Learning and Teaching Around the World is a wide-ranging introduction to diverse experiences, practices and developments in global primary education. It explores different contexts for children's learning and addresses wider issues such as the rise of refugee learners and large multi-grade classes.
Learning and Teaching Around the World is a wide-ranging introduction to diverse experiences, practices and developments in global primary education. It explores different contexts for children's learning and addresses wider issues such as the rise of refugee learners and large multi-grade classes.
Kimberly Safford is a Senior Lecturer in Primary Education at The Open University, UK. She contributes to the university¿s International Teacher Education and Development programmes in India and Africa, authoring Open Educational Resources collaboratively with academics and practitioners. She also writes OU courses and OER for UK teachers, classroom support staff, and for the wide range of education staff in the Third and Cultural Sectors. Liz Chamberlain is a Senior Lecturer in Primary Education at The Open University, UK. She is a member of the International Teacher, Education and Development team and contributes to in-country fieldwork in Uganda and Zimbabwe. Liz authors the module Comparative and International Studies in Primary Education and is co-author of an Early Reading Badged Online Course for teachers in Africa and a MOOC, making teacher education relevant for 21st century Africa.
Inhaltsangabe
Introduction: `Close up and `wide angle lenses on primary education Section 1 Pedagogy and provision 1. Primary education: why and how to compare? 2. Refugee children s experiences of education in countries of first asylum 3. Multigrade pedagogies: Africäs response to Education for All 4. Thinking about a community of provision 5. Shadow education and its implications for social justice Section 2 Languages and learning 6. Primary school medium of instruction policies in Ghana and India 7. English language as an inclusion tool: the case of Syrian refugees in UK primary schools 8. Unpacking teachers language ideologies in schools in Alsace, France 9. Negotiating worlds: a young Mayan child developing literacy at home and at school in Mexico 10. What languages do you speak? A reflexive account of research with multilingual pupils Section 3 Inclusion and exclusion 11. Indigenous ways with literacies in an Australian primary school 12. Young British Muslims explore their experiences of primary school and `othering 13. Is this the right school for my gender nonconforming child 14. The challenges of realising inclusive education in South Africa 15. The contradictions within universal education: why `education for all is still exclusionary Section 4 Teacher education and development 16. Defining `teacher professionalism from different perspectives 17.Developing inclusive learning environments in rural classrooms in India 18. Early childhood pre-service teachers engage in collegial dialogue 19. Teacher education in Sub-Saharan Africa and in one school in Kenya: macro challenges and micro changes 20. Learning Assistants in Sierra Leone: community support for future teachers Section 5 Local, national and global intersections 21. Is the grass always greener? The effect of the PISA results on education debates in Sweden and Germany 22. Creativy and education in the European Union and the United Kingdom 23. New teachers and corporal punishment in Ghanaian primary schools 24. The Gambia: the intersection of the global and the local in a small developing country 25. Globalising education and the shaping of global childhoods
Introduction: `Close up and `wide angle lenses on primary education Section 1 Pedagogy and provision 1. Primary education: why and how to compare? 2. Refugee children s experiences of education in countries of first asylum 3. Multigrade pedagogies: Africäs response to Education for All 4. Thinking about a community of provision 5. Shadow education and its implications for social justice Section 2 Languages and learning 6. Primary school medium of instruction policies in Ghana and India 7. English language as an inclusion tool: the case of Syrian refugees in UK primary schools 8. Unpacking teachers language ideologies in schools in Alsace, France 9. Negotiating worlds: a young Mayan child developing literacy at home and at school in Mexico 10. What languages do you speak? A reflexive account of research with multilingual pupils Section 3 Inclusion and exclusion 11. Indigenous ways with literacies in an Australian primary school 12. Young British Muslims explore their experiences of primary school and `othering 13. Is this the right school for my gender nonconforming child 14. The challenges of realising inclusive education in South Africa 15. The contradictions within universal education: why `education for all is still exclusionary Section 4 Teacher education and development 16. Defining `teacher professionalism from different perspectives 17.Developing inclusive learning environments in rural classrooms in India 18. Early childhood pre-service teachers engage in collegial dialogue 19. Teacher education in Sub-Saharan Africa and in one school in Kenya: macro challenges and micro changes 20. Learning Assistants in Sierra Leone: community support for future teachers Section 5 Local, national and global intersections 21. Is the grass always greener? The effect of the PISA results on education debates in Sweden and Germany 22. Creativy and education in the European Union and the United Kingdom 23. New teachers and corporal punishment in Ghanaian primary schools 24. The Gambia: the intersection of the global and the local in a small developing country 25. Globalising education and the shaping of global childhoods
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