Have a personal or library account? Click to login
Hierarchies of knowledge, incommensurabilities and silences in South African ECD policy: Whose knowledge counts? Cover

Hierarchies of knowledge, incommensurabilities and silences in South African ECD policy: Whose knowledge counts?

By: Norma Rudolph  
Open Access
|Aug 2017

References

  1. Bacchi, C. (2000). Policy as discourse: What does it mean? Where does it get us? Discourse: Studies in the Cultural Politics of Education, 21 (1), 45-57.10.1080/01596300050005493
  2. Bacchi, C. (2009). Analysing policy: What’s the problem represented to be? Frenchs Forest, N.S.W. : Pearson Education.
  3. Biersteker, L., & Rudolph, N. (2005). Protecting the rights of orphans and vulnerable children aged 0-8: South African case study. Unpublished report for ECD Network Africa (ECDNA).
  4. Burman, E. (2008). Developments: Child, image, nation. London Routledge.
  5. Children’s Institute. (2016). Statistics on children in South Africa. Retrieved 7 March 2017, from Children’s Institute http://www.childrencount.org.za
  6. Cross, M. (2015). Knowledge hierarchies and the politics of educational policy in South Africa. Education as Change, 19 (2), 37-57.10.1080/16823206.2015.1085611
  7. Department of Basic Education. (2015a). The South African national curriculum framework for children from birth to four: Comprehensive version. Pretoria: Department of Basic Education. Retrieved February 16, 2017 from Department of Basic Education website http://www.education.gpg.gov.za/Documents/SAF_resources_ncfcomprehensive.pdf.
  8. Department of Basic Education. (2015b). The South African national curriculum framework for children from birth to four: abridged version. Retrieved on February 16, 2017 from Department of Basic Education website http://www.unicef.org/southafrica/SAF_resources_ncfabridged.pdf.
  9. Department of Education. (1996). Interim policy for early childhood development. Pretoria: Department of Education.
  10. Eagle, G. T. (2005). Therapy at the cultural interface: Implications of African cosmology for traumatic stress intervention. Journal of Contemporary Psychotherapy, 35 (2), 199-209.10.1007/s10879-005-2700-5
  11. Ebrahim, H. B. (2014). Foregrounding silences in the South African national early learning standards for birth to four years. European Early Childhood Education Research Journal, 22 (1), 67-76.10.1080/1350293X.2012.738869
  12. Foucault, M. (1980). Power/knowledge : Selected interviews and other writings, 1972-1977. Brighton, Sussex: Harvester Press.
  13. Goldberg, D. T. (2009). A political theology of race: Articulating racial southafricanization. Cultural Studies, 23 (4), 513-537.10.1080/09502380902950955
  14. Howells, K. (2014). Exploring Cultural Diversity through the Lens of the Practice of Gratitude in Education. The International Journal of Diversity in Education, 13 (2), 41-52.10.18848/2327-0020/CGP/v13i02/40091
  15. James, A., & James, A. L. (2004). Constructing childhood: Theory, policy and social practice. China: Palgrave MacMillan.10.1007/978-0-230-21427-9
  16. Keane, M., Khupe, C., & Muza, B. (2016). It matters who you are: Indigenous knowledge research and researchers. Education as Change, 20 (2), 163-183.10.17159/1947-9417/2016/913
  17. Lightfoot-Rueda, T., & Peach, R. L. (2015). Global perspectives on human capital in early childhood education: Reconceptualizing theory, policy, and practice. New York, NY: Palgrave Macmillan.10.1057/9781137490865
  18. Marfo, K., & Biersteker, L. (2010). Exploring culture, play, and early childhood education practice in African contexts. In S. Rogers (Ed.), Rethinking play and pedagogy in early childhood education: Concepts, contexts and culture (pp. 161-187). Hoboken: Taylor and Francis.
  19. Millei, Z., & Imre, R. (2016). Childhood and nation: Interdisciplinary engagements. New York, NY: Palgrave Macmillan.10.1057/9781137477835
  20. Millei, Z., & Joronen, M. (2016). The (bio)politicization of neuroscience in Australian early years policies: Fostering brain-resources as human capital. Journal of Education Policy, 31 (4), 389-404.10.1080/02680939.2016.1148780
  21. Mji, G. (2012). The health knowledge utilised by rural older Xhosa women in the management of health problems in their home situation, with special focus on indigenous knowledge. Unpublished Dissertation presented for the Degree of Doctor in Philosophy in Family Medicine, Stellenbosch University. Provided by author.
  22. Morabito, C., Vandenbroek, M., & Roose, R. (2013). ‘The Greatest of equalisers’: A Critical review of international organisations’ Views on early childhood care and education. Journal of Social Policy, 42 (03), 451-467.10.1017/S0047279413000214
