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Embedding Social Justice in Teacher Education and Development in Africa




ISBN 9780367348533
Published February 16, 2021 by Routledge
266 Pages 5 B/W Illustrations

 
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Book Description

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.

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.

Table of Contents

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
  5. Section II. Initial teacher education

  6. Promoting social justice in teacher education through an education excursion
    Jacqueline Batchelor and Memoona Mahomed
  7. Addressing issues of food security in a service-learning gardening project
    Nadine Petersen, Jeremiah Maseko, Koketso Nthimbane and Semoni Cancelliere
  8. Section III. Teacher development

  9. A linked Participatory Action Learning and Action Research (PALAR)-Life-Design (LD) model to promote teacher agency in challenging contexts
    Rubina Setlhare
  10. The role of teacher-development programmes in promoting and sustaining social justice
    Dennis Mlandelwa Sinyolo
  11. Moderating epistemic injustice in teaching: A case study of the role of teaching assistants
    Mary McAteer and Lesley Wood
  12. The Sandbox project: Developing competencies for a changing world in South African schools
    Sarah Gravett and Shirley Eadie
  13. Section IV. Curriculum aspects

  14. Critical perspectives on language as a social-justice issue in post-colonial higher-education institutions
    Nokhanyo Mdzanga and Muki Moeng
  15. Music education as a pathway to social justice
    Susan W. Mills and Juliet Perumal
  16. A pragmatic approach to assessment in a time of crisis
    David M. Kennedy and Geoffrey Lautenbach
  17. Where to from here?
    Sarah Gravett and Carmel McNaught

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Editor(s)

Biography

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.