3 - Sustainable Rural Learning Ecologies: A Pathway to Acknowledging African Knowledge Systems in the Arena of Mainstream of Knowledge Production?
Revue de l’enseignement supérieur en Afrique,
Vol. 13 No 1-2 (2015): Revue de l’enseignement supérieur en Afrique: Special Issue on Sustainable Rural Learning Ecologies: Border Crossing
Résumé
Cet article propose une idée qui, pour beaucoup, peut sembler déplacée et irréaliste. Son objectif est de lever les mythes autour de la recherche africaine et des environnements d’apprentissage ruraux qui sont dénaturés dans les discours dominants dans l’hémisphère Nord. Les environnements d’apprentissage ruraux durables figurant dans la philosophie centrée sur l’Afrique devraient être compris dans ce contexte comme un programme de transformation et un moyen de construction de la connaissance. Le concept d’environnements d’apprentissage ruraux durables consiste tout simplement à reconnaître les acquisitions de connaissances dans les contextes ruraux comme des connaissances intégrées dans les systèmes de valeurs africaines. L’acquisition de connaissances dans un contexte d’apprentissage rural devrait être célébrée pour ses forces et ses possibilités, comme ayant son propre avantage comparatif et compétitif sur la scène mondiale du discours. Les environnements d’apprentissage ruraux durables (SuRLEc) doivent être compris comme un discours épistémologique qui fait sens et critique le corps dominant de la connaissance en affirmant le contexte rural et les construits culturels. L’article examine les discours dominants hégémoniques qui tentent de monopoliser les systèmes de production de connaissances et de domestiquer les autres paramètres pour l’interprétation des réalités comme historiquement obsolètes, irrationnelles et prémodernes. Il fait valoir que les environnements d’apprentissage ruraux durables sont une plateforme qui utilise les expériences des individus comme sources pour l’acquisition de formes de connaissances. Je défends les environnements d’apprentissage qui reconnaissent différentes formations et fondations pour la construction des pyramides de connaissances. Je conclus en rejetant les points de vue qui soutiennent qu’une pyramide de connaissances est de par sa nature éminemment supérieure à toutes les autres.
Télécharger la référence bibliographique
Endnote/Zotero/Mendeley (RIS)BibTeX
- Achebe, C., 1997, ‘An Image of Africa: Racism in Conrad’s Heart of Darkness’, inHopes and Impedi-ments: Selected Essays, New York: Anchor, Print.
- Adorno, W.T., 1974, Minima Moralia: Reflections from Damaged Life, translated by E.F.N. Jephcott, London: New Left Books.
- Asante, MK., 1997, ‘The escape into hyperbole: communication and political cor- rectness’, Journal of Communication 42 (2): 141–47.
- Cabral, Amilcar, 1979, ‘The Role of Culture in the Liberation Struggle in Commu- nication and Class Struggle’, Volume 1: Capitalism, Imperialism, New York: International General.
- Delgado Bernal, D. and Villalpando, O., 2002, ‘An apartheid knowledge in academia: the struggle over the “legitimate” knowledge of faculty of color’, Journal of Equity and Excellence in Education 35 (2): 169–80.
- Derrida, J., 1995, ‘Deconstruction and the Other’, in Richard Kearney, ed., States of Mind: Dialogues with Contemporary Thinkers in the European Mind, Manches- ter: Manchester University Press.
- Foucault, M., 1976, ‘Politics and the study of discourse’, Journal of Ideology and Consciousness 3: 7–26.
- Foucault, M., 1979, Power and Knowledge: Selected interviews and other writings, New York: Patheon.
- Foucault, M. 1988., Michel Foucault. Politics, philosophy, culture: Interviews and other writings, 1977–1984. Translated by Alan Sheridan and others. Edited with an introduction by Lawrence D.
- Kritzman, New York and London: Routledge.
- Foucault, M., 1997, Michel Foucault. Ethics, subjectivity and truth. Edited by Paul Rabinow.
- Translated by Robert Hurley and Others. Essential Works of Foucault 1954–84. Volume 1 Edited by James D. Faubion. Translated by Robert Hurley and Others, New York: The New York Press.
- Foucault, M., 2004, Society Must Be Defended. Lectures at the College de France, 1975–76, London:
- Penguin Books.
