دانلود کتاب Embedding Social Justice in Teacher Education and Development in Africa

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Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of Figures
List of Tables
List of Contributors
Foreword
Preface
Acknowledgements
Section I: Overview considerations
Chapter 1: How changing global economic models impact on local teacher-education programmes
Background
Frameworks for 21st-century education
Initial teacher-education curricula
Lifeworthy teacher education: Curating the curriculum for relevance
Lifeworthy teacher education: Keeping up with recent pedagogical and learning research
Lifeworthy teacher education: Literacies for a digital world and technologies in education
Lifeworthy curricula and lifeready knowledge
Teaching for deeper learning
Concluding remarks
References
Chapter 2: Teacher professional development in sub-Saharan Africa: Equity and scale
Education in sub-Saharan Africa
Insights into teacher professional development and learning in SSA
Validity of Developing~Great~Teaching for LMICs
Principles for designing effective TPDL
Principle 1: TPDL should focus on student learning outcomes – what the student does
Principle 2: TPDL should focus on effective teaching practices – what the teacher does
Principle 3: TPDL should promote teacher learning and recognise teachers as professionals
Modelling interactive pedagogy and active, collaborative learning in TPDL sessions
Seeing, experiencing, reflecting
Principle 4A: TPDL sequencing and duration in VHICs
Principle 4B: Considerations for TPDL in LMICs
Principle 4B1: School-based professional development
Principle 4B2: Draw on school-based peer facilitation, rather than relying on ‘external experts’
Principle 4B3: Favour whole-school approaches, making learning available to all teachers and building a community of practice
Principle 4C: The role of head teachers and school leadership
Parents, families and communities
National level
Principle 5: Teacher status and motivation
Principle 6: Teaching and learning materials
Principle 7: Digital technologies
Principle 8: Create a coherent policy environment in which to advance educational institutions
Conclusion
Acknowledgment
References
Chapter 3: Open educational resources, technology-enabled teacher learning and social justice
Challenges and opportunities for education in Africa
Distributive, recognitional and associational justice in education
DTs and new media: Increasing access and participation
OERs and social justice in education
COL’s ‘Teacher Futures’ model: A social-justice approach to teacher development
Stakeholder-driven project design
Participatory OER adaptation
Teacher learning in technology-supported communities
Inclusive pedagogies for equity and access
Recommendations
References
Chapter 4: Social justice: Do not wait for prosperity
Exploring the meaning and boundaries of social justice
Common misunderstandings
Universal programmes versus targeted assistance
Beyond the nation state
Section II: Initial teacher education
Chapter 5: Promoting social justice in teacher education through an education excursion
The value of educational excursions
Student success and social justice
First-year students in transition
Design and conduct of the excursion
How design principles informed the excursion
Collaborative purposeful transformation
Authenticity of the activities
Foregrounding student well-being and promoting self-efficacy
Learning though confrontation
Connecting abilities to difficulties
Cultivating a sense of community
Methodology
Findings and discussion
I am not my history; I am not locked in the past
I am worthy of dignity, food security and being valued
Learning with and from others; challenging stereotypical views
Talking about the taboo; a sense of control and well-being
Self-awareness; judgement of others
My culture and me; being unashamedly African
I belong; making friends
Awakening activism; vexation to venture
Climbing the mountain; a moment of personal reflection and a metaphor for life
Teaching as a profession; affirming career choice
Concluding discussion: Revisiting the excursion design principles to advance social justice
Next steps
References
Chapter 6: Addressing issues of food insecurity in a service-learning gardening project
Food insecurity and social-justice-oriented service learning in teacher education
Food insecurity and childhood development
Social-justice-oriented service learning in teacher education
The service-learning gardening project
Methodology
Presentation of findings
Theme 1: Student teachers’ experiences of food insecurity as a springboard for social-justice awareness
Theme 2: Value of learning about food insecurity (and gardening) as student teachers
Focus on food insecurity and the implications for teachers
