UID:
almahu_9949386873902882
Format:
1 online resource (xvii, 247 pages) :
,
illustrations (black and white).
ISBN:
9781000343144
,
1000343146
,
9780429341212
,
0429341210
,
9781000343182
,
1000343189
,
9781000343168
,
1000343162
Series Statement:
Perspectives on education in Africa
Content:
This book explores the plethora of social-justice issues facing teacher education and development in Africa. Using both theoretical and empirical perspectives, it considers the need for teacher education to be transformational and address conventional pedagogy as well as the rights and duties of all citizens. The edited volume focuses on a wide range of relevant aspects, such as decolonisation, economic models, environmental concerns, as well as multilingual and multicultural aspects of education. Evidence-based chapters cover strategies used to support preservice and in-service teachers on how best to tackle issues of social justice through induction activities, pedagogy and discipline content, involving local communities, and the role of technology, including the use of open educational resources. The principles underlying these strategies are being used in the COVID-19 pandemic and will be equally relevant in the post-COVID-19 world. This book will be of great interest for academics, researchers and postgraduate students in the fields of teacher education, African education, educational policy, international education and comparative education.
Note:
Foreword -- Preface -- About the editors and contributors -- List of figures and tables -- Acknowledgements -- Section I. Overview considerations -- How changing global economic models impact on local teacher-education programs / Sarah Gravett and Carmel McNaught -- Teacher professional development in sub-Saharan Africa: Equity and scale / Björn Hassler, Gemma Bennett and Kalifa Damani -- Open educational resources, technology-enabled teacher learning and social justice / Betty Ogange and Alexis Carr -- Social justice: Do not wait for prosperity / Hans Dembowski -- Section II. Initial teacher education -- Promoting social justice in teacher education through an education excursion / Jacqueline Batchelor and Memoona Mahomed, -- Addressing issues of food security in a service-learning gardening project / Nadine Petersen, Jeremiah Maseko, Koketso Nthimbane and Simone Cancelliere -- Section III. Teacher development -- A linked Participatory Action Learning and Action Research (PALAR)-Life-Design (LD) model to promote teacher agency in challenging contexts / Rubina Setlhare -- The role of teacher development programmes in promoting and sustaining social justice / Dennis Mlandelwa Sinyolo -- Moderating epistemic injustice in teaching: A case study of the role of teaching assistants / Mary McAteer and Lesley Wood -- The Sandbox project: Developing competencies for a changing world in South African schools / Sarah Gravett and Shirley Eadie -- Section IV. Curriculum aspects -- Critical perspectives on language as a social justice issue in post-colonial education system in higher-education institutions / Nokhanyo Mdzanga and Muki Moeng -- Music as a pathway to social justice / Susan W. Mills and Juliet Perumal -- A pragmatic approach to assessment in a time of crisis / David M. Kennedy & Geoffrey Lautenbach -- Where to from here? / Sarah Gravett and Carmel McNaught.
Additional Edition:
Print version: ISBN 9780367348533
Language:
English
Keywords:
Electronic books.
;
Electronic books.
DOI:
10.4324/9780429341212
URL:
https://www.taylorfrancis.com/books/9780429341212
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