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EBOOK
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


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