Cited by 16

Different voices on decolonising of the curriculum

Stellenbosch University, Le Grange, Lesley·2019·NWU Self-Directed Learning Series

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Integrity signals

Registry

Crossref · 10.4102/aosis.2019.bk133.02

Cites

Statistics

Claims the paper makes

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Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Using indigenous knowledge as a vehicle to decolonise the curriculum holds affordances for rediscovery and recovery.

    “Using indigenous knowledge as a vehicle to decolonise the curriculum, holds affordances for rediscovery and recovery, a process that Le Grange (2019, 29) describes as “whereby colonised peoples rediscover and recover their own history, culture, language and identity”.”

    From Insights provided into the decolonisation of the science curriculum, and teaching and learning of indigenous knowledge, using Cultural-Historical Activity Theory (2021) · cites this paper as Le Grange (2019, 29)

    The indexed copy contains a book synopsis and chapter list, but no text from Le Grange’s chapter or page 29. Searches for the quoted definition and for rediscovery and recovery in relation to indigenous knowledge found no passage that verifies the attributed claim. (LLM, conf=0.70)

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Self-check

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Authors
Stellenbosch University, & Le Grange, L.
Venue
NWU Self-Directed Learning Series
Publisher
AOSIS
Published
2019
Pages
25-47
ISSN
2707-1537
Cited by
16
References
0

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