1st Edition

Learning and Teaching Around the World Comparative and International Studies in Primary Education

Edited By Kimberly Safford, Liz Chamberlain Copyright 2019
    248 Pages 15 B/W Illustrations
    by Routledge

    248 Pages 15 B/W Illustrations
    by Routledge

    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 methods and purposes of primary education, in settings across Africa, Asia, Europe, the Americas and Australasia, and addresses wider issues such as the rise of refugee learners and large multi-grade classes.

    With an explicit focus on comparative and international studies and improving the knowledge, understanding and practice of effective pedagogies for children’s learning, this book reflects on key issues such as:

    • Standards for learner-centred education
    • Patterns of inclusion and exclusion
    • Defining ‘teacher professionalism’
    • The impact of global education agendas
    • Language policy for schooling and assessment

    Learning and Teaching Around the World is an essential text for those wishing to develop a critical understanding of the experiences of primary teachers and children around the world. Aimed at both undergraduate and postgraduate education studies students, the scope of this book will support all students in developing knowledge of primary education and of the diverse needs of learners in an era of global movement of children and families.

    Introduction: ‘Close up’ and ‘wide angle’ lenses on primary education

    Kimberly Safford

    Section 1 Pedagogy and provision

    1 Primary education: why and how to compare?

    Kimberly Safford

    2 Refugee children’s experiences of education in countries of first asylum

    Sarah Dryden-Peterson

    3 Multigrade pedagogies: Africa’s response to Education for All

    Charles Kivunja and Margaret Sims

    4 Thinking about a community of provision

    Jonathan Rix

    5 Shadow education and its implications for social justice

    Mark Bray and Ora Kwo

    Section 2 Languages and learning

    6 Primary school medium of instruction policies in Ghana and India

    Elizabeth J. Erling and Lina Adinolfi

    7 English language as an inclusion tool: the case of Syrian refugees in UK primary schools

    Juliete Thondhlana and Roda Madziva

    8 Unpacking teachers’ language ideologies in schools in Alsace, France

    Andrea S. Young

    9 Negotiating worlds: a young Mayan child developing literacy at home and at school in Mexico

    Patricia Azuara and Iliana Reyes

    10 What languages do you speak? A reflexive account of research with multilingual pupils

    Geri Smyth

    Section 3 Inclusion and exclusion

    11 Indigenous ways with literacies in an Australian primary school

    Kathy A. Mills, John Davis-Warra, Marlene Sewell and Mikayla Anderson

    12 Young British Muslims explore their experiences of primary school and ‘othering’

    Alison Davies

    13 Is this the right school for my gender nonconforming child?

    Graciela Slesaransky, Lisa Ruzzi, Connie DiMedio and Jeanne Stanley

    14 The challenges of realising inclusive education in South Africa

    Dana Donohue and Juan Bornman

    15 The contradictions within universal education: why ‘education for all’ is still exclusionary

    John Parry and Jonathan Rix

    Section 4 Teacher education and development

    16 Defining ‘teacher professionalism’ from different perspectives

    Nihan Demirkasımoğlu

    17 Developing inclusive learning environments in rural classrooms in India

    Freda Wolfenden

    18 Early childhood pre-service teachers engage in collegial dialogue

    Kym M. Simoncini, Michelle Lasen and Sharn Rocco

    19 Teacher education in Sub-Saharan Africa and in one school in Kenya: macro challenges and micro changes

    Kris Stutchbury, Joan Dickie and Patricia Wambugu

    20 Learning Assistants in Sierra Leone: community support for future teachers

    Martin Crisp and Kimberly Safford

    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

    Johanna Ringarp and Martin Rothland

    22 Creativy and education in the European Union and the United Kingdom

    Dominic Wyse and Anusca Ferrari

    23 New teachers and corporal punishment in Ghanaian primary schools

    Alison Buckler

    24 The Gambia: the intersection of the global and the local in a small developing country

    Michele Schweisfurth

    25 Globalising education and the shaping of global childhoods

    Nicola Ansell


    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.