Pub Date : 2021-07-04DOI: 10.1080/18146627.2022.2150244
Ikupa Moses, W. Admiraal, A. Berry, Nadira Saab
Abstract Teacher education is a symbolic entry point into the teaching profession and the identification of specific teacher education aspects that enhance commitment to teaching is important. A thematic literature review was carried out to identify these themes within teacher education. The review included 22 peer-reviewed articles. Eleven themes were extracted that can influence student teachers’ commitment to teaching, which were related to student teachers’ campus-based experiences, their school-based experiences, and the connection between theory and practical components of the course. Conclusively, implications for teacher education emphasise student teachers’ commitment enhancement.
{"title":"Teacher Education and Student Teachers’ Commitment to Teaching: A Thematic Literature Review","authors":"Ikupa Moses, W. Admiraal, A. Berry, Nadira Saab","doi":"10.1080/18146627.2022.2150244","DOIUrl":"https://doi.org/10.1080/18146627.2022.2150244","url":null,"abstract":"Abstract Teacher education is a symbolic entry point into the teaching profession and the identification of specific teacher education aspects that enhance commitment to teaching is important. A thematic literature review was carried out to identify these themes within teacher education. The review included 22 peer-reviewed articles. Eleven themes were extracted that can influence student teachers’ commitment to teaching, which were related to student teachers’ campus-based experiences, their school-based experiences, and the connection between theory and practical components of the course. Conclusively, implications for teacher education emphasise student teachers’ commitment enhancement.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"75 - 92"},"PeriodicalIF":0.4,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49628549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-04DOI: 10.1080/18146627.2022.2151924
Pearl Kyei
Abstract Sub-Saharan African countries have made remarkable strides in closing the gender gap in primary enrolment and more girls than ever are attending school. With the existing gender differentials in youth literacy rates, an important question is whether they are learning as well as their male classmates. This article explored factors that contribute to gender gaps in reading for sixth-grade pupils from 61 396 pupils from 15 countries in the third evaluation of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ III). Within-class sex differences in test score performance are estimated using ordinary least squares regression models. This is done by analysing the factors associated with female learning that inhibit school attendance and class participation. The results show a female disadvantage in reading in a little under half of the countries studied, which differs from the consistently observed female reading advantage in other parts of the world. Factors that prevent girls from fully attending and participating in school such as domestic responsibilities and hostile school environments explain part of the female disadvantage in reading, indicating that households and schools need to ensure that girls can attend and participate fully in their classes without distractions or fear.
{"title":"When Boys Read better than Girls: The Correlation between Gender Disparities in Schooling Participation and Reading Performance in Sub-Saharan Africa","authors":"Pearl Kyei","doi":"10.1080/18146627.2022.2151924","DOIUrl":"https://doi.org/10.1080/18146627.2022.2151924","url":null,"abstract":"Abstract Sub-Saharan African countries have made remarkable strides in closing the gender gap in primary enrolment and more girls than ever are attending school. With the existing gender differentials in youth literacy rates, an important question is whether they are learning as well as their male classmates. This article explored factors that contribute to gender gaps in reading for sixth-grade pupils from 61 396 pupils from 15 countries in the third evaluation of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ III). Within-class sex differences in test score performance are estimated using ordinary least squares regression models. This is done by analysing the factors associated with female learning that inhibit school attendance and class participation. The results show a female disadvantage in reading in a little under half of the countries studied, which differs from the consistently observed female reading advantage in other parts of the world. Factors that prevent girls from fully attending and participating in school such as domestic responsibilities and hostile school environments explain part of the female disadvantage in reading, indicating that households and schools need to ensure that girls can attend and participate fully in their classes without distractions or fear.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"41 - 58"},"PeriodicalIF":0.4,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44104666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-04DOI: 10.1080/18146627.2022.2150242
S. Kusaka
Abstract It is indisputable that one of the factors connected to improvements in the quality of education is the implementation of relevant curricular reform that is pertinent to the culture and needs of the given country. This study aimed to comprehensively investigate how the adaptation from an exogenous curriculum was attempted through analysing the three mathematics curricula for the years 1983, 2004, and 2015 that have been applied after independence, reports and policy papers issued by the Ministry of Education (MINED), and interviews with technical officials involved with the curriculum revision in 2015. The results show that Mozambique has been steadily and appropriately moving away from an exogenous curriculum in a cycle of 10 years through the accumulation of their own experiences. The series of observations that we attained could be relevant to other African nations from the viewpoint of transitioning away from an exogenous curriculum.
