Why Ecology of Knowledges and Multilingual Habitus Matter in Higher Degree Research Student Training

Author(s)
Ndhlovu, Finex
Kelly, Stephen John
Publication Date
2020
Abstract
Scholars speaking from Southern perspectives have long argued in favor of recognising diverse ways of knowing and against the hegemony of Euro-modernist epistemologies that have crystallized into orthodoxy within the academy. Euro-modernist epistemologies proceed from positivist ‘scientific’ principles that turn a blind eye to the diversity of ways of reading and interpreting social experience. They reflect and represent subjective perceptions about what constitutes valid and legitimate knowledge. In this paper, we address the question: How do we prepare higher degree research students for the opportunities that flow and strategic challenges that arise from a diverse global network of knowledge societies? We suggest ‘ecology of knowledges paradigm’ and ‘multilingual habitus’ as the linchpin of higher degree research student training. This approach brings together diverse linguistic and cultural traditions to mediate pathways for producing interconnected forms of knowledge that transcend the limits of monolingual and mono-epistemic ways of seeing. The argument is that the struggle for cognitive justice in education and training is inseparable from the broader struggle for global social justice.
Citation
Transmodernity, 9(5), p. 59-82
ISSN
2154-1361
2154-1353
Link
Language
en
Publisher
University of California, eScholarship
Rights
Attribution 4.0 International
Title
Why Ecology of Knowledges and Multilingual Habitus Matter in Higher Degree Research Student Training
Type of document
Journal Article
Entity Type
Publication

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