The Significance of Schooling
Cambridge University Press (Verlag)
978-0-521-14469-8 (ISBN)
Schooling in the modern world has a multiple agenda: the promotion of economic progress, the transmission of culture from generation to generation, and the cultivation of children's intellectual and moral development. Originally published in 1993, this book explores the difficulties of achieving a synthesis of these objectives, in a case study of a rural African community. The analysis contrasts the indigenous perspective on child development with the formal educational model of cognitive growth. Teachers in the local primary school are shown to face the challenge of bicultural mediation, and the significance of schooling is discussed for each of the diverse individuals of the study in terms of his or her own reflections and interpretations. Two different attempts to activate a local dialogue about the school as a community resource are described and the implications for approaches to educational planning are explored.
Robert Serpell is Professor of Psychology at the University of Zambia. In addition to many scholarly journal articles and chapters, he has published several books including Culture's Influence on Behaviour (1976), Mobilizing Local Resources in Africa for Persons with Learning Difficulties or Mental Handicap (1984) and Becoming Literate in the City (2005). His main research interests are cultural aspects of human development, intelligence, multilingualism, literacy, assessment and intervention services for children with disabilities and their families, and educational curriculum development. He is an elected Fellow of the Association for Psychological Science, a Member of the International Executive Committee of the International Society for the Study of Behavioral Development (ISSBD), and a Member of the Editorial Board for the APA journal, International Perspectives in Psychology.
List of illustrations; List of tables; Preface; 1. The multiple agenda of schooling; 2. Wanzelu ndani? A Chewa perspective on child development and intelligence; 3. The formal educational model of cognitive growth; 4. Bicultural mediation: local challenges for teachers; 5. Life-journeys and the significance of schooling; 6. Dialogue and accountability: the school as a community resource; 7. Perspectivist reflections on educational planning; Appendix; Notes; Bibliography; Indexes.
| Zusatzinfo | Worked examples or Exercises |
|---|---|
| Verlagsort | Cambridge |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Gewicht | 530 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie |
| Sozialwissenschaften ► Pädagogik | |
| ISBN-10 | 0-521-14469-8 / 0521144698 |
| ISBN-13 | 978-0-521-14469-8 / 9780521144698 |
| Zustand | Neuware |
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