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dc.contributor.authorRudolph, Norma
dc.date.accessioned2019-09-11T11:42:58Z
dc.date.available2019-09-11T11:42:58Z
dc.date.issued2017
dc.identifier.citationRudolph, N. (2017). Hierarchies of knowledge, incommensurabilities and silences in South African ECD policy : Whose knowledge counts?. <i>Journal of Pedagogy</i>, <i>8</i>(1), 77-98. <a href="https://doi.org/10.1515/jped-2017-0004" target="_blank">https://doi.org/10.1515/jped-2017-0004</a>
dc.identifier.otherCONVID_32792610
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/65482
dc.description.abstractPolicy for young children in South Africa is now receiving high-level government support through the ANC's renewed commitment to redress poverty and inequity and creating 'a better life for all' as promised before the 1994 election. In this article, I explore the power relations, knowledge hierarchies and discourses of childhood, family and society in National Curriculum Framework (NCF) as it relates to children's everyday contexts. I throw light on how the curriculum's discourses relate to the diverse South African settings, child rearing practices and world-views, and how they interact with normative discourses of South African policy and global early childhood frameworks. The NCF acknowledges indigenous and local knowledges and suggests that the content should be adapted to local contexts. I argue that the good intentions of these documents to address inequities are undermined by the uncritical acceptance of global taken-for-granted discourses, such as narrow notions of evidence, western child development, understanding of the child as a return of investment and referencing urban middle class community contexts and values. These global discourses make the poorest children and their families invisible, and silence other visions of childhood and good society, including the notion of 'convivial society' set out in the 1955 Freedom Charter.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherTrnava University
dc.relation.ispartofseriesJournal of Pedagogy
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherEtelä-Afrikka
dc.subject.otherindigenous knowledges
dc.subject.othersubjugated knowledge
dc.subject.otherearly childhood development
dc.subject.otherSouth Africa
dc.subject.otherauthoethnography
dc.subject.othercurriculum
dc.subject.otherpolicy
dc.titleHierarchies of knowledge, incommensurabilities and silences in South African ECD policy : Whose knowledge counts?
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201909114110
dc.contributor.laitosKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.laitosFaculty of Education and Psychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange77-98
dc.relation.issn1338-1563
dc.relation.numberinseries1
dc.relation.volume8
dc.type.versionpublishedVersion
dc.rights.copyright© Author, 2017
dc.rights.accesslevelopenAccessfi
dc.subject.ysoautoetnografia
dc.subject.ysovaltarakenteet
dc.subject.ysotietämys
dc.subject.ysovarhaiskasvatus
dc.subject.ysoopetussuunnitelmat
dc.subject.ysohierarkia
dc.subject.ysoalkuperäiskansat
dc.subject.ysokoulutuspolitiikka
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p25194
jyx.subject.urihttp://www.yso.fi/onto/yso/p2550
jyx.subject.urihttp://www.yso.fi/onto/yso/p10865
jyx.subject.urihttp://www.yso.fi/onto/yso/p1650
jyx.subject.urihttp://www.yso.fi/onto/yso/p5140
jyx.subject.urihttp://www.yso.fi/onto/yso/p623
jyx.subject.urihttp://www.yso.fi/onto/yso/p5737
jyx.subject.urihttp://www.yso.fi/onto/yso/p249
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1515/jped-2017-0004
dc.type.okmA1


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