This book reflects a range of pedagogical responses to increasingly complex educational contexts. It finds this complexity in the interplay of a number of factors, including the diverse histories and identities of educational actors; institutional and systemic demands and constraints; competing conceptions of valued knowledge; and technological change. The chapters show the demand for pedagogical response to unexpected and unprecedented events (like COVID-19) and the importance of addressing barriers to access that become sedimented into institutional cultures. The authors, mostly from Global South contexts, are concerned with enabling educational access and inclusion in the face of competing global and local demands. They present new knowledge about pedagogical approaches that are relevant and effective in uncertain times and challenging places. Together, the contributors offer accounts of hope-full and innovative practice and conceptually rigorous engagement with fundamental issues of learning and teaching.
Author(s): Elizabeth Walton, Ruksana Osman
Series: Inclusive Learning and Educational Equity, 9
Publisher: Springer
Year: 2022
Language: English
Pages: 214
City: Cham
Foreword
Preface
Series Editor’s Preface
Acknowledgements
Contents
Abbreviations
List of Figures
List of Tables
Chapter 1: Pedagogical Responsiveness in Complex Contexts
Responsiveness and Complexity: Ideas for These Times
Education as and in Complex Contexts
Governance and Policy
System Actors
Knowledge
Information and Communication Technologies, and Artificial Intelligence
Pedagogical Responsiveness
Characteristics of Pedagogical Responsiveness
Inclusivity and Student-Focused
Knowledge Work
Dialogue and Relationality
Community Orientation
Social Justice and Equity
Enablers of Pedagogical Responsiveness
Thinking About Pedagogical Responsiveness in Relation to Complexity
Efficacy
Conservatism
Inertia
Transformation
Chapter Sequence
References
Chapter 2: Pedagogical Responsiveness and Claims of Democratic Citizenship Education in Africa
Introduction
About Pedagogical Responsiveness: Ubuntu as an Expanded View of African Democratic Citizenship Education
Rhythmic Caring and Pedagogical Responsiveness
Diffractive Encounters as Responsive Pedagogical Actions
Disruptive Dissonance and Pedagogical Responsiveness
Towards a Renewed Understanding of Democratic Citizenship Education in Africa
Towards a Conclusion
References
Chapter 3: State-Less, Identity-Less and Miseducated: The Experience of Refugee Students in Higher Education in South Africa
Introduction
Conceptualising the Argument for Pedagogical Responsiveness
Context of Higher Education: Complexity and Uncertainty
Pedagogical Responsiveness
Question of the Curriculum in Higher Education: The Tylerian Framework
Refugee Students in Higher Education
Empirical Evidence
Modelling Pedagogical Responsiveness for Refugee Students in Higher Education
Epistemological Dimension: Marginalised Identities Left to Fend for Themselves
Curriculum Dimension: What the University Can Offer, Not What the Students Need
Experiential Dimension: Fear, Deferred Dreams and Resilience
Towards Pedagogical Responsiveness for Refugee Students in Higher Education
Triadic Experiences of Refugee Students
Focussing on Epistemological Access
New Curricula Design and Delivery
Drawing on Refugee Students’ Stories and Experiences of Resilience
References
Chapter 4: Learning with Low Tech: Challenges of Moving to Remote Learning in a Time of Disruption
Introduction
Theoretical Framework
Literature Review
Emergency Remote Teaching and Learning: Responding to the COVID-19 Pandemic
Telecommunication Inequalities and Emergency Remote Teaching and Learning in South Africa
Low-Bandwidth Teaching and Learning
Institutional Context: Responding to the COVID-19 Pandemic
Methodology
Findings
Impact of Digital Access
Preparedness for Emergency Remote Teaching and Learning
Adjustments to Learning Resources and Activities
Adjustments to the Learning Community and Communications
Adjustments to Assessments
External Factors Influencing Experiences with Emergency Remote Teaching and Learning
Discussion
Conclusion
Appendix: Low-Tech Remote Teaching Self-Evaluation
References
Chapter 5: Pedagogical Responsiveness to Every Student in Singapore – Can Artificial Intelligence for Education Be a Solution to Embrace the Complexity in Teaching and Learning?
