A multinational study of authors’ perceptions of and practical approaches to writing geography textbooks:
- Lee, Jongwon, Catling, Simon, Kidman, Gillian, Bednarz, Robert, Krause, Uwe, Martija, Andoni A, Ohnishi, Koji, Wilmot, P Dianne, Zecha, Stefane
- Authors: Lee, Jongwon , Catling, Simon , Kidman, Gillian , Bednarz, Robert , Krause, Uwe , Martija, Andoni A , Ohnishi, Koji , Wilmot, P Dianne , Zecha, Stefane
- Date: 2020
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/158269 , vital:40168 , https://doi.org/10.1080/10382046.2020.1743931
- Description: Like all school textbooks, geography textbooks are authored. Almost all textbook research in and beyond geography has neglected their authors. This questionnaire-based multinational research project investigated the perceptions of 71 primary and secondary school geography textbook authors from seven countries in five continents. Though not intended as a definitive study, the findings identified several values and areas of expertise which many textbook authors in different countries held to be important for their work.
- Full Text:
- Date Issued: 2020
- Authors: Lee, Jongwon , Catling, Simon , Kidman, Gillian , Bednarz, Robert , Krause, Uwe , Martija, Andoni A , Ohnishi, Koji , Wilmot, P Dianne , Zecha, Stefane
- Date: 2020
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/158269 , vital:40168 , https://doi.org/10.1080/10382046.2020.1743931
- Description: Like all school textbooks, geography textbooks are authored. Almost all textbook research in and beyond geography has neglected their authors. This questionnaire-based multinational research project investigated the perceptions of 71 primary and secondary school geography textbook authors from seven countries in five continents. Though not intended as a definitive study, the findings identified several values and areas of expertise which many textbook authors in different countries held to be important for their work.
- Full Text:
- Date Issued: 2020
Teacher education in post-apartheid South Africa: navigating a way through competing state and global imperatives for change
- Schäfer, Marc, Wilmot, P Dianne
- Authors: Schäfer, Marc , Wilmot, P Dianne
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/140905 , vital:37928 , DOI: 10.1007/s11125-012-9220-3
- Description: This article focuses on teacher education in post-apartheid South Africa. It argues that the restructuring and reorganization of teacher education is at the nexus of the axes of tension created by national and global imperatives for change. Along with the dismantling of apartheid and the transition to a free and democratic state in 1994 came the urgent need for social reconstruction, democratization, redress, social justice, and equity. At the same time, and as part of a global context, the country needed global competitiveness, human capital development, global skills, international standards, and accountability. These competing modernist discourses have informed the design and orientation of the National Qualifications Framework and national curriculum that took place in parallel with, and simultaneous to, the restructuring and reform of teacher education. This article reviews literature pertinent to understanding the post-apartheid transformation in South African education in general and teacher education in particular. It concludes that policy makers have managed to navigate a way through the axis of tension created by opposed orientations to transformation. A more equitable and improved system of teacher education has been achieved but critical issues of teacher quality and quantity have emerged which urgently need resolution.
- Full Text:
- Date Issued: 2012
- Authors: Schäfer, Marc , Wilmot, P Dianne
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/140905 , vital:37928 , DOI: 10.1007/s11125-012-9220-3
- Description: This article focuses on teacher education in post-apartheid South Africa. It argues that the restructuring and reorganization of teacher education is at the nexus of the axes of tension created by national and global imperatives for change. Along with the dismantling of apartheid and the transition to a free and democratic state in 1994 came the urgent need for social reconstruction, democratization, redress, social justice, and equity. At the same time, and as part of a global context, the country needed global competitiveness, human capital development, global skills, international standards, and accountability. These competing modernist discourses have informed the design and orientation of the National Qualifications Framework and national curriculum that took place in parallel with, and simultaneous to, the restructuring and reform of teacher education. This article reviews literature pertinent to understanding the post-apartheid transformation in South African education in general and teacher education in particular. It concludes that policy makers have managed to navigate a way through the axis of tension created by opposed orientations to transformation. A more equitable and improved system of teacher education has been achieved but critical issues of teacher quality and quantity have emerged which urgently need resolution.
- Full Text:
- Date Issued: 2012
The Makana Regional Centre of expertise: Experiments in social learning
- Lotz-Sisitka, Heila, O'Donoghue, Rob B, Wilmot, P Dianne
- Authors: Lotz-Sisitka, Heila , O'Donoghue, Rob B , Wilmot, P Dianne
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182634 , vital:43849 , xlink:href="https://doi.org/10.1177/097340820900400114"
- Description: This article deliberates the possibilities for Regional Centres of Expertise (RCEs) to become ‘experiments’ in social learning. The purpose of the article is to advance the broader research agenda of RCEs through reflection on the empirical research agenda of one RCE, Makana RCE in South Africa. As such it opens questions on how we might see RCE’s as morphogenic social learning processes (i.e., processes of social change). It provides an oversight of the key issues, educational foci and developing areas of engagement in the Makana RCE. These provide an overview of the ‘starting points’ for social learning in the Makana RCE. A model of social learning is also provided which seeks to engage the ecocultural nature of sustainability practices in the Makana RCE.
- Full Text:
- Date Issued: 2010
- Authors: Lotz-Sisitka, Heila , O'Donoghue, Rob B , Wilmot, P Dianne
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182634 , vital:43849 , xlink:href="https://doi.org/10.1177/097340820900400114"
- Description: This article deliberates the possibilities for Regional Centres of Expertise (RCEs) to become ‘experiments’ in social learning. The purpose of the article is to advance the broader research agenda of RCEs through reflection on the empirical research agenda of one RCE, Makana RCE in South Africa. As such it opens questions on how we might see RCE’s as morphogenic social learning processes (i.e., processes of social change). It provides an oversight of the key issues, educational foci and developing areas of engagement in the Makana RCE. These provide an overview of the ‘starting points’ for social learning in the Makana RCE. A model of social learning is also provided which seeks to engage the ecocultural nature of sustainability practices in the Makana RCE.
- Full Text:
- Date Issued: 2010
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