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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 references 14

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          Social justice and South African university student enrolment data by 'race', 1998-2012: From 'skewed revolution' to 'stalled revolution

           D Cooper,  D. COOPER (2015)
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            Towards a critical understanding of the teaching of discipline-specific academic literacies: Making the tacit explicit

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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
                orgnameRhodes University orgdiv1CHERTL
                Article
                S2520-98682018000100003
                10.17159/2520-9868/i71a02

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

                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 30, Pages: 14
                Product
                Product Information: website

                knowers, Legitimation Code Theory, science access

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