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Epistemic Diversity
16
EPISTEMIC DIVERSITY
URBAN CITIZENSHIP STUDIO:
MAMELODI
INTRODUCTION
Urban Citizen Studio- Mamelodi
Who?
The Mamelodi Collaborative
EBIT Faculty
Dr C. Combrink.
Dept. Of Architecture.
Urban Citizen Studio: Mamelodi
University Of Pretoria
Where?
South Africa
Gauteng
City of Tshwane
Khalambazo area
What?
Epistemic Diversity
Celebrating diversity
Knowledge
Supportive of social justice
Critique of dominant practices
Shared tradition
Making sense of the world around us
A new model of scholarship
(Jane M. Georges, 2003: 50)
Tshwane
Context
Context
Location
Location
Historical Development
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Historical development
INSERT TEXT
Educational Landscape
Primary Schools
Secondary Schools
Educational Landscape
Special Needs
Tertiary Schools
(Veldsman, 2019)
Trade & Transport
Bus Stop
Taxi Rank
Trade & Transport
Train Station
Informal Trade Node
(Veldsman, 2019)
Tsako Thabo Context
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Tsako Thabo Context
Gestalt
Considered as a sum of all of its parts...
INSERT IMAGES
Gestalt
TIMELINE OVERVIEW
TIMELINE
REFLECTION
SPLIT
TRAINING
SITE VISITS
TRAINING
We received training on these two data bases, in order to enrich our research:
7/02/2020
13/02/2020
SITE VISITS
Together with Master students (Lauren, Purll, Kelsey and Maxine) we had multiple site visits to Tsako Thabo High School and the surrounding areas.
Through this we received a deeper understanding of the community, the school and the students. And therefore could come to more sound ideas and solutions.
10/02/2020
18/02/202020/02/2020
21/02/2020
11/02/2020
Reflection sessions
17/02/2020
11/02/2020
We came together as a group to reflect on our site visits and as a result mapped out all our findings.
17/02/2020
A getting to know each other meal was shared between honors students and master students. To strengthen the bond between peers
24/02/2020
Reflection session with the Master Students and Dr Carin Combrinck, was held to discuss the findings and possible Community Action Plans.
25/02/2020
A reflection on the previous years work was made to identify any gaps.
t
24/02/2020
25/02/2020
Primary Schools
2/03/2020
EPISTEMIC DIVERSITY
VALUE AND BELIEF
ENTREPRENEURIAL
CO-CURRICULAR
4
3
HYPOTHESIS
AFRICA
5
EPISTEMIC DIVERSITY
2
CITY OF TSHWANE METROPOLITAN
THEORETICAL
BACKGROUND
THEORY
1
6
URBAN VILLAGE
TSAKO THABO SECONDARY SCHOOL
DIMENSIONS OF LEARNING
DIMENSIONS OF LEARNING
INSTITUTIONALIZED SYSTEMS OF LEARNING
Institutionalized Knowledge Systems
We defined institutionalized knowledge systems as educational institutions that have a set curriculum that is enforced by the Department of Education of South Africa.
Tertiary Institution
Primary Schools
Secondary Schools
Primary Schools
Map of Mamelodi indicating all Primary Schools in the area.
KEY:
Tsako Thabo High School
Primary Schools
Secondary Schools
Tertiary Institutions
Secondary Schools
Map of Mamelodi indicating all Secondary Schools in the area.
KEY:
Tsako Thabo High School
Primary Schools
Secondary Schools
Tertiary Institutions
Tertiary Institution
Map of Mamelodi indicating all Tertiary Institutions in the area.
