Open AccessIntegrating different forms of knowledge
Author(s) -
Nici Rousseau
Publication year - 2014
Publication title -
south african journal of childhood education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.15
H-Index - 2
eISSN - 2223-7682
pISSN - 2223-7674
DOI - 10.4102/sajce.v4i1.136
Subject(s) - argument (complex analysis) , diversity (politics) , curriculum , descriptive knowledge , process (computing) , sociology , pedagogy , mathematics education , epistemology , knowledge level , knowledge management , psychology , computer science , philosophy , biochemistry , chemistry , anthropology , operating system
From a view of multiple types of knowledge for a blend in teacher education, the paperdiscusses the need for epistemological diversity in the types of knowledge for grade Rteacher education. I claim in this article that for epistemological diversity, innovativemixes of knowledge are required and that they have to be explicated. The argument of thearticle is that the decisions made by teacher educators when constructing a curriculumfor a new grade R qualification are especially challenging because of the narrow purposeof the qualification. The paper offers an analysis of various models of knowledge typesand mixes, outlining each one’s purpose. Finally, the paper provides an epistemologicaldistillation in a conceptual framework which can guide the process of curriculum making,offering all participants a chance to contribute to the layers underneath the patina of thepainting that offers life to the curriculum.