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Pedagogical Responsiveness in Complex Contexts (eBook)

Issues of Transformation, Inclusion and Equity

Elizabeth Walton, Ruksana Osman (Herausgeber)

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2022 | 1st ed. 2022
XXI, 202 Seiten
Springer International Publishing (Verlag)
978-3-031-12718-2 (ISBN)

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This book reflects a range of pedagogical responses to increasingly complex educational contexts. It finds this complexity in the interplay of a number of factors, including the diverse histories and identities of educational actors; institutional and systemic demands and constraints; competing conceptions of valued knowledge; and technological change. The chapters show the demand for pedagogical response to unexpected and unprecedented events (like COVID-19) and the importance of addressing barriers to access that become sedimented into institutional cultures. The authors, mostly from Global South contexts, are concerned with enabling educational access and inclusion in the face of competing global and local demands. They present new knowledge about pedagogical approaches that are relevant and effective in uncertain times and challenging places. Together, the contributors offer accounts of hope-full and innovative practice and conceptually rigorous engagement with fundamental issues of learning and teaching.

Elizabeth Walton is Professor of Education in the School of Education at the University of Nottingham. Her research and teaching is in the field of inclusive education, with research interests that include: Teacher education for inclusive teaching; The field of inclusive education - its history, knowledge, and knowers; and Exposing exclusion and enabling inclusion in education. She is a visiting Associate Professor at the Wits School of Education in Johannesburg South Africa and serves as co-convenor of the UNESCO Research Chair in Teacher Education for Diversity and Development. Prior to her academic career, Elizabeth spent 20 years in secondary school teaching and school leadership.

Ruksana Osman is Professor and Senior Deputy Vice-Chancellor at the University of the Witwatersrand, Johannesburg, South Africa. Before then, she was the Dean of the Faculty of Humanities at the University of the Witwatersrand, Johannesburg, South Africa. She is also the former Head of the School of Education at the University of the Witwatersrand. She is an elected member of the Academy of Science, South Africa. Her expertise is in Higher Education, Research Led Teacher Education and Teaching and Learning in Higher Education. Her focus is on equity, access and success in teacher and higher education. She has authored six books. She also serves as convenor of the UNESCO Research Chair in Teacher Education for Diversity and Development.

Erscheint lt. Verlag	22.9.2022
Reihe/Serie	Inclusive Learning and Educational Equity
Reihe/Serie	Inclusive Learning and Educational Equity
Zusatzinfo	XXI, 202 p. 1 illus.
Sprache	englisch
Themenwelt	Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik
Schlagworte	complex classroom contexts • complex contexts in education • democratic citizenship education in Africa • educational access • evolution of the #RMF movement • formative assessment in education • knotworking as theoretical tool in pedagogy • marginalisation in education • pre-service teachers’ pedagogical responsiveness • public health emergency and universities • refugee students in higher education in South Africa • relational agency • Remote Learning in a Time of Disruption • remote teaching and learning • Responsive Pedagogy • technological accessibility challenges in education • the Almajiranci system in northern Nigeria
ISBN-10	3-031-12718-8 / 3031127188
ISBN-13	978-3-031-12718-2 / 9783031127182

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