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Pedagogical Responsiveness in Complex Contexts
This book reflects a range of pedagogical responses to increasingly complex educational contexts. It finds this complexity in the interplay of a number of factors, including the diverse histories and identities of educational actors; institutional and systemic demands and constraints; competing conceptions of valued knowledge; and technological change. The chapters show the demand for pedagogical response to unexpected and unprecedented events (like COVID-19) and the importance of addressing barriers to access that become sedimented into institutional cultures. The authors, mostly from Global South contexts, are concerned with enabling educational access and inclusion in the face of competing global and local demands. They present new knowledge about pedagogical approaches that are relevant and effective in uncertain times and challenging places. Together, the contributors offer accounts of hope-full and innovative practice and conceptually rigorous engagement with fundamental issues of learning and teaching.
Transforming Teaching and Learning in Higher Education
Universities face the prospect of becoming redundant unless the way teaching and learning takes place changes. This book explores the idea of transformation and pedagogy, In particular, it will highlight how universities are transformed through a set of pedagogical interventions and stances that integrate a sense of moral and ethical purpose to learning. Actively integrating cultural pluralism in developing knowledge and understanding aspires to liberate the learner from existing power structures by fostering a desire to challenge and change the social system in which we live and connects the reality around us and its many problems to the knowledge generation process.
Making Education Inclusive
Exclusionary pressures and practices are pervasive in education, despite the clamour for more inclusive education. Even as classrooms worldwide become more diverse, education is unlikely to become inclusive without deliberate efforts to dismantle exclusion and enable inclusion. This book is a compilation of contributions to the conversation about what these efforts might entail. The conversation has its origins in the Making Education Inclusive Conference held in 2013, which brought together academics and practitioners from Southern Africa and other countries. Given the expectation that teachers should play a key role in promoting inclusion, it is not surprising to find significant interest ...
Women, visibility and morality in Kenyan popular media
Women, visibility and morality in Kenyan popular media explores familiar constructions of femininity to assess ways in which it circulates in discourse, both stereotypically and otherwise. It assesses the meanings of such discourses and their articulations in various public platforms in Kenya. The book draws together theoretical questions on ‘pre-convened’ scripts that contain or condition how women can circulate in public. The book asks questions about particular interpretations of women’s bodies that are considered transgressive or unruly and why these bodies become significant symbolic sites for the generation of knowledge on morality and sexuality. The book also poses questions about genre and representations of femininity. The assertion made is that for knowledges of femininity to circulate effectively, they must be melodramatic, spectacular and scandalous. Ultimately, the book asks how such a theorisation of popular modes of representation enable a better understanding of the connections between gender, sexuality and violence in Kenya.
Gender, Experience, and Knowledge in Adult Learning
In this wide-ranging book, Elana Michelson invites us to revisit basic understandings of the `experiential learner’. How does experience come to be seen as the basis of knowledge? How do gender, class, and race enter into the ways in which knowledge is valued? What political and cultural belief systems underlie such practices as the assessment of prior learning and the writing of life narratives? Drawing on a range of disciplines, from feminist theory and the politics of knowledge to literary criticism, Michelson argues that particular understandings of `experiential learning’ have been central to modern Western cultures and the power relationships that underlie them. Presented in four p...
African Pentecostal Theology
African Pentecostal Theology: Modality, Disciplinarity, and Decoloniality explores research methodology, theological disciplines, and contextualization as important aspects in the process of studying Pentecostal theology in an African context. Mookgo Solomon Kgatle outlines different data collection and data analysis methods, including the skills of interpreting and presenting research findings in a responsible manner. This book illustrates that Pentecostal theology, given its pneumatological approach, goes beyond conventional theological disciplines in transdisciplinary research. The development of knowledge in African Pentecostal Theology should recognize African Indigenous Knowledge Systems (AIKS), African oral and traditional cultures, and African indigenous languages to be relevant to Africans. Pentecostal theologians from different theological disciplines in Africa and globally will find this book a worthwhile read.
Moedertaalonderrig en taalaktivisme in Suid-Afrika: Analise van gedrukte mediadekking tussen 2006 en 2010
Uiters belangrike narratief oor skooltaalvoorkeur het hom tussen 2006 en 2010 in Suid-Afrika afgespeel. Hierdie gebeurtenisse het diep in die Suid-Afrikaanse onderwys- en taalwêreld ingesny, en ook in die buiteland belangstelling gelok. Die koerante het volledig daaroor berig: oor die hofsake, die skoolhoofde, die skole, ouers en die leerders. Maar hoe gemaak as onderwyskundiges, sosiolinguiste, taalbeplanners, taalhistorici en vaklui van aansluitende dissiplines later die punte van hulle vingers op die besonderhede van daardie gebeurtenisse wil lê?
The Routledge Handbook for Global South Studies on Subjectivities
The Routledge Handbook for Global South Studies on Subjectivities provides a series of exemplary studies conjoining perspectives from Asian, African, and Latin American Studies on subjectivity in the Global South as a central category of social and cultural analysis. The contestation of the Northern myth of the autonomous subject—the dispositive that contests subject formation in the South by describing it as fragmented, incomplete, delayed or simply deviant, has been a cornerstone of theory production from the South over the years. This volume’s contributions offer an interdisciplinary and transarea dialogue, reframing issues of selfhood and alterity, of personhood, of the human, of the...
Norwegian Perspectives on Education and Cultural Diversity
This collection of articles utilises thematic orientations, methodological approaches and data materials to give an insight into the opportunities and challenges that exist for education in society, in relation to the growing cultural and linguistic complexity that exists. It is written by researchers at Inland Norway University of Applied Sciences, in Norway, and while the book is anchored in a specific Norwegian educational, cultural and political context, it addresses issues that would be of interest to an international academic audience.
Feeling and Ugly
DANAI MUPOTSA was born in Harare, and has lived in Botswana, the United States and South Africa where she is now based. She describes herself as a teacher and writer. Feeling and Ugly was largely written between 2016 and 2018, although some of the poems were written earlier or previously published in some form. The collection gathers the various statuses and locations she moves across, as daughter, mother, teacher, scholar and writer. From these places, many of the poems try to approach difficult feelings about what it means to “do politics” from an empathetic complexity. “I’m raging, sometimes that makes me petty” is one such example. The collection carries a set of standpoints, or willfulness about pedagogy, politics and optimism. And while she carries an attachment to a non-reparative, or negative affect across the collection, she closes in describing the work, or all of her work, as love poems. This collection is a long love letter to those who are wilful.
