Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/5210
Title: Good Practice in Culture-Rich Classrooms: Research-Informed
Authors: Amin, Nyna 
Botha, Hanlie 
Coetzee, Sonja 
de Jager, Lizette 
Dippenaar, Hanlie 
du Toit, Pieter 
Engelbrecht, Alta 
Gaigher, Estelle 
Haupt, Grietjie 
Mofolo-Mbokane, Batseba 
Mwambakana, Jeanine 
van Putten, Sonja 
Stols, Gerrit 
Vandeyar, Saloshna 
Keywords: Culture-rich classrooms;Teacher educators;South African university;Post-apartheid era;Education landscape;Mathematics;Science;Languages;Technology and music
Issue Date: 2014
Publisher: Oxford
Abstract: Good practice in culture-rich classrooms: Research-informed perspectives presents a series of autoethnographic accounts of how teacher educators at a South African university responded to the directive to transform the country's homogeneous education landscape in the post-apartheid era. The counter-narratives presented in this book guide teacher educators and pre-service teachers towards critical teaching as transformative intellectuals in learning areas such as mathematics, science, languages, technology and music. This book is suitable for teacher educators, undergraduate and postgraduate pre-service teachers, and in-service teachers who seek to make a positive contribution to the quality, value and experience of education in culture-rich classrooms.
URI: http://blog.oxford.co.za/good-practice-in-culture-rich-classrooms-research-informed-perspectives/
http://hdl.handle.net/11189/5210
ISBN: 9780190403171
Appears in Collections:Edu - Books / Book Chapters

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