REFRAMING OF PRODUCTIVE PEDAGOGIES FOR EVALUATING CURRICULA IN AFRICAN CONTEXTS
Résumé
This study set out to conduct an informed assessment of Malawi's curriculum for the expressive arts. The study was conducted in six schools. Twelve Expressive Arts teachers drawn from the six schools were studied. The teachers were for grades 7 and 8. The theory of Illuminative Evaluation was used as the Conceptual Framework. The Instructional System and the Learning Milieu, the two essential elements of illuminative evaluation, separated the analysis of curricular policy from its practical implementation; yet, there were no particular analytical criteria for structuring the evaluation of teachers' classroom activities. Thus, the study selected the four-dimensional Productive Pedagogy framework—high intellectual quality, connectedness to the world, engagement with difference, and a supportive classroom environment—to direct data collection and analysis. However, challenges in figuring out "what knowledge was being taught" resulted in the fifth component—curriculum—being added. We looked at aspects of effective pedagogies from a Malawian perspective, such as dealing with differences and the narrative learning style. The research makes recommendations for an updated version of the Productive Pedagogy paradigm that is more appropriate for African contexts and highlights issues with curriculum evaluation in non-Western contexts.
Citer ce document
Accès au document
Texte intégral en lecture en ligne, réservé aux abonnés SPHAERO et aux membres de l'institution. Se connecter
Voir l'article sur le site de la revueAuteur(s)
Statistiques
Consultations : 1
Téléchargements : 0