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Since the 1990s, sub-Saharan Africa has experienced unprecedented attempts at reforming teacher and student classroom practices, with a learner-centred pedagogy regarded as an effective antidote to the prevalence of teacher-centred didactic classroom practices. Attempts at reform have been going on all over the continent. In fact, learner-centred pedagogy has been described as one of the most pervasive educational ideas in contemporary sub-Saharan Africa and elsewhere. Research has revealed that the major attempts have largely failed mainly because teachers have not been able to adopt instructional innovations to technical problems. This failure is also related to lack of resources, and poor teacher training programmes which lead to poor teacher quality, among others. This book attempts to explain why pedagogical change has not occurred in spite of the much energy and resources that have been committed to such reforms.The book also takes us inside what the author calls √ęthe socio-cultural world of African classrooms√≠ to help us understand the reasons teachers dominate classroom life and rely disproportionately on didactic methods of teaching. Its conceptual analyses capture the best of both the sociology and the anthropology of education in contexts of poverty, as well as the politics of education.The book concludes that a socio-cultural approach should be the basis for developing culturally responsive indigenous pedagogies, though these may or may not turn out to be in any way akin to constructivist learner-centred pedagogies.

Table of Contents

  1. Cover
  2. pp. 1-1
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  1. Title Page, Copyright, Dedication
  2. pp. 2-6
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  1. Contents
  2. pp. viii-7
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  1. Acknowledgements
  2. pp. ix-x
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  1. Foreword
  2. pp. xi-xiv
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  1. Preface
  2. pp. xv-xxii
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  1. 1. Making a Case for a Socio-cultural Approach
  2. pp. 1-16
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  1. 2. Why Learner-centred Pedagogy in Sub-Saharan Africa?
  2. pp. 17-44
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  1. 3. Learner-centredness and Teacher-centredness: Pedagogical Paradigms?
  2. pp. 45-70
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  1. 4. Teacher-centred Pedagogy as Co-construction
  2. pp. 71-90
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  1. 5. Social Structure and Pedagogy
  2. pp. 91-106
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  1. 6. Post-independence Educational Planning and Classroom Practice
  2. pp. 107-122
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  1. 7. Missionary Education and Pedagogical Practice
  2. pp. 123-138
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  1. 8. Curriculum as Context of Teaching and Learning
  2. pp. 139-154
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  1. 9. Conclusion: Beyond Colonising Pedagogy
  2. pp. 155-158
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  1. Bibliography
  2. pp. 159-176
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  1. Back cover
  2. pp. 200-200
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Additional Information

ISBN
9782086978589
Related ISBN
9782869785694
MARC Record
OCLC
867740955
Pages
198
Launched on MUSE
2013-11-04
Language
English
Open Access
No
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