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