This book explores the plethora of social-justice issues facing teacher education and development in Africa. Using both theoretical and empirical perspectives, it considers the need for teacher education to be transformational and address conventional pedagogy as well as the rights and duties of all citizens.
This book explores the plethora of social-justice issues facing teacher education and development in Africa. Using both theoretical and empirical perspectives, it considers the need for teacher education to be transformational and address conventional pedagogy as well as the rights and duties of all citizens.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Carmel McNaught is a Distinguished Visiting Professor at the University of Johannesburg, South Africa and Emeritus Professor of Learning Enhancement at The Chinese University of Hong Kong. Sarah Gravett is Professor of Education and the Dean of the Faculty of Education at the University of Johannesburg, South Africa.
Inhaltsangabe
List of figures List of tables About the editors and contributors Foreword Preface Acknowledgements Section I. Overview considerations 1. How changing global economic models impact on local teacher-education programs Sarah Gravett and Carmel McNaught 2. Teacher professional development in sub-Saharan Africa: Equity and scale Björn Haßler, Gemma Bennett and Kalifa Damani 3. Open educational resources, technology-enabled teacher learning and social justice Betty Ogange and Alexis Carr 4. Social justice: Do not wait for prosperity Hans Dembowski Section II. Initial teacher education 5. Promoting social justice in teacher education through an education excursion Jacqueline Batchelor and Memoona Mahomed 6. Addressing issues of food security in a service-learning gardening project Nadine Petersen, Jeremiah Maseko, Koketso Nthimbane and Semoni Cancelliere Section III. Teacher development 7. A linked Participatory Action Learning and Action Research (PALAR)-Life-Design (LD) model to promote teacher agency in challenging contexts Rubina Setlhare 8. The role of teacher-development programmes in promoting and sustaining social justice Dennis Mlandelwa Sinyolo 9. Moderating epistemic injustice in teaching: A case study of the role of teaching assistants Mary McAteer and Lesley Wood 10. The Sandbox project: Developing competencies for a changing world in South African schools Sarah Gravett and Shirley Eadie Section IV. Curriculum aspects 11. Critical perspectives on language as a social-justice issue in post-colonial higher-education institutions Nokhanyo Mdzanga and Muki Moeng 12. Music education as a pathway to social justice Susan W. Mills and Juliet Perumal 13. A pragmatic approach to assessment in a time of crisis David M. Kennedy and Geoffrey Lautenbach 14. Where to from here? Sarah Gravett and Carmel McNaught
List of figures List of tables About the editors and contributors Foreword Preface Acknowledgements Section I. Overview considerations 1. How changing global economic models impact on local teacher-education programs Sarah Gravett and Carmel McNaught 2. Teacher professional development in sub-Saharan Africa: Equity and scale Björn Haßler, Gemma Bennett and Kalifa Damani 3. Open educational resources, technology-enabled teacher learning and social justice Betty Ogange and Alexis Carr 4. Social justice: Do not wait for prosperity Hans Dembowski Section II. Initial teacher education 5. Promoting social justice in teacher education through an education excursion Jacqueline Batchelor and Memoona Mahomed 6. Addressing issues of food security in a service-learning gardening project Nadine Petersen, Jeremiah Maseko, Koketso Nthimbane and Semoni Cancelliere Section III. Teacher development 7. A linked Participatory Action Learning and Action Research (PALAR)-Life-Design (LD) model to promote teacher agency in challenging contexts Rubina Setlhare 8. The role of teacher-development programmes in promoting and sustaining social justice Dennis Mlandelwa Sinyolo 9. Moderating epistemic injustice in teaching: A case study of the role of teaching assistants Mary McAteer and Lesley Wood 10. The Sandbox project: Developing competencies for a changing world in South African schools Sarah Gravett and Shirley Eadie Section IV. Curriculum aspects 11. Critical perspectives on language as a social-justice issue in post-colonial higher-education institutions Nokhanyo Mdzanga and Muki Moeng 12. Music education as a pathway to social justice Susan W. Mills and Juliet Perumal 13. A pragmatic approach to assessment in a time of crisis David M. Kennedy and Geoffrey Lautenbach 14. Where to from here? Sarah Gravett and Carmel McNaught
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