HED4808
ASSIGNMENT 4 (PORTFOLIO)..
DUE DATE: 22 January 2025..
PREVIEW:
SECTION A
QUESTION 1: Critically Review of the Dialogue and Motivation
The dialogue between the professor and the student highlights a critical tension in higher education: the
challenge of reconciling traditional academic frameworks with the need to integrate marginalized
epistemologies like Indigenous knowledge systems (IKS). The professor emphasizes the preservation of
established knowledge systems, potentially to ensure academic rigor and coherence, while the student
calls for broader inclusivity to reflect the diverse cultural and epistemic realities of a multicultural society.
This discussion exemplifies broader debates on decolonizing curricula and fostering epistemic justice,
particularly in contexts like South Africa, where education must address historical inequities.
1.1 Motivate your reasons why you think the professor’s perspective on the content of the module is
valid or not. Use literature to support your answer.
The professor’s perspective is valid insofar as it seeks to maintain academic rigor and continuity in the
curriculum. Traditional academic frameworks, grounded in theories like those of Piaget and Vygotsky,
have stood the test of time, providing structured methodologies and critical insights that are essential
for foundational learning. These frameworks ensure that students acquire robust analytical skills and a
deep understanding of disciplinary principles.
However, this perspective becomes problematic if it excludes alternative epistemologies. Without
integrating diverse perspectives, the curriculum risks alienating students from marginalized communities
and perpetuating systemic inequities. For example, Mignolo (2011) critiques the dominance of
Eurocentric knowledge systems and argues for the inclusion of Indigenous and local perspectives to
Disclaimer:
achieve epistemic justice.
The materials provided are intended for educational and informational purposes only. They should not be
submitted
The as original
professor’s work or
approach mayused in violation
therefore of anyinacademic
be valid terms of institution's
maintainingpolicies. Thedepth
academic buyer but
is solely
must evolve
responsible for how the materials are used.
to accommodate inclusivity, ensuring that students are equipped with the tools to navigate a
multicultural and interconnected world.
ASSIGNMENT 4 (PORTFOLIO)..
DUE DATE: 22 January 2025..
PREVIEW:
SECTION A
QUESTION 1: Critically Review of the Dialogue and Motivation
The dialogue between the professor and the student highlights a critical tension in higher education: the
challenge of reconciling traditional academic frameworks with the need to integrate marginalized
epistemologies like Indigenous knowledge systems (IKS). The professor emphasizes the preservation of
established knowledge systems, potentially to ensure academic rigor and coherence, while the student
calls for broader inclusivity to reflect the diverse cultural and epistemic realities of a multicultural society.
This discussion exemplifies broader debates on decolonizing curricula and fostering epistemic justice,
particularly in contexts like South Africa, where education must address historical inequities.
1.1 Motivate your reasons why you think the professor’s perspective on the content of the module is
valid or not. Use literature to support your answer.
The professor’s perspective is valid insofar as it seeks to maintain academic rigor and continuity in the
curriculum. Traditional academic frameworks, grounded in theories like those of Piaget and Vygotsky,
have stood the test of time, providing structured methodologies and critical insights that are essential
for foundational learning. These frameworks ensure that students acquire robust analytical skills and a
deep understanding of disciplinary principles.
However, this perspective becomes problematic if it excludes alternative epistemologies. Without
integrating diverse perspectives, the curriculum risks alienating students from marginalized communities
and perpetuating systemic inequities. For example, Mignolo (2011) critiques the dominance of
Eurocentric knowledge systems and argues for the inclusion of Indigenous and local perspectives to
Disclaimer:
achieve epistemic justice.
The materials provided are intended for educational and informational purposes only. They should not be
submitted
The as original
professor’s work or
approach mayused in violation
therefore of anyinacademic
be valid terms of institution's
maintainingpolicies. Thedepth
academic buyer but
is solely
must evolve
responsible for how the materials are used.
to accommodate inclusivity, ensuring that students are equipped with the tools to navigate a
multicultural and interconnected world.
