- Title
- Legitimation of knowers for access in science
- Creator
- Ellery, Karen
- Date
- 2018
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/70302
- Identifier
- vital:29643
- Identifier
- https://doi.org/10.1080/02602930701772788
- Description
- Based on poor performance of students in the higher education science context, this paper questions the current focus on content knowledge and, in so doing, examines the role student knowers play in enabling epistemological access. Using Legitimation Code Theory, and drawing on data from interviews, course documents, observations, and critical reflections, the social relations of a science foundation course in the South African context are examined empirically to reveal the valuing of two kinds of knowers—learning-context knowers (or science learners) and production-context knowers (or scientists). Since being both kinds of knowers is necessary for access to powerful science knowledge, and home and educational contexts of certain groups of students are better in terms of enabling science knowers and learners than others, it is argued from a social justice perspective that science (and other) curricula account for knower attributes in enabling access for success for all students.
- Format
- 13 pages, pdf
- Language
- English
- Relation
- Journal of Education, Ellery, K., 2018. Legitimation of knowers for access in science. Journal of Education (University of KwaZulu-Natal), (71), pp.25-38., Journal of Education number 71 25 38 May 2018 1469-297X
- Rights
- University of KwaZulu-Natal
- Rights
- Use of this resource is governed by the terms and conditions of the Taylor & Francis Online Open Select Journals Policy
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Collections
Ellery, Karen (Dr)
RU Centre for Higher Education Research, Teaching and Learning (CHERTL)
RU Department of Education
SDG 04. Quality Education
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