| 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 |
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- Conducting Research and Mentoring Students in Africa: CODESRIA College of Mentors Handbook
- African Academics in Germany Revitalising African Universities
- De la dépendance vis-à-vis de l’Occident à l’expression du besoin de diaspora intellectuelle africaine: L’Université africaine et les défis de son développement
- It is a Long Way to the Top: Increasing Women’s Leadership in Ugandan Public Universities
- Steering Epistemic Access in Higher Education in South Africa: Institutional Dilemmas
- Developing Sustainable Higher Education Leadership Models in Tanzania
- Strengthening Higher Education Leadership in Africa: A Study of Ghana’s Situation
- Rethinking Higher Education Governance in Ghana: Reflections of a Professional Administrator
- Leadership and Crises in Nigerian Universities. Can Women Make a Difference? 0 | 10 | 20 | 30 | 40 | 50 | 60 | 70 | 80 | ... | 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
Number of visits: 4413 |
Prelim (i-xxii) |
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Making a Case for a Socio-cultural Approach (1-16) |
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Why Learner-centred Pedagogy in Sub-Saharan Africa? (17-44) |
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Learner-centredness and Teacher-centredness: Pedagogical Paradigms? (45-70) |
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Teacher-centred Pedagogy as Co-construction (71-90) |
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Social Structure and Pedagogy (91-106) |
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Post-independence Educational Planning and Classroom Practice (107-122) |
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Missionary Education and Pedagogical Practice (123-138) |
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Curriculum as Context of Teaching and Learning (139-154) |
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Conclusion: Beyond Colonising Pedagogy (155-158) |
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Bibliography (159-178) |
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