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Legitimate Peripheral Participation (LPP) – The Case for Recognition of Prior Learning Sites and Knowledges in South Africa's Transforming Education System
This paper seeks to establish the parallel relevance of Lave and Wenger's Legitimate Peripheral Participation (Lave & Wenger, 1990) to South Africa's post-colonial legitimation of alternative sites. The South African Qualifications Authority highlights the fact that the pedagogical approach of such sites is context- and learner-centred with demonstrable socially valuable skills. The approach confronts and deconstructs the colonial marginalisation of human capital from outside ‘formal’/official institutions. It is part of the ideological framework of redressing the race and class exclusion mechanisms of artisans and others from the landscape of skills possession.
Updated: Dec. 14, 2009