Introduction
Education Improvements in Singapore
Optimising the Learning of Every Student Requires Personalised Learning
Personalised Learning Should be Responsive to the Complexities in Teaching and Learning
Teachers Face Challenges in Supporting Personalised Learning
Artificial Intelligence for Education
Intelligent Tutoring Systems
Classroom Orchestration Systems
Artificial Intelligence as an Active Virtual Partner With an Individual Learner
Artificial Intelligence as an Active Virtual Partner in Computer Support Collaborative Learning
Considerations for Effective Use of Artificial Intelligence for Education
Concluding Remarks
References
Chapter 6: Considering Knotworking as a Theoretical Tool to Enable Pedagogical Responsiveness in Complex Systems
Introduction
Literature Review
Understanding Pedagogical Responsiveness
Historical Factors That Make Teaching and Learning Complex in the South African Context
Knotworking as a Model of Collaboration Between Actors in a Complex System
Research Design and Methodology
Participants
Findings and Discussion
Knotworking Between Teachers to Transform an Object
Knotworking Between Teachers and Learning Support Specialists to Transform an Object
Knotworking Between Educators to Reduce Anxiety and Improve Self-Efficacy
Reflection
Conclusion
References
Chapter 7: Teacher Choices in Action: An Emergent Pedagogical Response and Intervention
Introduction
Work-Based Learning in Initial Teacher Education
Seeing Pedagogical Responsiveness in Teachers’ Work
Teacher Choices in Action: An Emergent Pedagogical Response
Pedagogical Responsiveness to Contextual Realities
Pedagogical Responsiveness to Learning Needs of Students
Pedagogical Responsiveness in Knowledge-Building
Using Semantic Waves for Lesson Planning
Preparing Pre-service Teachers for Work-Based Learning
Conclusion
References
Chapter 8: Teaching and Learning to Support Pedagogical Responsiveness to Complex Educational Contexts: A Case of Pre-service Teachers
Introduction
Understanding Pedagogical Responsiveness: Freirean Dialogue and Praxis
Understanding the Importance of Initial Teacher Education for Responsive Pedagogy
Reflecting on Pedagogical Practices in Initial Teacher Education
Autoethnographic Methodology
Data Collection and Analysis in Autoethnography
Ethics on Autoethnography
“Aha” Moments and New Awareness
Reality Check: Working with the Students
Shifting to Context-Specific Learning and Teaching
Emerging Issues from the Reconceptualisation
Conclusion
References
Chapter 9: Teaching to Inform, Form and Transform: Pedagogical Responses of An(other) Way of Knowing – The Almajiranci System of Northern Nigeria
Postcolonial Nigerian Education System and Almajiranci: A Complex Relationship in a Complex Context
An(other) Way: Understanding Almajiranci Through Its Pedagogical Practices
What It Means to Know: The Nature of Knowledge
The Relationship Between Knowledge, the Student and the Transmitter
Teaching to Inform, Form and Transform – Embodying Learning
Concluding Remarks: Lessons from the Margins
References
Chapter 10: A Comparative Account of Decolonising Political Theory in the Global South and North: The Case of Wits and SOAS
Introduction
Complex Contexts: Decolonisation and Teaching Political Theory at Wits
Complex Contexts: Teaching Political Theory at SOAS
Conclusion
References
Chapter 11: Conclusion: Pedagogical Responsiveness for Global Futures
The Complexity of Our Shared Global Futures
Anticipation as Pedagogical Responsiveness
Authors’ Final Words: A Metalogue
What Future Complexity(ies) Does Pedagogical responsiveness need to Critically Anticipate?
How Can One or More of the Enablers of Pedagogical responsiveness (collaboration and Relational Agency; Epistemic Engagement; Contextual Sensitivity; Technology; Autonomy and Ubuntu; and Institutional Capacity) Be Harnessed in
How Can the Complex Educational contexts as Described in Your Chapter Be Imagined Differently to Create Possibilities of Transformed Futures?
How Can We Move beyond the Current Preoccupation with Online Teaching and Pedagogy, Which Is Mainly Reactive to the Effects of COVID-19 on Schooling and Education?
Editors’ Final Words
References
Index
