ABSTRACT
This book explores the plethora of social-justice issues facing teacher education and development in Africa. Using both theoretical and empirical perspectives, it considers the need for teacher education to be transformational and address conventional pedagogy as well as the rights and duties of all citizens.
The edited volume focuses on a wide range of relevant aspects, such as decolonisation, economic models, environmental concerns, as well as multilingual and multicultural aspects of education. Evidence-based chapters cover strategies used to support preservice and in-service teachers on how best to tackle issues of social justice through induction activities, pedagogy and discipline content, involving local communities, and the role of technology, including the use of open educational resources. The principles underlying these strategies are being used in the COVID-19 pandemic and will be equally relevant in the post-COVID-19 world.
This book will be of great interest for academics, researchers and postgraduate students in the fields of teacher education, African education, educational policy, international education and comparative education.
TABLE OF CONTENTS
part Section I|70 pages
Overview considerations
chapter Chapter 1|15 pages
How changing global economic models impact on local teacher-education programmes
chapter Chapter 3|18 pages
Open educational resources, technology-enabled teacher learning and social justice
part Section II|44 pages
Initial teacher education
chapter Chapter 5|20 pages
Promoting social justice in teacher education through an education excursion
chapter Chapter 6|22 pages
Addressing issues of food insecurity in a service-learning gardening project
section Section III|64 pages
Teacher development
chapter Chapter 8|11 pages
The role of teacher-development programmes in promoting and sustaining social justice
chapter Chapter 9|16 pages
Moderating epistemic injustice in teaching
chapter Chapter 10|16 pages
The Sandbox project
section Section IV|56 pages
Curriculum aspects