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Learner-centred pedagogy in international perspective

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Abstract:

This paper will begin to explore debates around learner-centred education (LCE) as a strategy for the development of teachers' classroom practice. It will briefly examine LCE at a conceptual level, and draw selectively upon empirical evidence to interrogate both the assumptions about its benefits, and the arguments against it, which are gaining currency. It will focus in particular on its use in non-'Western' contexts and in resource-poor classrooms. On the one hand, LCE is promoted as a pedagogy which is both effective and emancipatory. On the other hand, there is considerable evidence of perennial implementation difficulties, and some writers have questioned how far it is culturally appropriate in all contexts. While LCE continues to be promoted in many agency, academic and policy circles, there is a need for a thorough review of the arguments and the evidence. Based on work-in-progress towards weighing up this evidence, this presentation will also refer to research conducted by the author in South Africa, Russia, and The Gambia, and on international students studying in the UK.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p497185_index.html
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MLA Citation:

Schweisfurth, Michele. "Learner-centred pedagogy in international perspective" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p497185_index.html>

APA Citation:

Schweisfurth, M. , 2011-05-01 "Learner-centred pedagogy in international perspective" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p497185_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper will begin to explore debates around learner-centred education (LCE) as a strategy for the development of teachers' classroom practice. It will briefly examine LCE at a conceptual level, and draw selectively upon empirical evidence to interrogate both the assumptions about its benefits, and the arguments against it, which are gaining currency. It will focus in particular on its use in non-'Western' contexts and in resource-poor classrooms. On the one hand, LCE is promoted as a pedagogy which is both effective and emancipatory. On the other hand, there is considerable evidence of perennial implementation difficulties, and some writers have questioned how far it is culturally appropriate in all contexts. While LCE continues to be promoted in many agency, academic and policy circles, there is a need for a thorough review of the arguments and the evidence. Based on work-in-progress towards weighing up this evidence, this presentation will also refer to research conducted by the author in South Africa, Russia, and The Gambia, and on international students studying in the UK.


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Brazil in a Sino-Centred World: An International Political Economy Perspective of the Impacts China’s Rise Draws on Brazil


 
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