- Gitlin, T., 1979, ‘Prime time ideology: the hegemonic process in television entertain- ment’, Journal of Social Problems 26 (3): 56–73.
- Horkheimer, M. and Adorno, W.T., 1972, Dialectic of Enlightenment. Translated by John Cumming, New York: Continuum.
- Huber, L.P., 2009, ‘Disrupting apartheid of knowledge: testimonio as methodology in Latina/o critical race research in education’, International Journal of Qualitative Studies in Education 22 (6): 339–654.
- Kalla ay, P., 2002, The History of Education under Apartheid, 1948–1994: The Doors of Learning and Culture Shall Be Opened, Maskew Miller Longman (Pty) Ltd.
- Mahlomaholo, M.G., 1998, ‘Signification of African cultural identity, individual African identity and performance in mathematics among some Standard Nine African pupils in Mangaung High Schools’, unpublished PhD thesis, University of Western Cape.
- Mahlomaholo, M.G., 2004, ‘Empire talks back: Interrogating indigenous knowledge systems in postgraduate curriculum’, unpublished paper presented at the pos- tgraduate seminar Central University of Technology, Free State.
- Mahlomaholo, M.G, and Nkoane, M.M., 2002, ‘The case of emancipatory qualitative research: reflection on assessment of quality’, Journal of Education as Change/ Onderwys as Verandering 6 (1): 89–105, Faculty of Education and Nursing – Rand Afrikaans University.
- Makgoba, M.W., 1998, South African Universities in Transformation: An Opportunity to Africanise Education. Black Perspectives on Tertiary Institutional Transfor- mation, Vivlia Publishers and University of Venda.
- Makgoba, M.W., 2005, The African University: Meaning Penalties and Responsibili- ties. Towards African Scholarship. Public Affairs and Corporate Communication, University of KwaZulu-Natal.
- Mekoa, I., 2006, Introducing Afrocentric Studies in the Newly Merged University of KwaZulu Natal: Systematic and Thematic Principles for an African University.
- Nkoane, M.M., 2006, ‘The Africanisation of the university in Africa’, Journal of the Centre for the Study of Southern African Literature and Languages/ALTERNA- TION 13 (1): 49–69.
- Nkoane, M.M., 2012, ‘Critical emancipator research for social justice and democratic citizenship’, Perspectives in Education 30 (4): 98–104.
- Nkoane, M.M. and Lavia, J., 2012, ‘Rethinking Education in South Africa: Amplifying liberation pedagogy’ in J. Lavia and S. Mahlomaholo, eds, Culture, education and community – expression of the postcolonial imagination, New York: Pal- grave Macmillan.
- Nkomo, S., 1992, ‘The emperor has no clothes: rewriting “race into organisations”’,Academy of Management Review 17 (3): 487–513.
- Odora-Hoppers, C.A., 2002, ‘Indigenous knowledge systems and the transformation of thinking and practice of academic institutions in South Africa’, unpublished paper presented at HSRC, Pretoria.
- Said, E.W., 1996, Representation of the Intellectual, New York: Vintage Books Editions. Seepe, S., 1998, ‘Towards Africentric Understanding’, in Seepe, S., ed., Black Perspectives on Tertiary Institutional Transformation, Thohoyandou: Vivilia Publishers and University of Venda.
Les références
Achebe, C., 1997, ‘An Image of Africa: Racism in Conrad’s Heart of Darkness’, inHopes and Impedi-ments: Selected Essays, New York: Anchor, Print.
Adorno, W.T., 1974, Minima Moralia: Reflections from Damaged Life, translated by E.F.N. Jephcott, London: New Left Books.
Asante, MK., 1997, ‘The escape into hyperbole: communication and political cor- rectness’, Journal of Communication 42 (2): 141–47.
Cabral, Amilcar, 1979, ‘The Role of Culture in the Liberation Struggle in Commu- nication and Class Struggle’, Volume 1: Capitalism, Imperialism, New York: International General.
Delgado Bernal, D. and Villalpando, O., 2002, ‘An apartheid knowledge in academia: the struggle over the “legitimate” knowledge of faculty of color’, Journal of Equity and Excellence in Education 35 (2): 169–80.
