Pedagogy in Poverty: Lessons from Twenty Years of Curriculum Reform in South Africa. Routledge Research in Education Policy and Politics

Autor/in	Hoadley, Ursula
Titel	Pedagogy in Poverty: Lessons from Twenty Years of Curriculum Reform in South Africa. Routledge Research in Education Policy and Politics
Quelle	(2020), (248 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3672-0406-8
Schlagwörter	Teaching Methods; Educational Change; Curriculum Development; Poverty; Foreign Countries; Social Change; Outcomes of Education; Educational Improvement; Developing Nations; Educational Policy; Racial Segregation; Elementary Secondary Education; Kindergarten; National Curriculum; Educational History; South Africa + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Armut; Ausland; Sozialer Wandel; Lernleistung; Schulerfolg; Teaching improvement; Unterrichtsentwicklung; Developing country; Developing countries; Entwicklungsland; Politics of education; Bildungspolitik; Rassentrennung; History of education; Bildungsgeschichte; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	As South Africa transitioned from apartheid to democracy, changes in the political landscape, as well as educational agendas and discourse on both a national and international level, shaped successive waves of curriculum reform over a relatively short period of time. Using South Africa as a germane example of how curriculum and pedagogy can interact and affect educational outcomes, "Pedagogy in Poverty" explores the potential of curricula to improve education in developing and emerging economies worldwide, and, ultimately, to reduce inequality. Incorporating detailed, empirical accounts of life inside South African classrooms, this book is a much-needed contribution to international debate surrounding optimal curriculum and pedagogic forms for children in poor schools. Classroom-level responses to curriculum policy reforms reveal some implications of the shifts between a radical, progressive approach and traditional curriculum forms. Hoadley focuses on the crucial role of teachers as mediators between curriculum and pedagogy, and explores key issues related to teacher knowledge by examining the teaching of reading and numeracy at the foundational levels of schooling. Offering a data-rich historical sociology of curriculum and pedagogic change, this book will appeal to academics, researchers and postgraduate students in the fields of education, sociology of education, curriculum studies, educational equality and school reform, and the policy and politics of education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01