Toward an Alternative Pedagogical Framework to Learner-Centered Pedagogy
Historically Nurtured and Currently Valued Pedagogies in Tanzania
Bibliographic Data
| ID | 21308180 |
|---|---|
| Authors | Nozomi Sakata (0000-0002-0030-4827), Nkanileka Loti Mgonda (0000-0002-1610-9014) |
| Year | 2024 |
| Volume | 68 |
| Issue | 3 |
| Pages | 403-422 |
| Publication date | 2024-08-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Comparative Education Review (JOURNAL) |
| Journal identifiers | ISSN: 0010-4086 • E-ISSN: 1545-701X |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/732016 |
| OpenAlex | W4401249391 |
| Language | EN |
| Citations received | 2 |
| References cited | 32 |
Amid the global surge of learner-centered pedagogy (LCP) as a “universal panacea,” this article proposes an alternative pedagogical framework in Tanzania encompassing (1) historically nurtured pedagogies, (2) currently valued pedagogies, and (3) globally promoted LCP. Using the comparative case study (CCS) approach and the capability approach (CA), this research explores educational development in Tanzania through a historical lens, the interaction of LCP discourse at different policy levels, and valued pedagogies examined through semistructured interviews and focus group discussions with diverse stakeholders. The findings indicated that some principles of LCP were espoused in all three aspects, while other LCP concepts were supported by one or two of them. Seeking valued pedagogical elements over time and across different policy levels will offer an alternative means to pursue locally appropriate pedagogies, for which the integrated use of CCS and the CA could prove useful for practicing a participatory and democratic process to policymaking
Mathematics education · Pedagogy · Political science · Sociology · Tanzania · Adult and Continuing Education Topics · Global Educational Policies and Reforms · Psychology · Teacher Education and Leadership Studies
Learner-centred Education in International Perspective
The Role of Context in Qualitative Case Study Research
Handbook of Global Education Policy
Education for Self‐reliance
Creating Capabilities
World Yearbook of Education 2012
Pedagogy and History
Capability Approach to Valued Pedagogical Practices in Tanzania
Twenty years after education for self-reliance
Capabilities, Lists, and Public Reason
The dilemma of time
The real and the ideal”
Pedagogical renewal
Reforming teacher education in Tanzania
The reconceptualisation of learner-centred approaches
Social justice, capabilities and the quality of education in low income countries
Learner-centred education in developing country contexts
The cultural politics of constructivist pedagogies
Pedagogical classroom practice and the social context
The multiple meanings of ‘student-centred’ or ‘learner-centred’ education, and the case for a more flexible approach to defining it
Beyond the polarization of pedagogy
Democratising Turkey through student-centred pedagogy
Teachers’ beliefs and educational reform in India
Student‐centred pedagogy in Turkey
Global Education Inc
Learner-Centered Teaching
Julius Nyerere, Ujamaa, and Political Morality in Contemporary Tanzania
| Citations per year | 1 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |