Pedagogy in Poverty (Routledge Research in Education Policy and Politics)

Hoadley, Ursula

ISBN 10: 0367204061 / ISBN 13: 9780367204068

Published by Routledge, 2020

About this Item

Supports Goodwill of Silicon Valley job training programs. The cover and pages are in Good condition! Any other included accessories are also in Good condition showing use. Use can include some highlighting and writing, page and cover creases as well as other types visible wear.

Seller Inventory # GWSVV.0367204061.G

Bibliographic Details

• Title: Pedagogy in Poverty (Routledge Research in Education Policy and Politics)
• Publisher: Routledge
• Publication Date: 2020
• Language: English
• ISBN 10: 0367204061
• ISBN 13: 9780367204068
• Binding: Soft cover
• Condition: good

About this title

Synopsis

As South Africa transitioned from apartheid to democracy, changes in the political landscape, as well as educational agendas and discourse on both a national and international level, shaped successive waves of curriculum reform over a relatively short period of time. Using South Africa as a germane example of how curriculum and pedagogy can interact and affect educational outcomes, Pedagogy in Poverty explores the potential of curricula to improve education in developing and emerging economies worldwide, and, ultimately, to reduce inequality.

Incorporating detailed, empirical accounts of life inside South African classrooms, this book is a much-needed contribution to international debate surrounding optimal curriculum and pedagogic forms for children in poor schools. Classroom-level responses to curriculum policy reforms reveal some implications of the shifts between a radical, progressive approach and traditional curriculum forms. Hoadley focuses on the crucial role of teachers as mediators between curriculum and pedagogy, and explores key issues related to teacher knowledge by examining the teaching of reading and numeracy at the foundational levels of schooling.

Offering a data-rich historical sociology of curriculum and pedagogic change, this book will appeal to academics, researchers and postgraduate students in the fields of education, sociology of education, curriculum studies, educational equality and school reform, and the policy and politics of education.

About the Author

Ursula Hoadley is Associate Professor in the School of Education at the University of Cape Town in South Africa. She has a particular interest in curriculum, teachers’ work and the sociological study of pedagogy.