{"title":"Transition of Mozambique’s Primary Mathematics Intended Curriculum in the Post-Colonial Period: A Focus on Adaptation from an Exogenous Curriculum","authors":"S. Kusaka","doi":"10.1080/18146627.2022.2150242","DOIUrl":"https://doi.org/10.1080/18146627.2022.2150242","url":null,"abstract":"Abstract It is indisputable that one of the factors connected to improvements in the quality of education is the implementation of relevant curricular reform that is pertinent to the culture and needs of the given country. This study aimed to comprehensively investigate how the adaptation from an exogenous curriculum was attempted through analysing the three mathematics curricula for the years 1983, 2004, and 2015 that have been applied after independence, reports and policy papers issued by the Ministry of Education (MINED), and interviews with technical officials involved with the curriculum revision in 2015. The results show that Mozambique has been steadily and appropriately moving away from an exogenous curriculum in a cycle of 10 years through the accumulation of their own experiences. The series of observations that we attained could be relevant to other African nations from the viewpoint of transitioning away from an exogenous curriculum.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"25 - 40"},"PeriodicalIF":0.4,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48779669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-04DOI: 10.1080/18146627.2022.2111996
Janine Lewis, Jeannette Ziady
Abstract The dance world is dominated by instilling technique and discipline in the dance training. Technique and discipline have been inculcated through training regimes that are dogmatically transferred through the generations — from teacher to dancer —and who in turn perpetuate technique and discipline in their teaching. Within a multicultural setting, dancers are required to start afresh and to subscribe to a standardisation that is often unattainable due to gender, physique, and bias. The standardisation reinforces a coloniality of power. This article examines this phenomenon and serves to promote inclusive strategies towards training vocational dance. Theories of learning are explored that advocate towards a long-term transformation strategy that takes the notions of deficit dancers and the coloniality of power within the dance education system into account. Consideration is also afforded to Nakata‘s (1998) cultural interface theories, which incorporate these aspects with a strategy on dance vocational training —the constructs of a professional learning community (PLC) that may not be seamless in implementation. Through reflective and reflexive inquiry, Tshwane University of Technology (TUT) somatic training modules are case studies for a gap analysis framing of such a strategy. By actively participating in co-creating new knowledge and futures, a sense of agency is afforded the individual student.
{"title":"Towards Vocational Training of the South African Dancer: Anxiety or Agency?","authors":"Janine Lewis, Jeannette Ziady","doi":"10.1080/18146627.2022.2111996","DOIUrl":"https://doi.org/10.1080/18146627.2022.2111996","url":null,"abstract":"Abstract The dance world is dominated by instilling technique and discipline in the dance training. Technique and discipline have been inculcated through training regimes that are dogmatically transferred through the generations — from teacher to dancer —and who in turn perpetuate technique and discipline in their teaching. Within a multicultural setting, dancers are required to start afresh and to subscribe to a standardisation that is often unattainable due to gender, physique, and bias. The standardisation reinforces a coloniality of power. This article examines this phenomenon and serves to promote inclusive strategies towards training vocational dance. Theories of learning are explored that advocate towards a long-term transformation strategy that takes the notions of deficit dancers and the coloniality of power within the dance education system into account. Consideration is also afforded to Nakata‘s (1998) cultural interface theories, which incorporate these aspects with a strategy on dance vocational training —the constructs of a professional learning community (PLC) that may not be seamless in implementation. Through reflective and reflexive inquiry, Tshwane University of Technology (TUT) somatic training modules are case studies for a gap analysis framing of such a strategy. By actively participating in co-creating new knowledge and futures, a sense of agency is afforded the individual student.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"69 - 86"},"PeriodicalIF":0.4,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45001306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-04DOI: 10.1080/18146627.2022.2105727
M. Alzyoudi, Samira Al Nuaimi, K. Almazroui
Abstract This study examines inclusive education practices for children with disabilities in the United Arab Emirates (UAE) by examining teachers’ attitudes towards inclusion. The study sample consisted of 310 mainstream and special education teachers from all over the UAE. Statistical analyses were used to examine the relationships between predictors. The findings showed that all adult target groups demonstrated positive attitudes towards educational inclusion; however, female teachers had a more positive attitude towards inclusion than male teachers. The results also show that special education teachers had a more positive attitude than mainstream education teachers. There was a relationship between the knowledge, skills and attitudes towards inclusion of regular teachers and special education teachers; all teachers with knowledge, skills and training in special education received high scores for positive attitudes towards inclusion.
