Сognitive justice: a road map for equitable inclusive learning environments
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Date
2014-07
Authors
Makoelle, Tsediso
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Education and Research. Vol. 2 No. 7 July 2014
Abstract
The conceptualization of the notion of inclusive education is mostly drawn from western
forms of conceptions, thought and knowledge. Few studies actually prioritize indigenous
forms of knowledge in understanding the concept of inclusion based on local African
livelihoods and lifestyles. This paper therefore argues that cognitive justice which
articulates recognition of alternative indigenous forms of knowledge provides a theoretical basis for enabling dialogue without qualifying standards of western hegemonic discourse of thought and practice.
Description
Keywords
cognitive justice, equitable learning, inclusive education, inclusion, indigenous knowledge
Citation
Tsediso, Makoelle (2014) Сognitive justice: a road map for equitable inclusive learning environments. Vol. 2 No. 7 July