrighten_ZA
dc.subjectEducation and state -- South Africaen_ZA
dc.subjectKnowledge and learning -- South Africaen_ZA
dc.subjectInclusive education -- South Africaen_ZA
dc.subjectEducational change -- South Africaen_ZA
dc.titleKnowledge-building and knowers in educational practicesen_ZA
dc.typeArticleen_ZA
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