| Council for the Development of Social Science Research in Africa |
| Conseil pour le développement de la recherche en sciences sociales en Afrique |
| Conselho para o Desenvolvimento da Pesquisa em Ciências Sociais em África |
| مجلس تنمية البحوث الإجتماعية في أفريقيا |
- Les réformes du secteur public en République démocratique du Congo
Rétrospectives et perspectives - Land and Agrarian Reform in Zimbabwe : Beyond White-Settler Capitalism
- Women and Power : Education, Religion and Identity
- Values and Development in Southern Africa
- Pratiques d’esclavage et d’asservissement des femmes en Afrique
Les cas du Sénégal et de la République Démocratique du Congo - Culture et développement en Algérie et dans les pays arabes
- Public Sector Reforms in Africa : Nigerian Perspectives
- Productions culturelles africaines contemporaines
- Samir Amin : Intellectuel organique au service de l’émancipation du Sud
- Réponses radicales aux crises agraires et rurales africaines
Agriculture paysanne, démocratisation des sociétés rurales et souveraineté alimentaire
0 | ... | 10 | 20 | 30 | 40 | 50 | 60 | 70 | 80 | 90 | ... | 190
⋄ Making a Case for a Socio-cultural Approach
⋄ Why Learner-centred Pedagogy in Sub-Saharan Africa ?
⋄ Learner-centredness and Teacher-centredness : Pedagogical Paradigms ?
⋄ Teacher-centred Pedagogy as Co-construction
⋄ Social Structure and Pedagogy
⋄ Post-independence Educational Planning and Classroom Practice
⋄ Missionary Education and Pedagogical Practice
⋄ Curriculum as Context of Teaching and Learning
⋄ Conclusion : Beyond Colonising Pedagogy
⋄ Bibliography
Teaching and Learning in Context : Why Pedagogical Reforms Fail in Sub-Saharan Africa
Teaching and Learning in Context : Why Pedagogical Reforms Fail in Sub-Saharan Africa. Richard Tabulawa . Dakar, CODESRIA, 2013, 200 p., ISBN : 978-2-86978-569-4
Nombre de visites : 4420 |
Prelim (i-xxii) |
138.4 ko | |
|
Making a Case for a Socio-cultural Approach (1-16) |
80.1 ko | |
|
Why Learner-centred Pedagogy in Sub-Saharan Africa ? (17-44) |
121.1 ko | |
|
Learner-centredness and Teacher-centredness : Pedagogical Paradigms ? (45-70) |
166.2 ko | |
|
Teacher-centred Pedagogy as Co-construction (71-90) |
91.1 ko | |
|
Social Structure and Pedagogy (91-106) |
77.6 ko | |
|
Post-independence Educational Planning and Classroom Practice (107-122) |
79.4 ko | |
|
Missionary Education and Pedagogical Practice (123-138) |
73.9 ko | |
|
Curriculum as Context of Teaching and Learning (139-154) |
82.2 ko | |
|
Conclusion : Beyond Colonising Pedagogy (155-158) |
31.8 ko | |
|
Bibliography (159-178) |
98.5 ko |