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In recent years, international efforts to improve educational quality in sub-Saharan Africa have focused on promoting learner-centered pedagogy. However, it has not fl ourished for cultural, economic, and political reasons that often go unrecognized by development organizations and policymakers. This edited volume draws on a long-term collaboration between African and American educational researchers in addressing critical questions regarding how teachers in one African country—Tanzania—conceptualize learner-centered pedagogy and struggle to implement it under challenging material conditions. One chapter considers how international support for learner-centered pedagogy has infl uenced national policies. Subsequent chapters utilize qualitative data from classroom observations, interviews, and focus group discussions across six Tanzanian secondary schools to examine how such policies shape local practices of professional development, inclusion, gender, and classroom discourse. In addition, the volume presents an analysis of the benefi ts and challenges of international research between Tanzanian and U.S. scholars, illuminating the complexity of collaboration as it simultaneously presents the outcome of joint research on teachers’ beliefs and practices. The chapters conclude with questions for discussion that can be used in courses on international development, social policy, and teacher education. “This volume, written by a multi-national team of scholar-practitioners, makes an important contribution to our understanding of learner-centered teaching and collaborative educational research. Based on an intensive investigation in Tanzania of a professional development program and teachers’ efforts to conceptualize and implement a globally-promoted pedagogical approach, the authors illustrate – and critically analyze – how these practices are enabled and constrained by cultural lenses, power relations, and material conditions. Importantly, they also examine refl exively how cultural, power, and resource issues shaped their struggle to engage in a collective praxis of qualitative inquiry. The tensions referenced in the title sparked valuable insights, which will be useful to educators, researchers, and policy makers.” — Mark Ginsburg, FHI 360 and Teachers College, Columbia University.

Education -- Tanzania. --- Education and state -- Tanzania. --- Multicultural education -- Tanzania. --- Education --- Social Sciences --- Education - General --- Education and state --- Multicultural education --- Intercultural education --- Education. --- Education, general. --- Teaching --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Culturally relevant pedagogy --- Children --- Education, Primitive --- Education of children --- Human resource development --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Social aspects --- Culturally sustaining pedagogy

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"Each chapter makes a valuable and original contribution to the larger field of childhood and youth studies. Each author speaks with both passion and compassion about issues that too often are ignored or brushed aside. The collection as a whole is truly wonderful, bringing together such a diverse range of methodologies and foci into a cohesive and exciting whole." Katherine B. Rosier, Professor of Sociology, Central Michigan University, USA This textbook showcases innovative approaches to the interdisciplinary field of childhood and youth studies, examining how young people in a wide range of contemporary and historical contexts around the globe live their young lives as subjects, objects, and agents. The diverse contributions examine how children and youth are simultaneously constructed: as individual subjects through social processes and culturally-specific discourses; as objects of policy intervention and other adult power plays; and also as active agents who act on their world and make meaning even amidst conditions of social, political, and economic marginalization. In addition, the book is centrally engaged with questions about how researchers take into consideration children's and young people's own conceptions of themselves and how we conceptualize child and youth potentials for agency at different ages and stages of growing up. Each chapter discusses substantive research but also engages in self-reflection about methodology, positionality, and/or disciplinarity, thus making the volume especially useful for teaching. This book will be of interest to students and scholars across a range of disciplines, including childhood studies, youth studies, girls' studies, development studies, research methods, sociology, anthropology, education, history, geography, public policy, cultural studies, gender and women's studies, and global studies. Deborah Levison is a Professor at the Humphrey School of Public Affairs, University of Minnesota, USA. Mary Jo Maynes is a Professor of History at the University of Minnesota, USA. Frances Vavrus is a Professor in Comparative and International Development Education at the University of Minnesota, USA. .

Age group sociology --- sociologie --- geschiedenis --- gezinssociologie --- gezin --- sociaal beleid

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Age group sociology --- sociologie --- geschiedenis --- gezinssociologie --- gezin --- sociaal beleid

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The authors examine issues related to gender and education in sub-Saharan Africa, considering in particular the impact formal and nonformal education have had on African women.