{"title":"Inclusive Education Practices for Children with Disabilities in the United Arab Emirates","authors":"M. Alzyoudi, Samira Al Nuaimi, K. Almazroui","doi":"10.1080/18146627.2022.2105727","DOIUrl":"https://doi.org/10.1080/18146627.2022.2105727","url":null,"abstract":"Abstract This study examines inclusive education practices for children with disabilities in the United Arab Emirates (UAE) by examining teachers’ attitudes towards inclusion. The study sample consisted of 310 mainstream and special education teachers from all over the UAE. Statistical analyses were used to examine the relationships between predictors. The findings showed that all adult target groups demonstrated positive attitudes towards educational inclusion; however, female teachers had a more positive attitude towards inclusion than male teachers. The results also show that special education teachers had a more positive attitude than mainstream education teachers. There was a relationship between the knowledge, skills and attitudes towards inclusion of regular teachers and special education teachers; all teachers with knowledge, skills and training in special education received high scores for positive attitudes towards inclusion.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"1 - 15"},"PeriodicalIF":0.4,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44993796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-04DOI: 10.1080/18146627.2022.2135011
Benita P. Nel
Abstract This study is situated in a mathematics teaching practice setting where reflective practice by pre-service teachers was investigated. Instead of having a one-on-one lesson observation, followed by reflection thereafter, this study looked at the joint lesson observation and reflection amongst three student teachers and a supervisor/researcher. The purpose was to investigate their reflective practices as a group, investigating the following research question: Do mathematics student teachers change their teaching when they receive feedback from a knowledgeable other, in conjunction with their peers? If so, how do they change? Data were collected through interviews of the joint reflections of two lessons of each of the three pre-service teachers. The findings have potential value for learning to teach where the participants could incorporate take-up from each other‘s lessons, develop in terms of the pace at which they taught and improve the use of technology in class. Joint reflection can be proposed as it enhances teaching and opens up the space to talk about classroom experiences.
