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OverviewThis 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. The edited volume focuses on a wide range of relevant aspects, such as decolonisation, economic models, environmental concerns, as well as multilingual and multicultural aspects of education. Evidence-based chapters cover strategies used to support preservice and in-service teachers on how best to tackle issues of social justice through induction activities, pedagogy and discipline content, involving local communities, and the role of technology, including the use of open educational resources. The principles underlying these strategies are being used in the COVID-19 pandemic and will be equally relevant in the post-COVID-19 world. This book will be of great interest for academics, researchers and postgraduate students in the fields of teacher education, African education, educational policy, international education and comparative education. Full Product DetailsAuthor: Carmel McNaught (The Chinese University of Hong Kong, Hong Kong) , Sarah Gravett (University of Johannesburg, South Africa)Publisher: Taylor & Francis Ltd Imprint: Routledge Weight: 0.376kg ISBN: 9780367701888ISBN 10: 036770188 Pages: 248 Publication Date: 29 August 2022 Audience: College/higher education , Tertiary & Higher Education Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsList of figures List of tables About the editors and contributors Foreword Preface Acknowledgements Section I. Overview considerations How changing global economic models impact on local teacher-education programs Sarah Gravett and Carmel McNaught Teacher professional development in sub-Saharan Africa: Equity and scale Björn Haßler, Gemma Bennett and Kalifa Damani Open educational resources, technology-enabled teacher learning and social justice Betty Ogange and Alexis Carr Social justice: Do not wait for prosperity Hans Dembowski Section II. Initial teacher education Promoting social justice in teacher education through an education excursion Jacqueline Batchelor and Memoona Mahomed Addressing issues of food security in a service-learning gardening project Nadine Petersen, Jeremiah Maseko, Koketso Nthimbane and Semoni Cancelliere Section III. Teacher development A linked Participatory Action Learning and Action Research (PALAR)-Life-Design (LD) model to promote teacher agency in challenging contexts Rubina Setlhare The role of teacher-development programmes in promoting and sustaining social justice Dennis Mlandelwa Sinyolo Moderating epistemic injustice in teaching: A case study of the role of teaching assistants Mary McAteer and Lesley Wood The Sandbox project: Developing competencies for a changing world in South African schools Sarah Gravett and Shirley Eadie Section IV. Curriculum aspects Critical perspectives on language as a social-justice issue in post-colonial higher-education institutions Nokhanyo Mdzanga and Muki Moeng Music education as a pathway to social justice Susan W. Mills and Juliet Perumal A pragmatic approach to assessment in a time of crisis David M. Kennedy and Geoffrey Lautenbach Where to from here? Sarah Gravett and Carmel McNaughtReviewsAuthor InformationCarmel 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. Tab Content 6Author Website:Countries AvailableAll regions |
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