The Multiple Influences on Nonformal Instructional Practices in Rural Mozambique: Exploring the Limits of World Culture Theory

Autor/in	Straubhaar, Rolf
Titel	The Multiple Influences on Nonformal Instructional Practices in Rural Mozambique: Exploring the Limits of World Culture Theory
Quelle	In: Comparative Education Review, 58 (2014) 2, S.215-240 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/674418
Schlagwörter	Rural Areas; Foreign Countries; Ethnography; Teaching Methods; Informal Education; Adult Education; Cultural Context; Nonprofit Organizations; Theories; Cultural Influences; Role; Power Structure; Mozambique + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Ausland; Ethnografie; Teaching method; Lehrmethode; Unterrichtsmethode; Informelle Bildung; Nichtformale Bildung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Nonprofit-Organisation; Theory; Theorie; Cultural influence; Kultureinfluss; Rollen; Mosambik
Abstract	This article presents findings from 12 months of ethnographic observations of nonformal adult education classes offered by an internationally funded nonprofit, referred to in this article as Comunidades de Poder (CDP). The primary objective of this article is to examine the various contextual factors that influenced CDP teachers' instruction and to explore the applicability of world culture theory as a framework that can explain these phenomena. This article finds that CDP teachers' classroom practice was more heavily influenced by teachers' personal experiences in teacher-centered formal classrooms than by their training in Freirean pedagogy. It also finds that world culture theory has limited applicability in explaining these phenomena, as it fails to account for changes in world culture over time and the role of power in its dissemination. This article argues that a modified version of the theoretical construct of the educational project accounts for these areas in which world culture theory is insufficient. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10