The Imperative of Cognitive Justice in Teacher Education

The cognitive crisis in Africa is a knowledge crisis, and a crisis of the academy (Odora Hoppers 2014) and of the modern university (Fataar and Subreenduth 2014) [and] requires rethinking on levels of worldview and practice – in terms of the ways in which disciplinary knowledge is organized and developed, and ontologies, epistemologies opened up and rethought to become truly representative of Africa.