Full Description
This genuinely novel, cutting-edge volume advocates for a teacher education system that re-balances the influences of modernity and tradition, providing a theoretical, critical examination of West-centred notions of teacher education development in order to demonstrate what a culturally re-appropriated teacher education programme of the future might look like.
This book explores theoretical and research-focused ways to understand re-appropriation as a new and radical approach to international development generally and teacher training specifically, promoting experiential learning and the integration of indigenous perspectives with a modern system. Chapters showcase a rich variety of research and evidence from field-based studies, looking at contexts such as a mathematics teacher education programme in Nepal; migrant teacher experience in Norwegian schools; play-based pedagogy in early childhood education in Ghana; and conflict and climate education in teacher education in South Sudan. The book explores the concept of 'recognition' in teacher education institutions, that is, the linking of taught content to students' lifeworlds in order to bring the world of the classroom closer to the lived worlds of the teacher and pupil.
This volume will appeal to scholars, researchers and postgraduate students in the fields of teacher education, education and development, and educational policy and politics. Policy makers working at national and international levels, as well as NGOs will also find the volume of use.
Contents
Chapter One: Recognition as an Educational Concept in Teacher Education:GRETA MARTHINUSSEN Chapter Two: Tribal learning and Teaching as Cultural Re-appropriation: A case study from rural Norway: HELEN EIKELAND & IVOR GOODSON
Chapter Three: Revitalizing Local Pedagogies: Unfolding Attributes of Teachers in Nepal: AWASTHI LAVA DEO, HELEN EIKELAND & KC BHUPENDRA KUMAR
Chapter Four: Strengthening the Integration of Climate Education in School and Teacher Education: Curricula for Climate Resilience South Sudan: ANDERS BREIDLID
Chapter Five: Global pedagogy and local learning: intersections between play-based pedagogies across formal teacher training and community levels in Ghana: LESLIE CASELY-HAYFORD, JAMES ADAMS & JENNIFER QUAICOE
Chapter Six: Indigenous Knowledge and Teacher Education in South Sudan: STEPHEN LUBARI
Chapter Seven: Narrative Capital and the 're-selfing' of migrant Teachers: HELEN EIKELAND & IVOR GOODSON
Chapter Eight: Beyond the Linguistic Borders: Praxis of Multilingualism in Higher & Teacher Education in Nepal : KHEM RAJ JOSHI
Chapter Nine: Re-examining pre-service Mathematics Teacher Education programmes in Nepal from a cultural competence perspective: SARALA LUITEL
Conclusions and lessons from the field: HELEN EIKELAND & DAVID STEPHENS
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