{"title":"Reflection: A Powerful Tool for Teachers to Examine Their Own Teaching","authors":"Benita P. Nel","doi":"10.1080/18146627.2022.2135011","DOIUrl":"https://doi.org/10.1080/18146627.2022.2135011","url":null,"abstract":"Abstract This study is situated in a mathematics teaching practice setting where reflective practice by pre-service teachers was investigated. Instead of having a one-on-one lesson observation, followed by reflection thereafter, this study looked at the joint lesson observation and reflection amongst three student teachers and a supervisor/researcher. The purpose was to investigate their reflective practices as a group, investigating the following research question: Do mathematics student teachers change their teaching when they receive feedback from a knowledgeable other, in conjunction with their peers? If so, how do they change? Data were collected through interviews of the joint reflections of two lessons of each of the three pre-service teachers. The findings have potential value for learning to teach where the participants could incorporate take-up from each other‘s lessons, develop in terms of the pace at which they taught and improve the use of technology in class. Joint reflection can be proposed as it enhances teaching and opens up the space to talk about classroom experiences.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"87 - 98"},"PeriodicalIF":0.4,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44387693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-04DOI: 10.1080/18146627.2022.2147847
R. Chetty
Abstract This article is a reflection on my online teaching at the advent of the COVID-19 pandemic. The aim is to provide strategies to integrate transformative pedagogical practices with online teaching platforms. The methodological framework for the article is reflective practice. I reflect on my online teaching of an English language module, pay critical attention to the practical values that inform self-directed learning, engage with student reflections on challenges experienced during the lockdown, and aim for developmental insight. The article advocates for self-directed learning and engagement with pedagogical foundations of e-learning to counter the common technical perspective to online teaching. Uploading course material and limiting facilitation to giving directions on assignments and providing technical resources is inadequate. The imperative is critical engagement with knowledge underpinned by self-directed learning within social and emancipatory frameworks. Traditional student dependence on lectures should shift to them assuming responsibility for the cognitive (self-monitoring) and contextual (self-management) process of learning. The article calls for vigorous dialogue to counter feelings of depersonalisation and isolation, intense intellectual relationships, transformative pedagogies, innovative thinking around teaching time, and organisation and advanced communication skills for online classrooms. The student, the nature of learning, learning strategies, phases of the learning process, and the knowledge project should be taken into account in mapping the process of self-directed learning.
{"title":"Reflections on Pedagogical Practices for Online Teaching","authors":"R. Chetty","doi":"10.1080/18146627.2022.2147847","DOIUrl":"https://doi.org/10.1080/18146627.2022.2147847","url":null,"abstract":"Abstract This article is a reflection on my online teaching at the advent of the COVID-19 pandemic. The aim is to provide strategies to integrate transformative pedagogical practices with online teaching platforms. The methodological framework for the article is reflective practice. I reflect on my online teaching of an English language module, pay critical attention to the practical values that inform self-directed learning, engage with student reflections on challenges experienced during the lockdown, and aim for developmental insight. The article advocates for self-directed learning and engagement with pedagogical foundations of e-learning to counter the common technical perspective to online teaching. Uploading course material and limiting facilitation to giving directions on assignments and providing technical resources is inadequate. The imperative is critical engagement with knowledge underpinned by self-directed learning within social and emancipatory frameworks. Traditional student dependence on lectures should shift to them assuming responsibility for the cognitive (self-monitoring) and contextual (self-management) process of learning. The article calls for vigorous dialogue to counter feelings of depersonalisation and isolation, intense intellectual relationships, transformative pedagogies, innovative thinking around teaching time, and organisation and advanced communication skills for online classrooms. The student, the nature of learning, learning strategies, phases of the learning process, and the knowledge project should be taken into account in mapping the process of self-directed learning.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"16 - 32"},"PeriodicalIF":0.4,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48151796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-04DOI: 10.1080/18146627.2022.2105728
Mitja Tanjga
Abstract The present study investigated the influence of ad hoc transfer from classic classes to fully online classes during the COVID-19 lockdown in spring 2020 on a student’s satisfaction with e-learning. It is significant for all stakeholders, especially policymakers in the Republic of Srpska and Bosnia and Herzegovina, to learn about the importance of thorough planning and development of e-learning. E-learning classes have increased awareness about the necessity for continued research on e-learning and its implications on higher education classes. The 2020 COVID-19 lockdown drew the attention of the whole world to the importance of e-learning as a powerful tool for academia. For this study, 196 students participated in an online survey of 21 questions divided into four categories. Results show that while most students didn’t have feelings of studying for real and preferred face-to-face teaching and contact with their colleagues, most participants were partially or fully satisfied with e-learning classes during the lockdown. If results are put in the right perspective of transferring from face-to-face lectures to fully online classes in a matter of days in a lockdown, they represent a solid base for future e-learning development. Also, methods of analysis were used in the search for previous research. The synthesis method was used to summarise and explain the results of the study.
