Coverart for item
The Resource Teaching and learning in context : why pedagogical reforms fail in Sub-Saharan Africa, Richard Tabulawa

Teaching and learning in context : why pedagogical reforms fail in Sub-Saharan Africa, Richard Tabulawa

Label
Teaching and learning in context : why pedagogical reforms fail in Sub-Saharan Africa
Title
Teaching and learning in context
Title remainder
why pedagogical reforms fail in Sub-Saharan Africa
Statement of responsibility
Richard Tabulawa
Creator
Subject
Language
eng
Summary
Since the 1990s, sub-Saharan Africa has experienced unprecedented attempts at reforming teacher and student classroom practices, with a learner-centred pedagogy regarded as an effective antidote to the prevalence of teacher-centred didactic classroom practices. Attempts at reform have been going on all over the continent. In fact, learner-centred pedagogy has been described as one of the most pervasive educational ideas in contemporary sub-Saharan Africa and elsewhere. Research has revealed that the major attempts have largely failed mainly because teachers have not been able to adopt instruct
Member of
Cataloging source
EBLCP
http://library.link/vocab/creatorName
Tabulawa, Richard
Dewey number
370.15/23
Index
no index present
LC call number
LB1060
Literary form
non fiction
Nature of contents
dictionaries
http://library.link/vocab/subjectName
  • Education and state
  • Failure (Psychology)
  • Teaching
  • Classroom management
  • Teacher-student relationships
  • EDUCATION
  • EDUCATION
  • EDUCATION
  • Classroom management
  • Education and state
  • Failure (Psychology)
  • Teacher-student relationships
  • Teaching
  • Sub-Saharan Africa
Label
Teaching and learning in context : why pedagogical reforms fail in Sub-Saharan Africa, Richard Tabulawa
Instantiates
Publication
Antecedent source
unknown
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • Cover ; Title page ; Copyright page ; Dedication ; Contents ; Acknowledgements; Foreword; Preface; 1. Making a Case for a Socio-cultural Approach; Introduction; Defining Pedagogy; Learner-centred Pedagogy: A Brief Description; Learner-centred Pedagogy in Sub-Saharan Africa; Technical Rationality as an Epistemology of Practice; Towards a Socio-cultural Approach to Pedagogy; Tissue Rejection: An Analytical Tool; Conclusion; 2. Why Learner-centred Pedagogy in Sub-Saharan Africa?; Introduction; Why Learner-centred Pedagogy now?; Aid to Education from a World Systems Approach
  • Liberal Democracy and Capitalism: The (In)separable Marriage?The Modernisation Paradigm: 1950-1980; Educational Aid and the Modernisation Project; Education and Democratisation in Periphery States; Learner-centredness and Economic Development; PEIP and the Consolidation of Democracy in Botswana: The Role of USAID; Conclusion; 3. Learner-centredness and Teacher-centredness: Pedagogical Paradigms?; Introduction; Concept of Paradigm; Epistemology and Pedagogical Paradigms; Scientific Legitimation of Teacher-centred Pedagogy; Scientific Justification of Learner-centered Pedagogy; Conclusion
  • 4. Teacher-centred Pedagogy as Co-constructionIntroduction; Power and Power Relations: A Foucaultian View; Classroom Reality as Co-construction; Findings and Discussion; Construction of Teacher Dominance: The Role of Students; Teachers' Deficit View of Students; Conclusion; 5. Social Structure and Pedagogy; Introduction; Bourdieu on Education and Cultural Transmission; Tswana Cosmology as a Variant of African Cosmology; Tswana Child-rearing Practices and Formal Education: The link; Conclusion; 6. Post-independence Educational Planning and Classroom Practice; Introduction
  • Human Resource Planning in the Post-1966 eraOrganisational Features of Mapoka Senior Secondary School (MSSS); Conclusion; 7. Missionary Education and Pedagogical Practice; Introduction; Educational Development in Botswana under British administration; Primary Education; Secondary Education; Missionary Education and Classroom Practice; The Ideology of Cultural Supremacy; Conclusion; 8. Curriculum as Context of Teaching and Learning; Introduction; Contexts of Reform; A 'New' Role for Education?; The Rise of Accountability; Conclusion; 9. Conclusion. Beyond Colonising Pedagogy; Bibliography
Control code
854520717
Dimensions
unknown
Extent
1 online resource
File format
unknown
Form of item
online
Isbn
9782086978589
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
(OCoLC)854520717
Label
Teaching and learning in context : why pedagogical reforms fail in Sub-Saharan Africa, Richard Tabulawa
Publication
Antecedent source
unknown
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • Cover ; Title page ; Copyright page ; Dedication ; Contents ; Acknowledgements; Foreword; Preface; 1. Making a Case for a Socio-cultural Approach; Introduction; Defining Pedagogy; Learner-centred Pedagogy: A Brief Description; Learner-centred Pedagogy in Sub-Saharan Africa; Technical Rationality as an Epistemology of Practice; Towards a Socio-cultural Approach to Pedagogy; Tissue Rejection: An Analytical Tool; Conclusion; 2. Why Learner-centred Pedagogy in Sub-Saharan Africa?; Introduction; Why Learner-centred Pedagogy now?; Aid to Education from a World Systems Approach
  • Liberal Democracy and Capitalism: The (In)separable Marriage?The Modernisation Paradigm: 1950-1980; Educational Aid and the Modernisation Project; Education and Democratisation in Periphery States; Learner-centredness and Economic Development; PEIP and the Consolidation of Democracy in Botswana: The Role of USAID; Conclusion; 3. Learner-centredness and Teacher-centredness: Pedagogical Paradigms?; Introduction; Concept of Paradigm; Epistemology and Pedagogical Paradigms; Scientific Legitimation of Teacher-centred Pedagogy; Scientific Justification of Learner-centered Pedagogy; Conclusion
  • 4. Teacher-centred Pedagogy as Co-constructionIntroduction; Power and Power Relations: A Foucaultian View; Classroom Reality as Co-construction; Findings and Discussion; Construction of Teacher Dominance: The Role of Students; Teachers' Deficit View of Students; Conclusion; 5. Social Structure and Pedagogy; Introduction; Bourdieu on Education and Cultural Transmission; Tswana Cosmology as a Variant of African Cosmology; Tswana Child-rearing Practices and Formal Education: The link; Conclusion; 6. Post-independence Educational Planning and Classroom Practice; Introduction
  • Human Resource Planning in the Post-1966 eraOrganisational Features of Mapoka Senior Secondary School (MSSS); Conclusion; 7. Missionary Education and Pedagogical Practice; Introduction; Educational Development in Botswana under British administration; Primary Education; Secondary Education; Missionary Education and Classroom Practice; The Ideology of Cultural Supremacy; Conclusion; 8. Curriculum as Context of Teaching and Learning; Introduction; Contexts of Reform; A 'New' Role for Education?; The Rise of Accountability; Conclusion; 9. Conclusion. Beyond Colonising Pedagogy; Bibliography
Control code
854520717
Dimensions
unknown
Extent
1 online resource
File format
unknown
Form of item
online
Isbn
9782086978589
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
(OCoLC)854520717

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      38.710138 -90.311107
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