KEY:
Tsako Thabo High School
Primary Schools
Secondary Schools
Tertiary Institutions
CO-CURRICULAR KNOWLEDGE SYSTEMS
ENTREPRENEURIAL KNOWLEDGE SYSTEMS
Entrepreneurial Knowledge Systems
A System of Opportunity
AIM
Entrepreneurship Learning Model
Informal Economies
Google Earth
Trades
4WAYS FASHION
LOUNGE
HOUSE OF UZMA
INK ABOUT ART
VALUE AND BELIEF BASED KNOWLEDGE SYSTEMS
(kobotoolbox, 2020)
(Joanne Brownlee et al, 2020: 406)
(kobotoolbox, 2020)
CONCLUSION
CONCLUSION
A VILLAGE FOR A CHILD
CO-CURRICULAR KNOWLEDGE SYSTEMS
RELATIONAL
KNOWLEDGE SYSTEMS
VALUE AND BELIEF BASED KNOWLEDGE SYSTEMS
ENTREPRENEURIAL KNOWLEDGE SYSTEMS
INDIGENOUS KNOWLEDGE SYSTEMS
FAITH BASED KNOWLEDGE SYSTEMS
RELATIONAL
KNOWLEDGE SYSTEMS
CO-CURRICULAR KNOWLEDGE SYSTEMS
INDIGENOUS KNOWLEDGE SYSTEMS
FAITH BASED KNOWLEDGE SYSTEMS
ENTREPRENEURIAL KNOWLEDGE SYSTEMS
CO-CURRICULAR KNOWLEDGE SYSTEMS
RELATIONAL
KNOWLEDGE SYSTEMS
ENTREPRENEURIAL KNOWLEDGE SYSTEMS
FAITH BASED KNOWLEDGE SYSTEMS
INDIGENOUS KNOWLEDGE SYSTEMS
CO-CURRICULAR KNOWLEDGE SYSTEMS
KNOWLEDGE SYSTEMS = EDUCATION
EPISTEMIC
DIVERSITY
ENTREPRENEURIAL KNOWLEDGE SYSTEMS
EDUCATION COMES FROM A VILLAGE
VALUE AND BELIEF KNOWLEDGE SYSTEMS
CO-CURRICULAR KNOWLEDGE SYSTEMS
TSAKO THABO
SECONDARY
SCHOOL
EPISTEMIC
DIVERSITY
A CHILD IS
EDUCATED THROUGH THE VILLAGE WHICH IS KAHLAMBAZO
ENTREPRENEURIAL KNOWLEDGE SYSTEMS
KAHLAMBAZO
VALUE AND BELIEF KNOWLEDGE SYSTEMS
A CHILD IN TSAKO THABO SECONDARY SCHOOL
IS EDUCATED THROUGH THE KNOWLEDGE SYSTEMS
OF KAHLAMBAZO
THE DIVISION
DEVELOPMENT OF THE SMALL GROUPS
EPISTEMIC DIVERSITY
THE DIVISION
CO-CURRICULAR
VALUE AND BELIEF
ENTREPRENEURIAL
IVOR
ALEX
DALE
KIRSTIN
NINA
JOSEPH
DHANE
SONJIA
ZVIKO
REFERENCES
References
City of Tshwane, 2020. Departments. [ONLINE] Available at: http://www.tshwane.gov.za/Pages/default.aspx [Accessed 16 April 2020]
Cocurricular Definition of Cocurricular by Merriam-Webster. 2020. Cocurricular Definition of Cocurricular by Merriam-Webster. [ONLINE] Available at: https://www.merriam-webster.com/dictionary/cocurricular. [Accessed 12 April 2020].
Continental Education Strategy for Africa – African Union. 2006. CESA 2016-2015 Report. (ONLINE) Available at: https://au.int/sites/defautl/files/documants/29958-doc-cesa - english-v9.pdf. [Accessed 13 April 2020]
Curran, D., 2019. IABC. [Online] Available at: https://iabcokc.com/2019/02/the-belief-wheel/ [Accessed 1 April 2020].
Dinah, M.M. 2018. Indigenising knowledge in intervening for the excluded children. Indilinga Africah Journal of Indigenous Knowledge Systems. Vol 17. Nr 2. 234-244.
Zimmerman, A. Z., 2018. Belief: A Pragmatic Picture. 1st ed. New York: Oxford University Press.
Abehsera, A., 1991. Babel: The Language of the 21st Century. 1st ed. London: EQEV.
Geography, Geoinformatics & Meteorology, 2020. Mamelodi maps , Pretoria : University of Pretoria.
Georges, J.M. 2003. An Emerging Discourse: Towards Epistemic Diversity in Nursing. Advances in Nursing Science. Vol 26(1). 44-52
Gundara, JS. 2000. Interculturalism, Education and Inclusion. SAGE Publications Ltd, London.
Hendrikse, S. 2020. Verbal communication with Alfred Lethuli on 13 April 2020. Tshwane.
Hendrikse, S. & Thiart, M. 2020. Conceptual Diagram - Learner Life Cycle Hypothesis. 22 February 2020. University of Pretoria.
KoboToolBox, 2020. KoboToolBox. [Online] Available at: https://kf.kobotoolbox.org/#/forms/aCLKzCTKP9aXbdPj3fcXxV [Accessed 15 March 2020
References
Language and the Perception of Nature, 2020. YouTube. [Online] Available at: https://www.youtube.com/watch?v=npQ18V1BDik&t=764s. [Accessed 15 March 2020].
Lethoko, M.X., Heystek, J., & Maree, J.G. 2001. The role of the principal, teachers and students in restoring the culture of learning, teaching and service (COLT) in black secondary school in the Pretoria region. South African Journal of Education. Vol 21. Issue 4. Nov 2001 311-316.
Mapable, 2020. Mapable. [Online] Available at: http://map.mapable.co.za/map_default.aspx [Accessed 2 March 2020].
Nettle, D. & Romaine, S., 2002. Vanishing voices: The extinction of the world's languages.. 1st ed. New York: Oxford University Press.
Siegel, H., 2006. Epistemological Diversity and Education Research: Much Ado about Nothing Much?. JSTOR - https://www.jstor.org/stable/3699950?seq=1, 35(2), pp. 3-12.
University of Pretoria , 2020. What is Language?. Pretoria: University of Pretoria.
University of Pretoria, 2020. University of Pretoria - JCP. [Online] Available at: https://www.up.ac.za/community-project-module/article/1949838/jcp-module [Accessed 17 March 2020].