Towards a Transformative Pedagogy for Early Childhood Care and Education
Possibilities and Priorities in South Africa
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Beschreibung
This book addresses the priorities and possibilities towards developing transformative pedagogies in post-apartheid South Africa. To this end, the book has assembled a group of researchers who interrogated and engaged with a variety of dimensions that warrant pedagogical change in early childhood in South Africa. The book focuses on young children, practitioners, and leaders with intersecting discussions about envisaged systemic changes to promote transformative pedagogies. The collection highlights the importance of beliefs, ways of knowing, and ways of being as framings that impact on pedagogical approaches. The book discusses the challenges that interplay between priorities and possibilities that practitioners face in a diverse and multi-cultural society like South Africa.
The work uses a variety of examples to show priorities. One example is about how practitioners have limited knowledge about how music, as a culturally responsive tool, can be used to transform pedagogy in Early Childhood Care and Education. The book opens up dimensions as priorities that lead to thinking about possibilities that recast adults and young children as transformative agents in a dimension for transformative pedagogies.
This book addresses the priorities and possibilities towards developing transformative pedagogies in post-apartheid South Africa. To this end, the book has assembled a group of researchers who interrogated and engaged with a variety of dimensions that warrant pedagogical change in early childhood in South Africa. The book focuses on young children, practitioners, and leaders with intersecting discussions about envisaged systemic changes to promote transformative pedagogies. The collection highlights the importance of beliefs, ways of knowing, and ways of being as framings that impact on pedagogical approaches. The book discusses the challenges that interplay between priorities and possibilities that practitioners face in a diverse and multi-cultural society like South Africa.
The work uses a variety of examples to show priorities. One example is about how practitioners have limited knowledge about how music, as a culturally responsive tool, can be used to transform pedagogy in Early Childhood Care and Education. The book opens up dimensions as priorities that lead to thinking about possibilities that recast adults and young children as transformative agents in a dimension for transformative pedagogies.
Provides a context-based account of pedagogy in a plural society of middle income status Rethinks pedagogical approaches that value children as democratic citizens Reimagines music in early childhood care and education spaces
Autor*in
Naseema Shaik
Themen in »Towards a Transformative Pedagogy for Early Childhood Care and Education«
Inclusive pedagogy Democratic citizenship Children’s rights Music in early childhood education Children’s digital learning Transformative pedagogy Professional development in early childhood education Early years teachers' perceptions of culture Children’s right to play Inclusive pedagogies in early childhood education Children with disabilities in South Africa Teacher professional development program Poor literacy achievement in South Africa Children’s cultural and contextual realities Digital learning with young children