Series Editors' Foreword 1. Introduction Part I: Context 2. Vygotsky’s Pedagogical Legacy in the 21st Century 3. Curriculum Transitions: 1994-2019 4. Pedagogical transitions: 1994-2019 Part II: Cultural Historical Approaches to Pedagogy 5. School Science for 8-year-olds: A Cultural Historical Analysis 6. Hedegaard’s ‘Double-Move’ in Teaching in Grade 2 Part III: Towards a Pedagogy of Inclusion 7. New Technology, New Pedagogy? Investigating Shifts in Pedagogy in Disadvantaged Grade 6 Mathematics Classrooms 8. The Transition from Face to Face to Computer-Based Pedagogy 9. Conclusion: The Case for Hedegaard’s Radical Local Model of Pedagogy References Index
Explores pedagogical change across curricula and political transitions in the South African context to develop an inclusive decolonial pedagogical approach.
Joanne Hardman is Associate Professor in Educational Psychology at the School of Education at the University of Cape Town, South Africa. She is the author of Child and Adolescent Development (2013).
In this fascinating book Hardman reveals the extent to which
pedagogies are political. Taking post-apartheid South Africa as the
case, she traces the patchy development of post-colonial curricula
and pedagogies while drawing on cultural-historical psychology and
her own fieldwork to offer ways forward.
*Anne Edwards, Professor Emerita, University of Oxford Dept of
Education, UK*
Hardman is a knowledgeable and articulate guide, and ... her
persuasive contribution to debates around pedagogy, inequality and
decolonisation is both timely and valuable.
*British Journal of Educational Studies*
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