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Comparative pedagogies and epistemological diversity: social and materials contexts of teaching in Tanzania

Resource type
Journal Article
Authors/contributors
Title
Comparative pedagogies and epistemological diversity: social and materials contexts of teaching in Tanzania
Abstract
This article examines how epistemological differences regarding knowledge production and material differences in the conditions of teaching influence teachers’ and teacher educators’ understandings of learner-centered pedagogy. Emerging from a 5-year collaboration between teams of US and Tanzanian teacher educators, the research focuses on six Tanzanian secondary schools whose teachers participated in a workshop on learner-centered pedagogy and pedagogical content knowledge. We find that teachers’ views of knowledge production are profoundly shaped by the cultural, economic, and social contexts in which they teach. We conclude not only that teachers’ working conditions are important contextual factors in comparative studies of schooling but that the conditions themselves need to be conceptualized more fully in theories of knowledge production and global/local reforms of teacher education.
Publication
Comparative Education Review
Volume
56
Issue
4
Pages
634-658
Date
11/2012
Journal Abbr
Comparative Education Review
Language
en
ISSN
0010-4086, 1545-701X
Short Title
Comparative pedagogies and epistemological diversity
Accessed
26/05/2021, 17:43
Library Catalogue
DOI.org (Crossref)
Citation
Vavrus, F., & Bartlett, L. (2012). Comparative pedagogies and epistemological diversity: social and materials contexts of teaching in Tanzania. Comparative Education Review, 56(4), 634–658. https://doi.org/10.1086/667395