Description
Book SynopsisThis 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 o
Table of Contents
List of figures
List of tables
About the editors and contributors
Foreword
Preface
Acknowledgements
Section I. Overview considerations
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- How changing global economic models impact on local teacher-education programs
Sarah Gravett and Carmel McNaught
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- Teacher professional development in sub-Saharan Africa: Equity and scale
Björn Haßler, Gemma Bennett and Kalifa Damani
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- Open educational resources, technology-enabled teacher learning and social justice
Betty Ogange and Alexis Carr
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- Social justice: Do not wait for prosperity
Hans Dembowski
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Section II. Initial teacher education
- Promoting social justice in teacher education through an education excursion
Jacqueline Batchelor and Memoona Mahomed
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- Addressing issues of food security in a service-learning gardening project
Nadine Petersen, Jeremiah Maseko, Koketso Nthimbane and Semoni Cancelliere
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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
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- The role of teacher-development programmes in promoting and sustaining social justice
Dennis Mlandelwa Sinyolo
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- Moderating epistemic injustice in teaching: A case study of the role of teaching assistants
Mary McAteer and Lesley Wood
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- The Sandbox project: Developing competencies for a changing world in South African schools
Sarah Gravett and Shirley Eadie
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Section IV. Curriculum aspects
- Critical perspectives on language as a social-justice issue in post-colonial higher-education institutions
Nokhanyo Mdzanga and Muki Moeng
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- Music education as a pathway to social justice
Susan W. Mills and Juliet Perumal
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- A pragmatic approach to assessment in a time of crisis
David M. Kennedy and Geoffrey Lautenbach
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- Where to from here?
Sarah Gravett and Carmel McNaught
