ERIC Number: EJ1309205
Record Type: Journal
Publication Date: 2021
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1750-8487
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Available Date: N/A
The Pluto Problem: Reflexivities of Discomfort in Teacher Professional Development
Critical Studies in Education, v62 n4 p486-501 2021
This article utilises narrative inquiry as a means to explore reflexively our roles as two scholars/teacher educators with extensive experience in education and international development initiatives in East and Southern Africa. It focuses on a teacher professional development program in Tanzania we helped initiate and facilitate for more than five years whose aim was to promote more critical, learner-centred approaches to teaching across the country's secondary school curriculum. We narrate several key incidents from the program that led us to examine our complicity in establishing and maintaining the very hierarchies of knowledge production and dissemination the program sought to challenge. Throughout, we engage reflexively with postcolonial theory in an effort to provincialise the Anglo-American assumptions about pedagogy implicit in learner-centred approaches to teaching that form a key aspect of contemporary global education reform.
Descriptors: Faculty Development, Foreign Countries, Student Centered Learning, Secondary School Teachers, Postcolonialism, Knowledge Base for Teaching, Inquiry, Reflection, Teacher Educators, Teaching Methods, Poverty, Equal Education, African Culture, World History, Teacher Education, Teacher Competencies
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tanzania; United States
Grant or Contract Numbers: N/A
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