Abstract
South African scholars such as Henning (2008) have argued that university students are unable to deal with theoretical concepts and that not much effort is being made to ground students in theoretical orientations to research and knowledge construction. Self-critically, she also acknowledges that very often, senior researchers like herself are unable to mediate abstract concepts for students. Henning’s thoughtful reflections have launched us into an effort to theorise how we ourselves have been teaching theory or, more accurately, how we have brought about the learning of theory by our undergraduate students in a contextualised and empowering way.
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© 2014 Michael Joseph and Esther Ramani
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Joseph, M., Ramani, E. (2014). Marginalised Knowledges and Marginalised Languages for Epistemic Access to Piaget and Vygotsky’s Theories. In: Prinsloo, M., Stroud, C. (eds) Educating for Language and Literacy Diversity. Palgrave Advances in Language and Linguistics. Palgrave Macmillan, London. https://doi.org/10.1057/9781137309860_7
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DOI: https://doi.org/10.1057/9781137309860_7
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