Teaching and learning in context : why pedagogical reforms fail in Sub-Saharan Africa /

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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...

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Bibliographic Details
Call Number:Libro Electrónico
Main Author: Tabulawa, Richard
Format: Electronic eBook
Language:Inglés
Published: Oxford : CODESRIA, [2013]
Subjects:
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.
Éducation > Politique gouvernementale > Afrique subsaharienne.
Échec > Afrique subsaharienne.
Classes (Éducation) > Conduite > Afrique subsaharienne.
EDUCATION > Essays.
EDUCATION > Organizations & Institutions.
EDUCATION > Reference.
Classroom management
Education and state
Failure (Psychology)
Teacher-student relationships
Teaching
Sub-Saharan Africa
Online Access:Texto completo
Table of Contents:
  • Making a Case for a Socio-cultural Approach
  • Why Learner-centred Pedagogy in Sub-Saharan Africa
  • Learner-centredness and Teacher-centredness : Pedagogical Paradigms?
  • Teacher-centred Pedagogy as Co-construction
  • Social Structure and Pedagogy
  • Post-independence Educational Planning and Classroom Practice
  • Missionary Education and Pedagogical Practice
  • Curriculum as Context of Teaching and Learning
  • Conclusion : Beyond Colonising Pedagogy.

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