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      Legitimation of knowers for access in science

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          Abstract

          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.

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          Most cited references14

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          Conceptualizing from the Inside: Advantages, Complications, and Demands on Insider Positionality

          The debate on insider/outsider positionality has raised issues about the methodological advantages and liabilities between the two, yet no clear account exists for what insider scholars can expect when they enter the field. First, I conceptualize how insider positionality can dually benefit and disadvantage the insider. Using a partial review of insider studies, including my study of my multigenerational Mexican American family, I also present a practical discussion on specific insider advantages and complications. In conclusion, I present a new approach to training novice insider scholars that will help them mediate between insider perspective and researcher position, an approach that promises greater rigor to insider research that will serve the goals of qualitative research for social justice in minority and indigenous communities.
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            Individual and Sociocultural Views of Learning in Science Education

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              Augmenting learner autonomy through blogging

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                Author and article information

                Contributors
                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
                : 71
                : 25-38
                Affiliations
                [01] orgnameRhodes University orgdiv1CHERTL
                Article
                S2520-98682018000100003
                10.17159/2520-9868/i71a02
                f22f0590-251a-422e-8f67-321e86a053a8

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

                History
                : 01 May 2018
                : 26 October 2017
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 30, Pages: 14
                Product

                SciELO South Africa


                science access,Legitimation Code Theory,knowers
                science access, Legitimation Code Theory, knowers

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