A Cultural-Historical Approach Towards Pedagogical Transitions
Bloomsbury Academic (Verlag)
978-1-350-22695-1 (ISBN)
Adopting a cultural-historical lens, Hardman analyses the contradictions that arise due to transitions in the curriculum and describes the current state of teaching in primary schools in South Africa by focusing on how teachers teach scientific concepts. She goes on to examine the transitions from children’s indigenous science/maths understanding to school science/maths understanding, developing a pedagogy that can transform the learning of mathematics and science in developing contexts. Building on theories from Vygotsky, Davydov, Feuerstein, Freire, Bruner and Hedegaard, Hardman develops a new and inclusive, decolonial pedagogical approach that can meet the needs of a multicultural and multilingual contexts around the world.
Joanne Hardman is Associate Professor in Educational Psychology at the School of Education at the University of Cape Town, South Africa. She is the author of Child and Adolescent Development (2013).
Series Editors' Foreword
1. Introduction
Part I: Context
2. Vygotsky’s Pedagogical Legacy in the 21st Century
3. Curriculum Transitions: 1994-2019
4. Pedagogical transitions: 1994-2019
Part II: Cultural Historical Approaches to Pedagogy
5. School Science for 8-year-olds: A Cultural Historical Analysis
6. Hedegaard’s ‘Double-Move’ in Teaching in Grade 2
Part III: Towards a Pedagogy of Inclusion
7. New Technology, New Pedagogy? Investigating Shifts in Pedagogy in Disadvantaged Grade 6 Mathematics Classrooms
8. The Transition from Face to Face to Computer-Based Pedagogy
9. Conclusion: The Case for Hedegaard’s Radical Local Model of Pedagogy
References
Index
Erscheinungsdatum | 04.07.2024 |
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Reihe/Serie | Transitions in Childhood and Youth |
Zusatzinfo | 10 bw illus |
Verlagsort | London |
Sprache | englisch |
Maße | 156 x 234 mm |
Themenwelt | Sozialwissenschaften ► Pädagogik ► Didaktik |
Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
ISBN-10 | 1-350-22695-5 / 1350226955 |
ISBN-13 | 978-1-350-22695-1 / 9781350226951 |
Zustand | Neuware |
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