Pedagogical Responsiveness in Complex Contexts

1. Front Matter

   Pages i-xxi

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2. Pedagogical Responsiveness in Complex Contexts

   • Elizabeth Walton, Ruksana Osman

   Pages 1-20

3. Pedagogical Responsiveness and Claims of Democratic Citizenship Education in Africa

   • Yusef Waghid, Zayd Waghid, Faiq Waghid

   Pages 21-35

4. State-Less, Identity-Less and Miseducated: The Experience of Refugee Students in Higher Education in South Africa

   • Otilia Chiramba, Felix Maringe

   Pages 37-54

5. Learning with Low Tech: Challenges of Moving to Remote Learning in a Time of Disruption

   • Greig E. Krull

   Pages 55-73

6. Pedagogical Responsiveness to Every Student in Singapore – Can Artificial Intelligence for Education Be a Solution to Embrace the Complexity in Teaching and Learning?

   • Jun Song Huang

   Pages 75-94

7. Considering Knotworking as a Theoretical Tool to Enable Pedagogical Responsiveness in Complex Systems

   • Douglas Andrews

   Pages 95-110

8. Teacher Choices in Action: An Emergent Pedagogical Response and Intervention

   • Lee Rusznyak

   Pages 111-131

9. Teaching and Learning to Support Pedagogical Responsiveness to Complex Educational Contexts: A Case of Pre-service Teachers

   • Thabisile Nkambule, Hlamulo Mbhiza

   Pages 133-149

10. Teaching to Inform, Form and Transform: Pedagogical Responses of An(other) Way of Knowing – The Almajiranci System of Northern Nigeria

    • Hadiza Kere Abdulrahman

    Pages 151-164

11. A Comparative Account of Decolonising Political Theory in the Global South and North: The Case of Wits and SOAS

    • Ayesha Omar, Manjeet Ramgotra

    Pages 165-180

12. Conclusion: Pedagogical Responsiveness for Global Futures

    • Ruksana Osman, Elizabeth Walton

    Pages 181-193

13. Back Matter

    Pages 195-202

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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.

• Responsive pedagogy
• complex contexts in education
• educational access
• marginalisation in education
• remote teaching and learning
• public health emergency and universities
• technological accessibility challenges in education
• Remote Learning in a Time of Disruption
• refugee students in higher education in South Africa
• democratic citizenship education in Africa
• evolution of the #RMF movement
• pre-service teachers’ pedagogical responsiveness
• the Almajiranci system in northern Nigeria
• relational agency
• knotworking as theoretical tool in pedagogy
• complex classroom contexts
• formative assessment in education

   

• School of Education, University of Nottingham, Nottingham, UK

  Elizabeth Walton

• School of Education, University of the Witwatersrand, Johannesburg, South Africa

  Ruksana Osman

Elizabeth Walton is Professor of Education in the School of Education at the University of Nottingham. Her research and teaching is in the field of inclusive education, with research interests that include: Teacher education for inclusive teaching; The field of inclusive education - its history, knowledge, and knowers; and Exposing exclusion and enabling inclusion in education. She is a visiting Associate Professor at the Wits School of Education in Johannesburg South Africa and serves as co-convenor of the UNESCO Research Chair in Teacher Education for Diversity and Development. Prior to her academic career, Elizabeth spent 20 years in secondary school teaching and school leadership.

Ruksana Osman is Professor and Senior Deputy Vice-Chancellor at the University of the Witwatersrand, Johannesburg, South Africa. Before then, she was the Dean of the Faculty of Humanities at the University of the Witwatersrand, Johannesburg, South Africa. She is also the former Head of the School of Education at the University of the Witwatersrand. She is an elected member of the Academy of Science, South Africa. Her expertise is in Higher Education, Research Led Teacher Education and Teaching and Learning in Higher Education. Her focus is on equity, access and success in teacher and higher education. She has authored six books. She also serves as convenor of the UNESCO Research Chair in Teacher Education for Diversity and Development.