  23. Moss, P. (2015). There are alternatives! Contestation and hope in early childhood education. Global Studies of Childhood, 5 (6), 226-238.10.1177/2043610615597130
  24. Nieuwenhuys, O. (2010). Keep asking: Why childhood? Why children? Why global? Childhood, 17 (3), 191-196.10.1177/0907568210369323
  25. Postma, D., Spreen, C. A., & Vally, S. (2015). Education for social change and critical praxis in South Africa, education as change. Education as Change, 19 (2), 1-8.10.1080/16823206.2015.1085609
  26. Richter, L., Biersteker, L., Burns, J., Desmond, C., Feza, N., Harrison, D., & Slemming, W. (2012). Diagnostic review of early childhood development. Retrieved on March 6, 2016 from http://www.dpme.gov.za/keyfocusareas/evaluationsSite/Evaluations/DiagnosticReviewofEarlyChildhoodDevelopment.pdf.
  27. Rico, A. R. (2016). Seeking balance: African autobiography as philosophy in Malidoma Patrice Somé’s of water and the spirit: Ritual, magic and initiation in the life of an African shaman. Research in African Literatures, 47 (1), 76-94.10.2979/reseafrilite.47.1.76
  28. RSA. (2010). Guide to the outcomes approach, Version 27. Retrieved on Jan 15, 2015 from website of the South African Government http://www.gov.za/sites/www.gov.za/files/guide_outcomes_approach.pdf
  29. RSA. (2011). National Development Plan: Vision for 2030. Retrieved on July 16, 2014 from South African Government website http://www.gov.za/issues/national-development-plan-2030).
  30. RSA. (2015). National Integrated Early Childhood Development Policy. Pretoria: Government Printers.
  31. Rudolph, N. (1996). Building an educative community for early childhood development. International Journal of Early Education, 4 (3), 61-71.10.1080/0966976960040305
  32. Rudolph, N. (2003). Building a child rights advocacy strategy using an appreciative inquiry approach. Unpublished report on workshop facilitated for Early Learning Resources Unit (ELRU) in Cape Town March 2003.
  33. Rudolph, N. (2005). Building a safety net to support child well-being in Hammanskraal and Temba. Unpublished background report to the South African Case Study for Early Childhood Development Network Africa (ECDNA), Protecting the rights of orphans and vulnerable children aged 0-8. Available at https://www.academia.edu/22795468/Protecting_the_Rights_of_Orphans_and_Vulnerable_Children_Aged_0_-_6_Years
  34. Rudolph, N., & James, M. (2015). Reconceptualising services for young children through dialogue in a South African village. In L. Newman, & C. Woodrow (Eds.), Practitioner research in early childhood : International issues and perspectives. London Sage Publications Ltd.
  35. Samuels, M., Taylor, S., Shepherd, D., van der Berg, S., Jacob, C., Deliwe, C., & Mabogoane, T. (2015). Reflecting on an impact evaluation of the Grade R programme: Method, results and policy responses. African Evaluation Journal, 3 (1), 10.10.4102/aej.v3i1.139
  36. Santos, B. de Sousa (2007). Beyond abyssal thinking: from global lines to ecologies of knowledges*. Review of African Political Economy, 30 (1).
  37. Somé, M. P. (1995). Of water and the spirit: Ritual, magic and initiation in the life of an African shaman. New York: London Penguin.
  38. Somerville, M. (2014). Entangled objects in the cultural politics of childhood and nation. Global Studies of Childhood, 4 (3), 183-194.10.2304/gsch.2014.4.3.183
  39. Soudien, C. A. (2010). ‘What to teach the natives’: A historiography of the curriculum dilemma in South Africa. In W. F. Pinar (Ed.), Curriculum studies in South Africa: Intellectual histories and present circumstances (pp. 19-51). New York: Palgrave Macmillan.10.1057/9780230105508_2
  40. Soyinka, W. (2012). Of Africa. New Haven: Yale University Press.
  41. Subreenduth, S. (2013). Theorizing social justice ambiguities in an era of neoliberalism: The case of postapartheid South Africa. Educational Theory, 63 (6), 581-599.10.1111/edth.12043
  42. Suttner, R. (2006). Talking to the ancestors: National heritage, the freedom charter and nation-building in South Africa in 2005. Development Southern Africa, 2 (1), 3-27.10.1080/03768350600556570
  43. Swart, T., Berman, L., Mahahlela, M., Mlonzi, L., Phakhati, L., & Sixako, L. (1996). Mothers’ ideas of model offspring inform training. Recovery, 22-26.
DOI: https://doi.org/10.1515/jped-2017-0004 | Journal eISSN: 1338-2144 | Journal ISSN: 1338-1563
Language: English
Page range: 77 - 98
Published on: Aug 30, 2017
Published by: University of Trnava, Faculty of Education
In partnership with: Paradigm Publishing Services
Publication frequency: 2 issues per year

© 2017 Norma Rudolph, published by University of Trnava, Faculty of Education
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.