{"title":"Ad Hoc E-learning Measures during 2020 COVID-19 Lockdown: Student Insights","authors":"Mitja Tanjga","doi":"10.1080/18146627.2022.2105728","DOIUrl":"https://doi.org/10.1080/18146627.2022.2105728","url":null,"abstract":"Abstract The present study investigated the influence of ad hoc transfer from classic classes to fully online classes during the COVID-19 lockdown in spring 2020 on a student’s satisfaction with e-learning. It is significant for all stakeholders, especially policymakers in the Republic of Srpska and Bosnia and Herzegovina, to learn about the importance of thorough planning and development of e-learning. E-learning classes have increased awareness about the necessity for continued research on e-learning and its implications on higher education classes. The 2020 COVID-19 lockdown drew the attention of the whole world to the importance of e-learning as a powerful tool for academia. For this study, 196 students participated in an online survey of 21 questions divided into four categories. Results show that while most students didn’t have feelings of studying for real and preferred face-to-face teaching and contact with their colleagues, most participants were partially or fully satisfied with e-learning classes during the lockdown. If results are put in the right perspective of transferring from face-to-face lectures to fully online classes in a matter of days in a lockdown, they represent a solid base for future e-learning development. Also, methods of analysis were used in the search for previous research. The synthesis method was used to summarise and explain the results of the study.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"121 - 134"},"PeriodicalIF":0.4,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48780687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-04DOI: 10.1080/18146627.2022.2070507
M. Ramchander
Abstract South African universities have evidenced exponential increases in the numbers of doctoral students, bringing pressure to bear upon traditional supervisory practice. With the literature on the challenges experienced by international postgraduate students at South African universities being very limited, it was anticipated that the challenges experienced by international postgraduate students abroad could be drawn upon to inform supervisory practice. The aim of this paper was to perform a systematic literature review of the challenges experienced by international postgraduate students at universities in other parts of the world. The objective of the study was, firstly, to consolidate the empirical evidence and, secondly, to develop a framework to inform supervisory practice at South African universities. A systematic literature review was undertaken to identify relevant empirical studies relating to the challenges experienced by international postgraduate students. The search was executed by deploying keywords in selected databases. Twenty-one articles were identified and analysed using thematic analysis. The review evidenced that the key challenges that characterise international postgraduate students revolve around linguistic ability, cultural dissonance, academic expectations and isolation. While some studies found a positive relationship between supervisor multicultural competence and supervision satisfaction, supervisors find that both local and international students are equally challenged in academic writing. Some studies conclude that there is no difference in the supervision practice employed for international and local postgraduate students with many supervisors believing that international postgraduate students would be able to find their way through institutional and non-institutional support networks. A framework for the supervision of international postgraduate supervision has been suggested.
{"title":"A Systematic Literature Review of Challenges Experienced by International Postgraduate Students and Implications for Supervisory Practice at South African Universities","authors":"M. Ramchander","doi":"10.1080/18146627.2022.2070507","DOIUrl":"https://doi.org/10.1080/18146627.2022.2070507","url":null,"abstract":"Abstract South African universities have evidenced exponential increases in the numbers of doctoral students, bringing pressure to bear upon traditional supervisory practice. With the literature on the challenges experienced by international postgraduate students at South African universities being very limited, it was anticipated that the challenges experienced by international postgraduate students abroad could be drawn upon to inform supervisory practice. The aim of this paper was to perform a systematic literature review of the challenges experienced by international postgraduate students at universities in other parts of the world. The objective of the study was, firstly, to consolidate the empirical evidence and, secondly, to develop a framework to inform supervisory practice at South African universities. A systematic literature review was undertaken to identify relevant empirical studies relating to the challenges experienced by international postgraduate students. The search was executed by deploying keywords in selected databases. Twenty-one articles were identified and analysed using thematic analysis. The review evidenced that the key challenges that characterise international postgraduate students revolve around linguistic ability, cultural dissonance, academic expectations and isolation. While some studies found a positive relationship between supervisor multicultural competence and supervision satisfaction, supervisors find that both local and international students are equally challenged in academic writing. Some studies conclude that there is no difference in the supervision practice employed for international and local postgraduate students with many supervisors believing that international postgraduate students would be able to find their way through institutional and non-institutional support networks. A framework for the supervision of international postgraduate supervision has been suggested.