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      On the hegemony of International Knowledge in Tier 1 high-impact literature: A meta-study of citations in Indilinga (2008-2017)

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          Abstract

          In this article we problematize the hegemony of what we are choosing to call International Knowledge, as opposed to (South) African Knowledge, as it appears in articles and essays by International1 authors in high-impact journals. We eschew the term Global North in the light of rising debates about decolonisation and forms of cognitive colonisation. Knowledge is foregrounded in our focus on academic publishing and curriculum. We seek to explore the extent to which articles published in Indilinga: African Journal of Indigenous Knowledge Systems have referenced (South) African scholars. We go on to provide some explanation of why there is still a dominant reliance on International Knowledge for the scholarship published in this journal. We employed a realist interpretivist meta-study design and we selected a sample of 246 articles published in Indilinga between 2008 and 2017. We analysed the reference lists of these articles to determine the ratio between South African, African,2 and International authors cited, and we determined the institutional affiliation of the authors as part of this study. We also analysed keywords that featured predominantly and that were aligned to the title of the journal. It was clear that International authors were cited most frequently in Indilinga.

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          Quality assurance in South Africa: A reply to John Mammen

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            Curriculum, curriculum development, curriculum studies? Problematising theoretical ambiguities in doctoral theses in the education field

            Theoretical ambiguities in curriculum studies result in conceptual mayhem. Accordingly, they hinder the development of the complicated conversation on curriculum as a verb. This article aims to contribute to reconceptualizing curriculum studies as a dynamic social practice that aspires to thinking and acting with intelligences and sensitivity so as to understand oneself and others. It also raises awareness that equating all forms of research on curriculum with curriculum studies dilutes the scope of the conversation. This exploration asks two key questions: What is the nature of doctoral theses in the field of education's theoretical contributions to nuances of curriculum (curriculum, curriculum development, and curriculum studies)? In what ways do these theses perpetuate or even add to current ambiguities in the discipline of curriculum studies? The exploration of these two questions draws on a critical meta-study of 511 theses completed in South African universities (2005-2012) conducted using a three level process. It appears that the main detractions of these theses are that some of them see curriculum studies as a dumping ground and others make no theoretical contribution to the discipline. The article concludes by suggesting ways which would encourage the intellectual advancement of curriculum studies through rigorous disciplinarity.
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              The student-as-bricoleur: Making sense of research paradigms

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                Author and article information

                Contributors
                Role: ND
                Role: ND
                Role: ND
                Journal
                jed
                Journal of Education (University of KwaZulu-Natal)
                Journal of Education
                University of KwaZulu-Natal on behalf of the South African Education Research Association (Durban, KwaZulu-Natal, South Africa )
                0259-479X
                2520-9868
                2018
                : 0
                : 73
                : 4-19
                Affiliations
                [01] Potchefstroom orgnameNorth-West University orgdiv1School of Professional Studies in Education South Africa petro.dupreez@ 123456nwu.ac.za
                [02] orgnameUniversity of KwaZulu-Natal orgdiv1School of Education South Africa RAMRATHANP@ 123456ukzn.ac.za
                [03] Stellenbosch orgnameStellenbosch University orgdiv1Faculty of Education orgdiv2Department of Curriculum Studies South Africa llg@ 123456sun.ac.za
                Article
                S2520-98682018000300002
                10.17159/2520-9868/i73a01
                49f01921-97ee-4b40-8246-b39b8293f628

                This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

                History
                : 06 June 2018
                : 11 November 2018
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 15, Pages: 16
                Product

                SciELO South Africa

                Categories
                Research Articles

                Africa,academic publishing,decolonisation,Indigenous Knowledge Systems,meta-study

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