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Author: United National Independence Party (Zambia). Office of the Secretary-General of the Party
Publisher:
ISBN:
Category : Political science
Languages : en
Pages : 72
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Book Description
Author: United National Independence Party (Zambia). Office of the Secretary-General of the Party
Publisher:
ISBN:
Category : Political science
Languages : en
Pages : 72
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Book Description
Author: Jan-Bart Gewald
Publisher: BRILL
ISBN: 9004165940
Category : Social Science
Languages : en
Pages : 317
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Book Description
In contrast to the rich tradition of academic analysis and understanding of the pre-colonial and colonial history of Zambia, the trajectory of post-colonial Zambia has been all but ignored by historians. The assumptions of developmentalism, the cultural hegemony of United National Independence Party orthodoxy and its conflation with national interests, and a narrow focus on Zambia’s diplomatic role in Southern African affairs, have all contributed to a dearth of studies centring on the diverse lived experiences of Zambians.
Author: Library of Congress. Library of Congress Office, Nairobi, Kenya
Publisher:
ISBN:
Category : Africa, Eastern
Languages : en
Pages : 518
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Book Description
Number 6 includes cumulative main and added entry index for the monographs listed in that year.
Author: Ismaila Rimi Abubakar
Publisher: Springer Nature
ISBN: 3031174658
Category :
Languages : en
Pages : 1587
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Book Description
Author: Yonah Hisbon Matemba
Publisher: Bloomsbury Publishing
ISBN: 135010583X
Category : Education
Languages : en
Pages : 584
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Book Description
The Bloomsbury Handbook of Religious Education in the Global South presents new comparative perspectives on Religious Education (RE) across the Global South. Including 23 chapters written by scholars from the Global North and South, this is the first authoritative reference work on the subject. The handbook is thematically organised into seven sections. The first three sections deal with provision, response to changes in contemporary society, and decolonizing RE. The next four sections explore young people and RE, perspectives on teachers, RE in higher education, and finally, challenges and opportunities for RE. The term 'Global South' is used here primarily to signify the deep economic divide with the Global North, but the concept is also examined in historical, geographical, political, social and cultural terms, including the indelible influence of religion in all four broadly defined regions. Exploring RE from local, cross-national as well as regional and sub-regional perspectives, the handbook examines RE from its diverse past, present realities, and envisioned future revealing not only tensions, contestations, injustices and inequalities of power, but importantly, how inclusive forms of RE can help solve these problems.
Author:
Publisher:
ISBN:
Category : Africa, Sub-Saharan
Languages : en
Pages : 768
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Book Description
Author: Brendan P. Carmody
Publisher: Emerald Group Publishing
ISBN: 1787565610
Category : Education
Languages : en
Pages : 208
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Book Description
This book offers a detailed history of the development of teacher education in Zambia. Also analysed is the nature of education offered at different times and how the teacher and his/her education reflect this, arguing the need for a fundamentally new philosophy of education and a mode of teacher formation in line with it.
Author: Clive Harber
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 216
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Book Description
Author: André Elias Mazawi
Publisher: Bloomsbury Publishing
ISBN: 1350094285
Category : Education
Languages : en
Pages : 356
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Book Description
Course Syllabi in Faculties of Education problematizes one of the least researched phenomena in teacher education, the design of course syllabi, using critical and decolonial approaches. This book looks at the struggles that scholars, policy makers, and educators from a diverse range of countries including Australia, Canada, India, Iran, Palestine, Qatar, Saudi Arabia, the USA, and Zambia face as they design course syllabi in higher education settings. The chapter authors argue that course syllabi are political constructions, representing intense sites of struggles over visions of teacher education and visions of society. As such, they are deeply immersed in what Walter Mignolo calls the “geopolitics of knowledge”. Authors also show how syllabi have become akin to contractual documents that define relations between instructors and students Based on a set of empirically grounded studies that are compared and contrasted, the chapters offer a clearer picture of how course syllabi function within distinct socio-political, economic, and historical contexts of practice and teacher education.
Author:
Publisher:
ISBN:
Category : Fundamental education
Languages : en
Pages : 252
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Book Description
