Using expansive learning to include indigenous knowledge

References

• Abdi , A. 2003 . Apartheid and education in South Africa: Select historical analyses . Western Journal of Black Studies , 27 ( 2 ) : 89 – 97 .
   Google Scholar
• Bateson , G. 1972 . Steps to an ecology of mind , New York : Ballantine Books .
   Google Scholar
• Bourdieu , P. and Passeron , J. 1990 . Reproduction in education, society and culture , London : Sage .
   Google Scholar
• Breidlid , A. 2003 . Ideology, cultural values and education: A critical analysis of Curriculum 2005 in South Africa . Perspectives in Education , 21 ( 2 ) : 83 – 103 .
   Web of Science ®Google Scholar
• Breidlid , A. 2004 . Sustainable development, indigenous knowledge systems and education in South Africa . Journal of Teacher Education and Training , 4 : 3 – 18 .
   Google Scholar
• Cole , M. 1996 . Cultural psychology: A once and future discipline , Cambridge, MA : Harvard University Press .
   Google Scholar
• Cross , M. , Mungadi , R. and Rouhani , S. 2002 . From policy to practice: Curriculum reform in South African education . Comparative Education , 38 ( 2 ) : 171 – 87 .
   Web of Science ®Google Scholar
• Dei , G. J.S. 2000 . Rethinking the role of Indigenous knowledges in the academy . International Journal of Inclusive Education , 4 ( 2 ) : 111 – 32 .
   Google Scholar
• Dei , G. J.S. 2002 . Spirituality in African education: Issues, contentions and contestations from a Ghanaian case study . International Journal of Children’s Spirituality , 7 ( 1 ) : 37 – 56 .
   Google Scholar
• Department of Science and Technology . 2004 . “ Indigenous Knowledge Systems Policy (IKS Policy) ” . Pretoria : Department of Science and Technology . http://www.dst.gov.za/publications-policies/strategies-reports/reports/IKS_Policy%20PDF.pdf
   Google Scholar
• Engeström , Y. 1987 . Learning by expanding: An activity-theoretical approach to developmental research , Helsinki : Orienta-Konsultit .
   Google Scholar
• Engeström , Y. 2001 . Expansive learning at work: Towards an activity theoretical reconceptualization . Journal of Education and Work , 14 ( 1 ) : 133 – 56 .
   Google Scholar
• Engeström , Y. 2004a . New forms of learning in co-configuration work . Journal of Workplace Learning , 16 ( 1–2 ) : 11 – 21 .
   Google Scholar
• Engeström , Y. 2004b . “ The new generation of expertise: Seven theses ” . In Workplace learning in context , Edited by: Munro , A. , Rainbird , H. and Fuller , A. 145 – 65 . London : Routledge .
   Google Scholar
• Engeström , Y. Activity theory and developmental work research (I) . Lecture presented at Intermedia, University of Oslo . May 25–26 , Oslo, Norway.
   Google Scholar
• Engeström , Y. , Miettienen , R. and Punamaki , R.-L. , eds. 1999 . Perspectives on activity theory , Cambridge : Cambridge University Press .
   Google Scholar
• Eriksen , T. H. 1995 . Small places, large issues: An introduction to social and cultural anthropology , London : Pluto Press .
   Google Scholar
• Giddens , A. 1990 . The consequences of modernity , Palo Alto, CA : Stanford University Press .
   Google Scholar
• Giddens , A. 1991 . Modernity and self-identity: Self and society in the late modern age , Palo Alto, CA : Stanford University Press .
   Google Scholar
• Goduka , I. N. 2000 . “ African/Indigenous philosophies: Legitimizing spiritually centred wisdoms within the academy ” . In African voices in education , Edited by: Higgs , P. , Vakalisa , N. , Mda , T. and Assie-Lumumba , N. 63 – 83 . Cape Town : Juta .
   Google Scholar
• Hunter , M. 1979 . Reaction to conquest: Effects of the contact with Europeans on the Pondo of South Africa , Cape Town : David Philip .
   Google Scholar
• Ivic′ , I. Vygotsky, ‘Piagotsky’ and Vygotsky inversed – three related approaches to studies of classroom interactions . Lecture presented in the series ‘A trans-Atlantic focus on Vygotsky and the cultural-historic tradition in classroom studies’ at the University of Oslo . May 15 , Oslo, Norway.
