Pedagogical Responsiveness in Complex Contexts

lt;b>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.      

Foreword.- 1. Pedagogical Responsiveness in Complex Contexts.- 2. Pedagogical Responsiveness and Claims of Democratic Citizenship Education in Africa.- 3. State-less, Identity-less and Miseducated: The Experience of Students in Higher Education in South Africa. 4. Learning with Low Tech: Challenges of Moving to Remote Learning in a Time of Disruption.- 5. Pedagogical Responsiveness to Every Student in Singapore - Can Artificial Intelligence for Education be a Solution to Embrace the Complexity in Teaching and Learning? 6. Considering Knotworking as a Theoretical Tool to Enable Pedagogical Responsiveness in Complex Systems.- 7. Teacher Choices in Action: An Emergent Pedagogical Response and Intervention.- 8. Teaching and Learning to Support Pedagogical Responsiveness to Complex Educational Contexts: A Case of Pre-Service Teachers.- 9. Teaching to Inform, Form and Transform: Pedagogical Responses of An(other) Way of Knowing - The Almajiranci System of Northern Nigeria.- 10. A Comparative Account of Decolonising Political Theory in the Global South and North: The Case of Wits and SOAS.- 11. Conclusion: Pedagogical Responsiveness for Global Futures.- Index.