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Lesley Le Grange 《Environmental Education Research》2004,10(3):387-399
The body has been neglected and devalued in Western philosophy. This neglect and devaluation of the body is rooted in dualistic reasoning that has its origin in Greek philosophical thought, and reinforced by philosophers of science during the scientific revolution of 17th century Europe. Dualistic reasoning is in part the cause of current global environmental crises. Moreover, it underpins different approaches to environmental education. In this article I explore the nexus of embodiment and social praxis generally and more specifically in relation to the construct of race. Difference (including race difference) has been given scant attention in environmental education literature in South Africa and I attempt in this article to give it some attention so as to move it into the spaces of our dialogues and conversations. 相似文献
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Lesley Le Grange 《Educational Philosophy and Theory》2018,50(14):1594-1595
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Lesley Le Grange 《课程研究杂志》2013,45(3):399-407
There has been a growing interest in the European Didaktik tradition as part of a process of ‘internationalizing’ curriculum studies. Krüger provides useful insights into some aspects of Didaktiek in South Africa. However, the essay does not contextualize this tradition within the broader history of South African education. This reply contends that Didaktiek was interwoven with ‘fundamental pedagogics’ and as a consequence played a role in reproducing apartheid ideology—it did not provide a language of critique or possibility. This is one reason why the tradition has seen its demise in post‐apartheid South Africa. I argue that curriculum theory, which crucially deals with the relationship between schooling and society and highlights the socially constructed nature of schooling, offers a more useful alternative for critiquing apartheid education policy and for charting a process of transformation of education in South Africa. 相似文献
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Lesley Le Grange 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,3(3):577-591
This article responds to a call for rethinking the science that we teach to school learners in South Africa. Much of the debate
on the nature of science and science learning is reflected in a body of literature which analyses the tensions between disparate
perspectives on science education. Post-colonialists, feminists, multiculturalists, sociologists of scientific knowledge and
those who refer to themselves as indigenous researchers argue that science is not universal but locally and culturally produced.
Universalists on the other hand, argue that modern Western science is superior to indigenous perspectives on the natural world
because of the former’s advanced predictive and explanatory powers. The fact that indigenous knowledge has been included in
South Africa’s recently developed National Curriculum Statements invites a fresh look at the kind of science that is taught
to South African school learners. In this article the author argues for a (dis)position that moves the debate beyond the binary
of Western science/indigenous knowledge. Ways in which Western science and indigenous knowledge might be integrated are explored. 相似文献
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This is a reply to an article authored by Enslin and Horsthemke (2014) published in Educational Philosophy and Theory (EPAT). Enslin and Horsthemke argue that those who they refer to as ‘friends of the subaltern’ pit themselves against a straw-person that is swiftly dismissed in pointing out blindness of the Western tradition. They point out that in doing so ‘friends of the subaltern’ pursue a ‘politics of resentment’. In their reply, Le Grange and Aikenhead argue that Enslin and Horsthemke mischaracterise their work by cherry picking from their selected works and by taking their words out of context. They suggest that Enslin and Horsthemke produce their own straw-person arguments that they accuse others of doing. Le Grange and Aikenhead argue that their research programmes seek cognitive justice which is not tantamount to engaging in a politics of resentment. 相似文献
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Matthew Zylstra Karen Esler Andrew Knight Lesley Le Grange 《The Journal of environmental education》2019,50(1):1-10
The concept of “connectedness with nature” is increasingly used in environmental and sustainability discourse. However, this construct has also been critiqued and proponents charged with harboring an ambivalence that paradoxically reinforces a sense of separation from “nature”. We respond to one critique by demonstrating that whilst problematizing aspects of “connectedness with nature” has merit, selective use of examples misconstrues efforts in this field, undermines common ground and conflates theoretical conceptualizations with practical implementation. In addressing problems of perception and praxis, we emphasize the primacy of direct experience in shaping ways of knowing and recommend integral ecology (based on Wilber’s integral theory) as an inclusive framework for attending to multiple perspectives on the human-nature relationship. 相似文献
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Lesley Le Grange 《Higher Education》2003,46(4):491-505
In this article I describe how socio-politicalchange in South Africa (in the 1990s) andprocesses of globalisation andinternationalisation provided opportunities forprofessional engagement among South African andAustralian academics. I specifically reflect onthe role that (dis)trust played in knowledgeproduction processes involving South Africanand Australian academics in a project entitled,Educating for Socio-Ecological Change:Capacity-Building in EnvironmentalEducation. The article expands on the work ofTurnbull (1997) who argues that the basis ofknowledge might not be empirical verification(as the orthodox view would have it), buttrust. The article provides some insights as tohow the social organisation of trust might bechanging in post-apartheid South Africa. 相似文献