Learner-Centred Pedagogy in the Global South: Pupils and Teachers’ Experiences
shines light on learner-centred pedagogy (LCP), which has gained popularity
within global and national governments, albeit resulting in puzzling and
inconsequential appropriation.
Nozomi Sakata draws on award-winning research on learner-centred pedagogy
conducted in Tanzania that looks to shift the focus from teachers and teaching to
students and learning. The recent spread of LCP through global policy discourse
meets Tanzania’s historical and contemporary (in)compatibility in local schools.
The book explores how pupils’ perceived classroom experiences are formed
through pedagogical elements beyond the classroom. It also enquires into how
observable LCP activities and/or pupils’ perceptions of classroom practices relate
to their academic performance and learning attitudes. The book highlights the
multidimensionality of pedagogy and the need to consider multiple viewpoints
from both teachers and pupils and to consider the historical and socio-cultural
contexts in any pedagogical research.
This book will be of value to researchers and students interested in pedagogy,
policy transfer and educational reforms in the global South.