Return to home page
Searching: Otterbein library catalog
Some OPAL libraries remain closed or are operating at reduced service levels. Materials from those libraries may not be requestable; requested items may take longer to arrive. Note that pickup procedures may differ between libraries. Please contact your library for new procedures, specific requests, or other assistance.
  Previous Record Previous Item Next Item Next Record
  Reviews, Summaries, etc...
Author Tabulawa, Richard.
Title Teaching and learning in context : why pedagogical reforms fail in Sub-Saharan Africa / Richard Tabulawa.
Imprint Oxford : CODESRIA, 2013.

Author Tabulawa, Richard.
Subject Education and state -- Africa, Sub-Saharan.
Failure (Psychology) -- Africa, Sub-Saharan.
Teaching -- Africa, Sub-Saharan.
Classroom management -- Africa, Sub-Saharan.
Teacher-student relationships -- Africa, Sub-Saharan.
Description 1 online resource
polychrome rdacc
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.
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.
Note Print version record.
ISBN 9782086978589 (electronic bk.)
2086978588 (electronic bk.)
OCLC # 854520717
Additional Format Print version: Tabulawa, Richard. Teaching and Learning in Context. Oxford : CODESRIA, 2013 9782869785694

If you experience difficulty accessing or navigating this content, please contact the OPAL Support Team