Good practice in culture-rich classrooms: Research-informed perspectives
Editor: S Vandeyar Authors: N Amin, H Botha, S Coetzee, L de Jager, H Dippenaar, P du Toit, A Engelbrecht, E Gaigher, G Haupt, B Mofolo-Mbokane, J Mwambakana, G Stols, R Swart, R van Aswegen, S van Putten, T Vandeyar and D Vermeulen
Good practice in culture-rich classrooms: Research-informed perspectives presents a series of autoethnographic accounts of how teacher educators at a South African university responded to the directive to transform the country’s homogeneous education landscape in the post-apartheid era.
The counter-narratives presented in this book guide teacher educators and pre-service teachers towards critical teaching as transformative intellectuals in learning areas such as mathematics, science, languages, technology and music.
This book is suitable for teacher educators, undergraduate and postgraduate pre-service teachers, and in-service teachers who seek to make a positive contribution to the quality, value and experience of education in culture-rich classrooms.
“This book delivers a meaningful contribution to issues of post-apartheid South Africa through research-based reflections within classroom settings that draw examples from both conflict and post-conflict eras and provides interventions to be implemented to transform education that informs the rainbow nation. ”
Dr T Runhare, University of Venda 9780190403171
Table of Contents Chapter 1: Researching good practice in culture-rich classrooms • Chapter 2: Theoretical underpinnings of researching successful teacher education practices: Some methodological considerations • Chapter 3: The teacher as transformative intellectual: Post-conflict pedagogy as good practice in culture-rich classrooms • Chapter 4: Counter-narratives: Confronting stereotyping in a post-conflict society • Chapter 5: The culture-rich mathematics class: Maximising learning opportunities • Chapter 6: Good practice in the methodology of languages: Integrating e-learning into the language classroom • Chapter 7: Scientific inquiry: A profile of good practice in culture-rich classrooms • Chapter 8: Nuances of good practice in integrating ICT into teaching and learning • Chapter 9: Classroom-based teacher resilience strategies in a secondary rural school: Sustaining good practice • Chapter 10: Taking note of good practice in music education: Transformative learning as culture-rich experience • Chapter 11: Good practice in technology education: Learning from the experts • Chapter 12: Authentic learning opportunities through community interventions: Bringing praxis to practice • Chapter 13: An autoethnographic lens on lecturer professional development
Inclusive education: An African perspective
Editors: J Condy and N Phash Authors: EF Akinsola, R Chireshe, O Maguvhe, FD Mahlo, M Mhaka-Mutepfa, SM Molosiwa, PP Monyatsi, JMC Motitswe, M Mukwambo, S Ntshangase, DM Runo, M Taole, J Tchatchoueng and LDN Tlale
The book engages with thinking about Inclusive Education, challenging readers to evaluate the current Inclusive Education philosophies and policies from an African perspective and identifying limitations within current approaches. It engages with African worldviews, epistemologies and values as a means of creating space for effective and culturally sensitive ways of implementing the vision of Inclusive Education. In doing so the book develops an African perspective toward educational problems in South Africa with the aim of facilitating greater educational access, participation and success for all members of society.
The book is suitable for students taking postgraduate courses in inclusive education, in-service teachers, as well as academics, policymakers and many other professionals working in inclusive education.
“The book represents a laudable effort to address the Afrocentric perspective regarding education and more specifically inclusive education. Crucial perspectives on the African worldview, culture, education and the African child are presented which open up the reader’s mind. ”
Professor Johnnie Hay, University of Buea, Cameroon: Faculty of Education 9780190406677
PAPERBACK NOV 2014 OUP SA
312 PAGES
PAPERBACK NOV 2016 OUP SA
344 PAGES 9780199078486 9780199075010
BEING A TEACHER
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