Embedding Social Justice in Teacher Education and Development in Africa

This book explores the plethora of social-justice issues facing teacher education and development in Africa. Using both theoretical and empirical perspectives, it considers the need for teacher education to be transformational and address conventional pedagogy as well as the rights and duties of all citizens. The edited volume focuses on a wide range of relevant aspects, such as decolonisation, economic models, environmental concerns, as well as multilingual and multicultural aspects of education. Evidence-based chapters cover strategies used to support preservice and in-service teachers on how best to tackle issues of social justice through induction activities, pedagogy and discipline content, involving local communities, and the role of technology, including the use of open educational resources. The principles underlying these strategies are being used in the COVID-19 pandemic and will be equally relevant in the post-COVID-19 world. This book will be of great interest for academics, researchers and postgraduate students in the fields of teacher education, African education, educational policy, international education and comparative education.

List of figures List of tables About the editors and contributors Foreword Preface Acknowledgements Section I. Overview considerations How changing global economic models impact on local teacher-education programsSarah Gravett and Carmel McNaught Teacher professional development in sub-Saharan Africa: Equity and scaleBjörn Haßler, Gemma Bennett and Kalifa Damani Open educational resources, technology-enabled teacher learning and social justiceBetty Ogange and Alexis Carr Social justice: Do not wait for prosperityHans Dembowski Section II. Initial teacher education Promoting social justice in teacher education through an education excursionJacqueline Batchelor and Memoona Mahomed Addressing issues of food security in a service-learning gardening projectNadine Petersen, Jeremiah Maseko, Koketso Nthimbane and Semoni Cancelliere Section III. Teacher development A linked Participatory Action Learning and Action Research (PALAR)-Life-Design (LD) model to promote teacher agency in challenging contextsRubina Setlhare The role of teacher-development programmes in promoting and sustaining social justiceDennis Mlandelwa Sinyolo Moderating epistemic injustice in teaching: A case study of the role of teaching assistantsMary McAteer and Lesley Wood The Sandbox project: Developing competencies for a changing world in South African schoolsSarah Gravett and Shirley Eadie Section IV. Curriculum aspects Critical perspectives on language as a social-justice issue in post-colonial higher-education institutionsNokhanyo Mdzanga and Muki Moeng Music education as a pathway to social justiceSusan W. Mills and Juliet Perumal A pragmatic approach to assessment in a time of crisisDavid M. Kennedyand Geoffrey Lautenbach Where to from here?Sarah Gravett and Carmel McNaught

Carmel McNaught is a Distinguished Visiting Professor at the University of Johannesburg, South Africa and Emeritus Professor of Learning Enhancement at The Chinese University of Hong Kong. Sarah Gravett is Professor of Education and the Dean of the Faculty of Education at the University of Johannesburg, South Africa.