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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Vydané v:	Kulʹturno-istoricheskai͡a︡ psikhologii͡a Ročník 21; číslo 3; s. 136 - 144
Hlavný autor:	Muthivhi, A.E.
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Moscow State University of Psychology and Education 15.09.2025
ISSN:	1816-5435, 2224-8935
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