   Google Scholar
• Jegede , O. and Aikenhead , G. 1999 . Transcending cultural borders: Implications for science teaching . Research in Science & Technological Education , 17 ( 1 ) : 45 – 66 .
   Google Scholar
• Kanes , K. 2007 . New directions for the theoretical development of activity theory . International Journal of the Interdisciplinary Social Sciences , 1 : 145 – 54 .
   Google Scholar
• Larson , M. S. 1977 . The rise of the professions: A sociological analysis , Berkeley, CA : University of California Press .
   Google Scholar
• Latour , B. 1987 . Science in action: How to follow engineers through society , Cambridge, MA : Harvard University Press .
   Google Scholar
• Le Grange , L. 2007 . Integrating western and indigenous knowledge systems: The basis for effective science education in South Africa . International Review of Education , 53 : 577 – 91 .
   Google Scholar
• Mangena , M. On the occasion of the induction of the Ministerial Advisory Committee . Speech delivered by the Minster of Science and Technology at the Sheraton Hotel . April 22 , Pretoria, South Africa. http://www.info.gov.za/speeches/2008/08042314451001.htm (accessed December 11, 2009)
   Google Scholar
• Mbiti , J. S. 1975 . Introduction to African religion , London : Heinemann .
   Google Scholar
• Odora Hoppers , C. A. 2002 . “ Indigenous knowledge and the integration of knowledge systems ” . In Indigenous knowledge and the integration of knowledge systems: Towards a philosophy of articulation , Edited by: Odora Hoppers , C. A. 2 – 23 . Cape Town : New Africa Books .
   Google Scholar
• Odora Hoppers , C. A. Culture, indigenous knowledge and development: The role of the university . Paper presented at the ‘Development Priorities and the Role of Tertiary Education’ Conference at Wilton Park . March 8–12 , England.
   Google Scholar
• Ogunniyi , M. B. 2007 . Teachers’ stances and practical arguments regarding a science-indigenous knowledge curriculum: Part 1 . International Journal of Science Education , 29 ( 8 ) : 963 – 86 .
   Web of Science ®Google Scholar
• Richie , J. 2008 . Honouring Maori subjectivities within early childhood education in Aotearoa . Contemporary Issues in Early Childhood , 9 ( 3 ) : 202 – 10 .
   Google Scholar
• Rigney , L. 2005 . “ Indigenist research in aboriginal Australia ” . In Indigenous peoples’ wisdom and power , Edited by: Kunnie , J. and Goduka , N. 32 – 48 . Hampshire/Burlington : Ashgate .
   Google Scholar
• Soudien , C. and Baxen , J. 1997 . Transformation and outcomes-based education in South Africa: Opportunities and challenges . Journal of Negro Education , 66 ( 4 ) : 449 – 59 .
   Google Scholar
• Sundar , N. 2002 . ‘Indigenise, nationalize and spiritualise’ – An agenda for education? . International Social Science Journal , 173 : 373 – 83 .
   Google Scholar
• Trapnell , L. A. 2003 . Some key issues in intercultural bilingual education teacher training programmes – As seen from a teacher training programme in the Peruvian Amazon Basin . Comparative Education , 39 ( 2 ) : 165 – 83 .
   Web of Science ®Google Scholar
• Visvanathan , C. S. 2002 . “ Between pilgrimage and citizenship: The possibilities of self-restraint in science ” . In Indigenous knowledge and the integration of knowledge systems: Towards a philosophy of articulation , Edited by: Odora Hoppers , C. A. 39 – 52 . Cape Town : New Africa Books .
   Google Scholar
• Wertsch , J. Mediation and intersubjectivity in Vygotskian approaches to education . Lecture presented in the series ‘A trans-Atlantic focus on Vygotsky and the cultural-historic tradition in classroom studies’ at the University of Oslo . May 15 , Oslo, Norway.
   Google Scholar
• Zapf , M. K. 1999 . Bicultural teaching of helping approaches: Integrating Native Indian and Western perspectives in a social work classroom . International Journal of Inclusive Education , 3 ( 4 ) : 327 – 37 .
   Google Scholar