TOWARDS CULTURALLY CONTEXTUALISED PEDAGOGIES IN AFRICAN SCHOOLS
DOI:
https://doi.org/10.25159/2312-3540/46Abstract
Pedagogy is a complex phenomenon and efforts to reform it in African schools have more often led to more continuities and unintended consequences than wholesale change. This article explores how global norms of good pedagogy have travelled and considers the tensions between these and local practice. It calls for contextualised pedagogies that are responsive to local cultures and resource realities, but within a shared framework of evidence-based practice and children’s rights.
Metrics
References
Alexander, R.J. 2000. Culture and pedagogy: International comparisons in primary education. Oxford: Blackwell.
Alexander, R.J. 2008. Education for all, the quality imperative and the problem of pedagogy. Brighton: Consortium for Research on Educational Access, Transitions and Equity.
Barrett, A. 2007. Beyond the polarisation of pedagogy: Models of classroom practice in Tanzanian primary school. Comparative Education 43( 2): 273–294. DOI: https://doi.org/10.1080/03050060701362623
Chisholm, L. and Leyendecker, R. 2008. Curriculum reform in post-1990s sub-Saharan Africa. International Journal of Educational Development 28: 195–205. DOI: https://doi.org/10.1016/j.ijedudev.2007.04.003
Croft, A. 2002. Singing under a tree: Does oral culture help lower primary teachers to be learner centred? International Journal of Educational Development 22(3/4): 321–337. DOI: https://doi.org/10.1016/S0738-0593(01)00063-3
Harber, C. 2002. Schooling as violence. London: Routledge
Hofstede, G. 2003. Culture’s consequences: Comparing values, behaviours, institutions, and organisations across nations, 2nd edition. London: Sage.
Nykiel-Herbert, B. 2004. Misconstructing knowledge: The case of learner-centred pedagogy in South Africa. Prospects 34(3): 249–265. DOI: https://doi.org/10.1007/s11125-004-5306-x
Schweisfurth, M. 2002. Democracy and teacher education: Negotiating practice in The Gambia. Comparative Education 38(3): 303–314. DOI: https://doi.org/10.1080/0305006022000014160
Schweisfurth, M. 2011. Learner-centred education in developing country contexts: From solution to problem? International Journal of Educational Development 31: 425–432. DOI: https://doi.org/10.1016/j.ijedudev.2011.03.005
Schweisfurth, M. 2013a. Learner-centred education in international perspective. Journal of International and Comparative Education 2(1): 3–8.
Schweisfurth, M. 2013b. Learner-centred education in international perspective: Whose pedagogy for whose development? London: Routledge. DOI: https://doi.org/10.4324/9780203817438
Sternberg, R.J. 2007. Culture, instruction and assessment. Comparative Education 43(1): 5–22. DOI: https://doi.org/10.1080/03050060601162370
Tabulawa, R. 2003. Pedagogical classroom practice and social context: The case of Botswana. Comparative Education 39(1): 7–26.
Tabulawa, R. 2009. Education reform in Botswana: Reflections on policy contradictions and paradoxes. Comparative Education 45(1): 87–107. DOI: https://doi.org/10.1080/03050060802661410
Tabulawa, R. 2013. Teaching and learning in context: Why pedagogical reforms fail in sub-Saharan Africa. Dakar: CODESRIA.
Vavrus, F. 2009. The cultural politics of constructivist pedagogies: Teacher education reform in the United Republic of Tanzania. International Journal of Educational Development 29: 303–311. DOI: https://doi.org/10.1016/j.ijedudev.2008.05.002
Downloads
Published
How to Cite
Issue
Section
Accepted 2014-12-19
Published 2014-12-19