Derrida, J., 1995, ‘Deconstruction and the Other’, in Richard Kearney, ed., States of Mind: Dialogues with Contemporary Thinkers in the European Mind, Manches- ter: Manchester University Press.
Foucault, M., 1976, ‘Politics and the study of discourse’, Journal of Ideology and Consciousness 3: 7–26.
Foucault, M., 1979, Power and Knowledge: Selected interviews and other writings, New York: Patheon.
Foucault, M. 1988., Michel Foucault. Politics, philosophy, culture: Interviews and other writings, 1977–1984. Translated by Alan Sheridan and others. Edited with an introduction by Lawrence D.
Kritzman, New York and London: Routledge.
Foucault, M., 1997, Michel Foucault. Ethics, subjectivity and truth. Edited by Paul Rabinow.
Translated by Robert Hurley and Others. Essential Works of Foucault 1954–84. Volume 1 Edited by James D. Faubion. Translated by Robert Hurley and Others, New York: The New York Press.
Foucault, M., 2004, Society Must Be Defended. Lectures at the College de France, 1975–76, London:
Penguin Books.
Gitlin, T., 1979, ‘Prime time ideology: the hegemonic process in television entertain- ment’, Journal of Social Problems 26 (3): 56–73.
Horkheimer, M. and Adorno, W.T., 1972, Dialectic of Enlightenment. Translated by John Cumming, New York: Continuum.
Huber, L.P., 2009, ‘Disrupting apartheid of knowledge: testimonio as methodology in Latina/o critical race research in education’, International Journal of Qualitative Studies in Education 22 (6): 339–654.
Kalla ay, P., 2002, The History of Education under Apartheid, 1948–1994: The Doors of Learning and Culture Shall Be Opened, Maskew Miller Longman (Pty) Ltd.
Mahlomaholo, M.G., 1998, ‘Signification of African cultural identity, individual African identity and performance in mathematics among some Standard Nine African pupils in Mangaung High Schools’, unpublished PhD thesis, University of Western Cape.
Mahlomaholo, M.G., 2004, ‘Empire talks back: Interrogating indigenous knowledge systems in postgraduate curriculum’, unpublished paper presented at the pos- tgraduate seminar Central University of Technology, Free State.
Mahlomaholo, M.G, and Nkoane, M.M., 2002, ‘The case of emancipatory qualitative research: reflection on assessment of quality’, Journal of Education as Change/ Onderwys as Verandering 6 (1): 89–105, Faculty of Education and Nursing – Rand Afrikaans University.
Makgoba, M.W., 1998, South African Universities in Transformation: An Opportunity to Africanise Education. Black Perspectives on Tertiary Institutional Transfor- mation, Vivlia Publishers and University of Venda.
Makgoba, M.W., 2005, The African University: Meaning Penalties and Responsibili- ties. Towards African Scholarship. Public Affairs and Corporate Communication, University of KwaZulu-Natal.
Mekoa, I., 2006, Introducing Afrocentric Studies in the Newly Merged University of KwaZulu Natal: Systematic and Thematic Principles for an African University.
Nkoane, M.M., 2006, ‘The Africanisation of the university in Africa’, Journal of the Centre for the Study of Southern African Literature and Languages/ALTERNA- TION 13 (1): 49–69.
Nkoane, M.M., 2012, ‘Critical emancipator research for social justice and democratic citizenship’, Perspectives in Education 30 (4): 98–104.
Nkoane, M.M. and Lavia, J., 2012, ‘Rethinking Education in South Africa: Amplifying liberation pedagogy’ in J. Lavia and S. Mahlomaholo, eds, Culture, education and community – expression of the postcolonial imagination, New York: Pal- grave Macmillan.
Nkomo, S., 1992, ‘The emperor has no clothes: rewriting “race into organisations”’,Academy of Management Review 17 (3): 487–513.
Odora-Hoppers, C.A., 2002, ‘Indigenous knowledge systems and the transformation of thinking and practice of academic institutions in South Africa’, unpublished paper presented at HSRC, Pretoria.
Said, E.W., 1996, Representation of the Intellectual, New York: Vintage Books Editions. Seepe, S., 1998, ‘Towards Africentric Understanding’, in Seepe, S., ed., Black Perspectives on Tertiary Institutional Transformation, Thohoyandou: Vivilia Publishers and University of Venda.