• Michele Schweisfurth University of Glasgow


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.


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