Education for Sustainable Development at the problem-posing nexus of re-appropriated heritage practices and the science curriculum
Indigenous knowledge is approached as an adaptive and responsive sphere of Mother Tongue meaning-making and innovation, an indigenous epistemic capital that has been marginalised by continuing colonial modernity and an associated urbanisation in Africa. The exclusionary and epistemicidal impacts of...
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| Format: | Article |
| Language: | English |
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Environmental Association of Southern Africa
2019-05-01
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| Series: | Southern African Journal of Environmental Education |
| Online Access: | https://www.ajol.info/index.php/sajee/article/view/186416 |