Academic Papers

Interrogation of the notion of the classroom, a critique on the methodology of the institutionalized applications of knowledge production and validation.

Abstract

In full view of the knowledge systems that function as the canon of how knowledge dissemination and acquisition is quantified, our critique is of the notion of the blind side conventional institutional knowledge system based on a  application of denoting epistemology as a homogeneous associations in the knowledge economy and by consequence in education. Therefore the need to investigate avenues which are dislocated and displaced from the narrative of the knowledge economy becomes primal focus, and in bringing awareness to the lack of clarity in understandings that processes of the knowledge production and dissemination are continuous continuums.

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