Mano Candappa
Biographic Data
| ID | 2350119 |
|---|---|
| NAME | Mano Candappa |
| GIVEN NAMES | Mano |
| FAMILY NAME | Candappa |
| SIGNATURE | CANDAPPA M |
| AFFILIATIONS | Department of Education, Practice and Society, UCL Institute of Education, London, UK |
| ORCID | 0000-0002-3354-1386 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 3 |
Pedagogy and History
Social issues of today are rooted in history, and the study of contemporary issues would thus benefit from tracing their history. In Tanzania, Nyerere’s ujamaa philosophy and the accompanying education for self-reliance (ESR) policy offer a criterion relevant today in pedagogical analysis. Tanzania is currently implementing learner-centered pedagogy (LCP). This article considers the logic of ujamaa, which ostensibly appears to be compatible with …
Pupils’ experiences with learner-centred pedagogy in Tanzania
Teachers and pupils co-construct classroom reality, but existing studies examining learner-centred pedagogy (LCP) in the Global South have primarily focused on teachers. Pupils’ experiences with LCP and its contribution to their learning have attracted little scholarly attention. This article seeks to address this gap to some extent by exploring not only teaching and learning practices observed in classrooms but also pupils’ narratives about thei…
Everyday Worlds of Young Refugees in London
This article examines the everyday lives of a sample of young refugees living in London, based on a study of the social roles and social networks of refugee children undertaken under the ESRC Children 5-16 Programme. It draws on findings from a survey of refugee and non-refugee children aged between 11 and 14 in two London schools, complemented by data from in-depth interviews with refugee children. The article focuses on the children's responsib…
The right to education and an adequate standard of living
No Abstract
The right to education and an adequate standard of living
No Abstract
Pupils’ experiences with learner-centred pedagogy in Tanzania
Teachers and pupils co-construct classroom reality, but existing studies examining learner-centred pedagogy (LCP) in the Global South have primarily focused on teachers. Pupils’ experiences with LCP and its contribution to their learning have attracted little scholarly attention. This article seeks to address this gap to some extent by exploring not only teaching and learning practices observed in classrooms but also pupils’ narratives about thei…
Everyday Worlds of Young Refugees in London
This article examines the everyday lives of a sample of young refugees living in London, based on a study of the social roles and social networks of refugee children undertaken under the ESRC Children 5-16 Programme. It draws on findings from a survey of refugee and non-refugee children aged between 11 and 14 in two London schools, complemented by data from in-depth interviews with refugee children. The article focuses on the children's responsib…
The right to education and an adequate standard of living
No Abstract
Everyday Worlds of Young Refugees in London
This article examines the everyday lives of a sample of young refugees living in London, based on a study of the social roles and social networks of refugee children undertaken under the ESRC Children 5-16 Programme. It draws on findings from a survey of refugee and non-refugee children aged between 11 and 14 in two London schools, complemented by data from in-depth interviews with refugee children. The article focuses on the children's responsib…
Pedagogy and History
Social issues of today are rooted in history, and the study of contemporary issues would thus benefit from tracing their history. In Tanzania, Nyerere’s ujamaa philosophy and the accompanying education for self-reliance (ESR) policy offer a criterion relevant today in pedagogical analysis. Tanzania is currently implementing learner-centered pedagogy (LCP). This article considers the logic of ujamaa, which ostensibly appears to be compatible with …
Pupils’ experiences with learner-centred pedagogy in Tanzania
Teachers and pupils co-construct classroom reality, but existing studies examining learner-centred pedagogy (LCP) in the Global South have primarily focused on teachers. Pupils’ experiences with LCP and its contribution to their learning have attracted little scholarly attention. This article seeks to address this gap to some extent by exploring not only teaching and learning practices observed in classrooms but also pupils’ narratives about thei…
Political science (4 works) · Sociology (3 works) · Education and experiences of immigrants and refugees (2 works) · Global Education and Multiculturalism (2 works) · Global Educational Policies and Reforms (2 works) · Law (2 works) · Migration, Health and Trauma (2 works) · Migration, Refugees, and Integration (2 works) · Pedagogy (2 works) · Refugee (2 works)