,HED4808 Assignment 4 Portfolio (COMPLETE
ANSWERS) 2025 - DUE 22 January 2025; 100%
TRUSTED Complete, trusted solutions and
explanations.
QUESTION 1: (40) Critically review the dialogue above- and use
appropriate motivation to support your views. Your answer
should not be more than 5 pages long: 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 (10) 1.2 Motivate with reasons too why you think
the student's perspective on addressing the content of the
module is valid or not. Use literature to support your answer
(10) 1.3 If you were in the ECD theories module- how would you
like to see the issue being resolved- that would ensure that all
epistemologies are well represented in the module. Support
your answer with relevant examples and sources (10) 1.4 Apply
your understanding of Indigenous knowledge systems by
defining it and explaining its relevance in the curriculum of
Higher Education institutions. Cite sources used in answering
the questions. (10)
To critically review the dialogue between the professor and the
student, and address the questions posed in the prompt, I will
divide the answer into the various subsections (1.1–1.4).
Throughout the review, I will aim to provide a balanced
argument that evaluates both the professor’s and the student’s
,perspectives on the module content, using literature to support
my views.
1.1 Professor’s Perspective on the Content of the Module
Motivation for Validity or Lack Thereof:
The professor’s perspective on the content of the Early
Childhood Development (ECD) module is likely grounded in a
particular view of education that prioritizes certain
epistemologies, such as Western or Eurocentric educational
frameworks. This is often reflective of the traditional
educational systems in many institutions of higher learning,
especially in the Global North, where curricula are typically
based on scientific, empirical knowledge, and formal theories
that have been widely accepted in academic circles
(Cunningham & Kessel, 2017).
If the professor is advocating for a Eurocentric approach to ECD,
this perspective could be critiqued for failing to acknowledge
the diversity of cultural and Indigenous knowledge systems that
shape children’s learning in various parts of the world. For
example, Van der Walt et al. (2020) argue that education
systems often marginalize or overlook Indigenous knowledge
and ways of knowing, which can lead to an incomplete and
narrow understanding of human development.
Furthermore, the professor’s emphasis on a particular theory or
content in the module may reflect a lack of engagement with
, the diverse needs of students, particularly those from diverse
cultural backgrounds. As Murrell (2006) notes, effective
education involves recognizing and valuing the cultural
identities of learners. The imposition of a single dominant
epistemological framework can result in students feeling
alienated, underrepresented, or disengaged from the learning
process.
Thus, unless the professor’s content reflects a more inclusive,
intersectional approach to knowledge, which incorporates a
wide range of epistemologies (including Indigenous knowledge
systems), their perspective may not fully align with current
trends toward decolonizing the curriculum in higher education.
1.2 Student’s Perspective on Addressing the Content of the
Module
Motivation for Validity or Lack Thereof:
The student’s perspective on addressing the content of the
module—assuming the student advocates for a more inclusive
approach that values diverse epistemologies—can be
considered valid for several reasons. In recent years, there has
been increasing recognition of the importance of integrating
Indigenous and local knowledge into formal education to create
more holistic and culturally relevant learning environments
(Battiste, 2013). The student’s stance may reflect a desire to see
the module include a broader range of perspectives that are
often excluded from mainstream academic discourse.
ANSWERS) 2025 - DUE 22 January 2025; 100%
TRUSTED Complete, trusted solutions and
explanations.
QUESTION 1: (40) Critically review the dialogue above- and use
appropriate motivation to support your views. Your answer
should not be more than 5 pages long: 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 (10) 1.2 Motivate with reasons too why you think
the student's perspective on addressing the content of the
module is valid or not. Use literature to support your answer
(10) 1.3 If you were in the ECD theories module- how would you
like to see the issue being resolved- that would ensure that all
epistemologies are well represented in the module. Support
your answer with relevant examples and sources (10) 1.4 Apply
your understanding of Indigenous knowledge systems by
defining it and explaining its relevance in the curriculum of
Higher Education institutions. Cite sources used in answering
the questions. (10)
To critically review the dialogue between the professor and the
student, and address the questions posed in the prompt, I will
divide the answer into the various subsections (1.1–1.4).
Throughout the review, I will aim to provide a balanced
argument that evaluates both the professor’s and the student’s
,perspectives on the module content, using literature to support
my views.
1.1 Professor’s Perspective on the Content of the Module
Motivation for Validity or Lack Thereof:
The professor’s perspective on the content of the Early
Childhood Development (ECD) module is likely grounded in a
particular view of education that prioritizes certain
epistemologies, such as Western or Eurocentric educational
frameworks. This is often reflective of the traditional
educational systems in many institutions of higher learning,
especially in the Global North, where curricula are typically
based on scientific, empirical knowledge, and formal theories
that have been widely accepted in academic circles
(Cunningham & Kessel, 2017).
If the professor is advocating for a Eurocentric approach to ECD,
this perspective could be critiqued for failing to acknowledge
the diversity of cultural and Indigenous knowledge systems that
shape children’s learning in various parts of the world. For
example, Van der Walt et al. (2020) argue that education
systems often marginalize or overlook Indigenous knowledge
and ways of knowing, which can lead to an incomplete and
narrow understanding of human development.
Furthermore, the professor’s emphasis on a particular theory or
content in the module may reflect a lack of engagement with
, the diverse needs of students, particularly those from diverse
cultural backgrounds. As Murrell (2006) notes, effective
education involves recognizing and valuing the cultural
identities of learners. The imposition of a single dominant
epistemological framework can result in students feeling
alienated, underrepresented, or disengaged from the learning
process.
Thus, unless the professor’s content reflects a more inclusive,
intersectional approach to knowledge, which incorporates a
wide range of epistemologies (including Indigenous knowledge
systems), their perspective may not fully align with current
trends toward decolonizing the curriculum in higher education.
1.2 Student’s Perspective on Addressing the Content of the
Module
Motivation for Validity or Lack Thereof:
The student’s perspective on addressing the content of the
module—assuming the student advocates for a more inclusive
approach that values diverse epistemologies—can be
considered valid for several reasons. In recent years, there has
been increasing recognition of the importance of integrating
Indigenous and local knowledge into formal education to create
more holistic and culturally relevant learning environments
(Battiste, 2013). The student’s stance may reflect a desire to see
the module include a broader range of perspectives that are
often excluded from mainstream academic discourse.