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"99 - 120"},"PeriodicalIF":0.4,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47441623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-04DOI: 10.1080/18146627.2022.2109050
D. Hannaway, H. du Preez
Abstract Higher education institutions (HEIs) remain fraught with student activism because transforming and decolonising curricula to promote culturally responsive education is still lingering. Prolonging a trajectory of culturally apathetic education will not only lead to impoverished and decoupled human knowledge systems but also quell democratic citizenry and social justice. South Africa's educational trajectory can be explored using the methodology for critical instance cases for traces of cultural responsiveness and accountability in its academic cohort and andragogy, which is the focus of this inquiry. Foregrounding former traces of uncharitable andragogy can help HEIs to understand students’ impulse to protest. We interpreted literature and the critical instance case study by integrating the seminal work of Diamond and Moore (1995) and Gay's (2018) views on culturally responsive teaching and care (CRTC). Interpreting this moment in an HEIs education trajectory in early childhood education indicated traces of superficial understanding of culture, cultural relevance, and cultural responsiveness. We perceived ethnocentrism in the academic cohort, as the lecturer-participants’ own geography, socio-economic status, and historical heritage succoured how diverse groups were educated. We learned that critical instance case studies could serve as a rear-view mirror for HEIs to identify signs of ethnocentrism that counteract cultural relativism. South Africa's complex historical trajectory constructed many critical instance case studies for appraising, offering HEIs a head start to transform and decolonise initial teacher education (ITE) programmes and adopt CRTC educational philosophy. Scouring lecturers’ perceptions, frames of reference, and assumptions about CRTC practices awakens one's conscious state of mind, creating opportunities for capacity building and mobilising academic and teacher citizenry.
{"title":"Ethnocentric Shapeshifting: Seeking Traces of Culturally Responsive Teaching and Caring amongst Early Childhood Education Lecturers","authors":"D. Hannaway, H. du Preez","doi":"10.1080/18146627.2022.2109050","DOIUrl":"https://doi.org/10.1080/18146627.2022.2109050","url":null,"abstract":"Abstract Higher education institutions (HEIs) remain fraught with student activism because transforming and decolonising curricula to promote culturally responsive education is still lingering. Prolonging a trajectory of culturally apathetic education will not only lead to impoverished and decoupled human knowledge systems but also quell democratic citizenry and social justice. South Africa's educational trajectory can be explored using the methodology for critical instance cases for traces of cultural responsiveness and accountability in its academic cohort and andragogy, which is the focus of this inquiry. Foregrounding former traces of uncharitable andragogy can help HEIs to understand students’ impulse to protest. We interpreted literature and the critical instance case study by integrating the seminal work of Diamond and Moore (1995) and Gay's (2018) views on culturally responsive teaching and care (CRTC). Interpreting this moment in an HEIs education trajectory in early childhood education indicated traces of superficial understanding of culture, cultural relevance, and cultural responsiveness. We perceived ethnocentrism in the academic cohort, as the lecturer-participants’ own geography, socio-economic status, and historical heritage succoured how diverse groups were educated. We learned that critical instance case studies could serve as a rear-view mirror for HEIs to identify signs of ethnocentrism that counteract cultural relativism. South Africa's complex historical trajectory constructed many critical instance case studies for appraising, offering HEIs a head start to transform and decolonise initial teacher education (ITE) programmes and adopt CRTC educational philosophy. Scouring lecturers’ perceptions, frames of reference, and assumptions about CRTC practices awakens one's conscious state of mind, creating opportunities for capacity building and mobilising academic and teacher citizenry.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"51 - 68"},"PeriodicalIF":0.4,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48311780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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