Decolonising pedagogy in post-apartheid South Africa: the expanded understanding of Vygotsky’s theory and new postulates
Abstract only Context and relevance. The paper examines contemporary post-apartheid pedagogy and its underlying epistemologies that position teachers and their students as passively conforming to prescribed knowledge and concepts disconnected from practical realities, goals, and students' perso...
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| Published in: | Kulʹturno-istoricheskai͡a︡ psikhologii͡a Vol. 21; no. 3; pp. 136 - 144 |
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| Main Author: | |
| Format: | Journal Article |
| Language: | English |
| Published: |
Moscow State University of Psychology and Education
15.09.2025
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| ISSN: | 1816-5435, 2224-8935 |
| Online Access: | Get full text |
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