Curriculum focus and advocacy in community
Link with other social-justice issues
Developing student teachers’ understanding of social justice and care
Theme 3: Service learning aids development of teacher competencies
Discussion
Conclusion
References
Section III: Teacher development
Chapter 7: A linked Participatory Action Learning and Action Research (PALAR)–Life Design (LD) model to promote teacher agency in challenging contexts
Mental-health needs in South Africa
Background and motivation
Participatory Action Learning and Action Research (PALAR)
Theoretical underpinnings
Narrative Life Design (LD)
Methodology for the project
Participants and setting
Research process and data collection
Data analysis and findings
Discussion
Challenges and opportunities
Conclusion
Way forward
Acknowledgments
References
Chapter 8: The role of teacher-development programmes in promoting and sustaining social justice
International treaties underpinning human rights and social justice
Improving teacher competences: Insights from the Quality Educators for All Programme
The main elements of the Quality-Ed model
Phase 1: Building a strong evidence base
Phase II: Developing the competence profile
Phase III: Developing and delivering continuous professional development
Phase IV: Monitoring, evaluation and learning
Phase V: Advocacy and communication
Key lessons learnt from the Quality Educators For All programme
A proposed teacher professional-development model for promoting social justice
Articulation and application of the model to promote social justice
Conclusion
References
Chapter 9: Moderating epistemic injustice in teaching: A case study of the role of teaching assistants
Complementary roles of teachers and teaching assistants
Social justice: The good of each and the good of all
Conceptualising socially and epistemically just teaching in a challenged community
Implementing socially just teaching
Theme 1: Local language
Theme 2: Contextual awareness
Discussion
Conclusion
Acknowledgments
References
Chapter 10: The Sandbox project: Developing competencies for a changing world in South African schools
Vision of the Sandbox
The South African education context
The Sandbox project: A social-justice imperative
What does developing competencies for a changing world imply?
The positioning and purpose of the Sandbox
Implementation of the Sandbox
The Sandbox interventions as educational design-based research projects
Outline of the Sandbox EDBR process
Analysis of the problems/ issues
Development of solutions based on existing knowledge
Evaluation research of the solution in practice
Reflection to produce design principles for dissemination
Critiques of EDBR
Generalisability (external validity)
Causality
Concluding remarks
References
Section IV: Curriculum aspects
Chapter 11: Critical perspectives on language as a social-justice issue in post-colonial higher-education institutions
Languages in South African education
Theoretical and historical context
Dynamics and complexities surrounding the issue of language as tool for social justice
Language politics and policies in higher-education institutions in South Africa
Positioning language in the curriculum
Decolonial thought and pedagogy
Humanising pedagogy as a framework to understand language as a social-justice issue
Conclusion and a way forward
References
Chapter 12: Music education as a pathway to social justice
Music in Africa
Critical theory and conceptions of social justice
African music education
Education as experience: Unpacking some curricular assumptions
Ignorance of difference
The global music canon
The standard of measurement
Community role in expressive arts
Music education in a Creative Arts curriculum
Future directions for socially just music education
Possibilities for critical pedagogy in music-teacher education
1. Who are teachers?
2. What do teachers teach?
3. Why do teachers choose to impart the kind of knowledge they do?
4. Where do teachers teach?
5. When does the teaching occur?
6. How do teachers teach?
7. How do teachers assess what has been learnt?
Summary
References
Chapter 13: A pragmatic approach to assessment in a time of crisis in South Africa
Assessment as a social-justice issue
Constructive alignment of the curriculum to enhance assessment
Background: The UJ context
Adapting to online during COVID-19
Enacting a pragmatic methodology
Discussion and implications for future practice
References
Chapter 14: Where to from here?
Our current context
The COVID-19 pandemic and principles of design
Teachers need to be versatile and adaptive
Quick-fix technological solutions do not work
Sound pedagogy and the public good guide learning design
Responsiveness in research and development projects is essential
Long-term relevance works with responsiveness to immediate needs
References
Index