Skip to main content
SpringerLink
Log in

The role of (dis)trust in a (trans)national higher education development project

  • Published:
Higher Education Aims and scope Submit manuscript

    We’re sorry, something doesn't seem to be working properly.

    Please try refreshing the page. If that doesn't work, please contact support so we can address the problem.

Abstract

In this article I describe how socio-politicalchange in South Africa (in the 1990s) andprocesses of globalisation andinternationalisation provided opportunities forprofessional engagement among South African andAustralian academics. I specifically reflect onthe role that (dis)trust played in knowledgeproduction processes involving South Africanand Australian academics in a project entitled,Educating for Socio-Ecological Change:Capacity-Building in EnvironmentalEducation. The article expands on the work ofTurnbull (1997) who argues that the basis ofknowledge might not be empirical verification(as the orthodox view would have it), buttrust. The article provides some insights as tohow the social organisation of trust might bechanging in post-apartheid South Africa.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Dillon, J. (1999). ‘A review of learning for a sustainable environment’, Environmental Education Research5(2), 223–227.

    Google Scholar 

  • Gough, N. (1998). ‘Decolonising sustainability: Subverting and appropriating mythologies of social change’, Southern African Journal of Environmental Education18, 3–13.

    Google Scholar 

  • Gough, N. (1999). Book review of David W. Jardine (1998). ‘To dwell with a boundless heart: Essays in curriculum theory, hermeneutics, and the ecological imagination’, Canadian Journal of Environmental Education4, 262–265.

    Google Scholar 

  • Gough, N. (2000). ‘Locating curriculum studies in the global village’, Journal of Curriculum Studies32(2), 329–342.

    Google Scholar 

  • Gutman, A. (1998). ‘Undemocratic education’, in Hirst, P. and White, P. (eds.), Philosophy of Education: Major Themes in the Analytic Tradition3. London: Routledge, pp. 28–43.

    Google Scholar 

  • Hargreaves, A. (1994). Changing Teachers, Changing Times: Teacher's Work and Culture in the Postmodern Age. London: Cassell.

    Google Scholar 

  • Hernàndez, A. (1997). Pedagogy, Democracy and Feminism: Rethinking the Public Sphere. Albany: State University of New York Press.

    Google Scholar 

  • Hirst, P. (1998). ‘Education, knowledge and practices’, in Hirst, P. and White, P. (eds.), Philos-ophy of Education: Major Themes in the Analytic Tradition1. London: Routledge, pp. 385–395.

    Google Scholar 

  • Le Grange, L., Lotz, H., Makou, T., Neluvhalani, E., Reddy, C. and Robottom, I. (2000). ‘An introduction to a participatory process of developing professional development case studies’, in Jenkin, N. et al. (eds.), Educating for Socio-ecological Change: Case Studies of Changing Practice in South African Tertiary Institutions. AUSAID: Cape Town.

    Google Scholar 

  • Lotz, H. and Robottom, I. (1998). ‘Environment as text: Insights into some implications for professional development in environmental education’, Southern African Journal of environmental Education17, 19–28.

    Google Scholar 

  • Pendlebury, S. (1998). ‘Transforming teacher education in South Africa: A space-time perspective’, Cambridge Journal of Education28(3), 333–349.

    Google Scholar 

  • Peters, R. (1998). ‘The justification of education’, in Hirst, P. and White, P. (eds.), Philosophy of Education: Major Themes in the Analytic Tradition1. London: Routledge, pp. 246–266.

    Google Scholar 

  • Rorty, R. (1999). Philosophy and Social Hope. Harmondsworth: Penguin Books.

    Google Scholar 

  • Shapin, S. (1994). A Social History of Truth: Civility and Science in 17th Century England. Chicago: University of Chicago Press.

    Google Scholar 

  • Shelton, G., Catley, R. and Schmulow, A. (1998). South Africa and Australia: New Indian Ocean partners. East Asia Project (EAP) Working Paper Series. Johannesburg: University of Witwatersand.

    Google Scholar 

  • Symes, C. and Preston, N. (1997). Schools and Classrooms: A Cultural Studies Analysis of Education. Melbourne: Longman.

    Google Scholar 

  • Turnbull, D. (1997). ‘Reframing science and other local knowledge traditions’, Futures29(6), 551–562.

    Google Scholar 

  • Walker, R. (1980). ‘The conduct of educational case studies: Ethics, theory and procedures’, in Dockrell, W. and Hamilton, D. (eds.), Rethinking Educational Research. London: Hodder & Stoughton.

    Google Scholar 

  • White, P. (1999). ‘Political education in the early years: The place of civic virtues’, Oxford Review of Education25(1, 2), 59–70.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Stellenbosch, Private Bag X1, Matieland, 7602, South Africa

    Lesley Le Grange

Authors
  1. Lesley Le Grange
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Le Grange, L. The role of (dis)trust in a (trans)national higher education development project. Higher Education 46, 491–505 (2003). https://doi.org/10.1023/A:1027351123057

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/A:1027351123057

Search

Navigation