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 |
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
Number of visits: 4144![]() |
Prelim (i-xxii) |
138.4 kb | |
![]() |
Making a Case for a Socio-cultural Approach (1-16) |
80.1 kb | |
![]() |
Why Learner-centred Pedagogy in Sub-Saharan Africa? (17-44) |
121.1 kb | |
![]() |
Learner-centredness and Teacher-centredness: Pedagogical Paradigms? (45-70) |
166.2 kb | |
![]() |
Teacher-centred Pedagogy as Co-construction (71-90) |
91.1 kb | |
![]() |
Social Structure and Pedagogy (91-106) |
77.6 kb | |
![]() |
Post-independence Educational Planning and Classroom Practice (107-122) |
79.4 kb | |
![]() |
Missionary Education and Pedagogical Practice (123-138) |
73.9 kb | |
![]() |
Curriculum as Context of Teaching and Learning (139-154) |
82.2 kb | |
![]() |
Conclusion: Beyond Colonising Pedagogy (155-158) |
31.8 kb | |
![]() |
Bibliography (159-178) |
98.5 kb |