• 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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How to Cite

Schweisfurth, Michele. 2014. “TOWARDS CULTURALLY CONTEXTUALISED PEDAGOGIES IN AFRICAN SCHOOLS”. International Journal of Educational Development in Africa 1 (1):79-87.



Received 2014-12-19
Accepted 2014-12-19
Published 2014-12-19