{"title":"Series: Elements in Critical Issues in Teacher Education","description":"\u003cp\u003e\u003cem\u003eElements in Critical Issues in Teacher Education\u003c\/em\u003e explores the evolving challenges and debates shaping the future of teaching. This series offers insightful analysis and discussion on key topics in education, inviting readers to consider the complexities of pedagogy from multiple perspectives.\u003c\/p\u003e\n\n\u003cp\u003eWith a focus on contemporary educational themes, these works engage deeply with policy, practice, and philosophy. Ideal for educators, researchers, and those passionate about the development of teaching, the collection bridges theory and real-world application.\u003c\/p\u003e","products":[{"product_id":"decolonizing-pedagogy-in-post-apartheid-south-africa-by-azwihangwisi-edward-muthivhi-9781009482561","title":"Decolonizing Pedagogy in Post-Apartheid South Africa","description":"\u003cdiv class=\"book-description\"\u003e\n\u003cp\u003eThis Element examines post-apartheid pedagogy in South Africa to uncover philosophical and epistemological foundations on which it is predicated. The analysis reveals quaint epistemologies and their associated philosophical postulations, espousing solipsistic methodologies that position teachers and their students as passive participants in activities rendered abstract and contemplative – an intellectual odyssey and dispassionate pursuit of knowledge devoid of context and human subjectivity.\u003c\/p\u003e\n\n\u003cp\u003eTo counteract the effects of such coercive epistemologies and Western orthodoxies, a decolonising approach, prioritising ethical grounding of knowledge and pedagogy, is proposed. In this decolonising approach to learning and development, students enact the knowledge they embody, and, through such enactment of their culturally situated knowledge practices, students perceive concepts in their process of transformation and, consequently, acquire knowledge as tools for critical engagement with reality, and tools for meaningful pursuit of self-knowledge, agency, and identity development.\u003c\/p\u003e\n\n\u003cp\u003e\u003cem\u003eDecolonizing Pedagogy in Post-Apartheid South Africa\u003c\/em\u003e is also available as Open Access on Cambridge Core.\u003c\/p\u003e\n\u003c\/div\u003e","brand":"Unknown","offers":[{"title":"Default Title","offer_id":47933949411564,"sku":"9781009482561","price":229.0,"currency_code":"NZD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0705\/7784\/8556\/files\/9781009482561-decolonizing-pedagogy-in-post-apartheid-south-africa.jpg?v=1783887015"},{"product_id":"decolonizing-pedagogy-in-post-apartheid-south-africa-by-azwihangwisi-edward-muthivhi-9781009482554","title":"Decolonizing Pedagogy in Post-Apartheid South Africa","description":"\u003cdiv class=\"book-description\"\u003e\n\u003cp\u003eThis Element examines post-apartheid pedagogy in South Africa to uncover philosophical and epistemological foundations on which it is predicated. The analysis reveals quaint epistemologies and their associated philosophical postulations, espousing solipsistic methodologies that position teachers and their students as passive participants in activities rendered abstract and contemplative – an intellectual odyssey and dispassionate pursuit of knowledge devoid of context and human subjectivity.\u003c\/p\u003e\n\n\u003cp\u003eTo counteract the effects of such coercive epistemologies and Western orthodoxies, a decolonising approach, prioritising ethical grounding of knowledge and pedagogy, is proposed. In this decolonising approach to learning and development, students enact the knowledge they embody, and, through such enactment of their culturally situated knowledge practices, students perceive concepts in their process of transformation and, consequently, acquire knowledge as tools for critical engagement with reality — and tools for meaningful pursuit of self-knowledge, agency, and identity development.\u003c\/p\u003e\n\n\u003cp\u003e\u003cem\u003eDecolonizing Pedagogy in Post-Apartheid South Africa\u003c\/em\u003e is also available as Open Access on Cambridge Core.\u003c\/p\u003e\n\u003c\/div\u003e","brand":"Unknown","offers":[{"title":"Default Title","offer_id":47933949608172,"sku":"9781009482554","price":79.0,"currency_code":"NZD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0705\/7784\/8556\/files\/9781009482554-decolonizing-pedagogy-in-post-apartheid-south-africa.jpg?v=1783887030"}],"url":"https:\/\/bookhero.pro\/collections\/series-elements-in-critical-issues-in-teacher-education.oembed","provider":"Book Hero","version":"1.0","type":"link"}