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This novel book demonstrates the polarised logics that exist between exploring cultural, structural, political, and historical contexts as a primary focus for pedagogical research versus an interventionist agenda that isolates pedagogy and its components from their environments. Combining theoretical discussions with empirical evidence and case studies, the book provides a synthesising approach to both research and educational planning, recognising pedagogy as an open system while acknowledging that not all teaching methods are equal when it comes to enhancing learning. Considering the so-called learning crisis and learning poverty in the context of Sustainable Development Goal 4 in the wake of the COVID-19 pandemic, this book is also sensitive to concerns about the mental health and wellbeing of young people and the sustainability of the planet. Ultimately providing a timely, informed, and balanced discussion of these issues, this book will appeal to researchers, scholars, and post-graduate and doctoral students working in pedagogical research or international and comparative education, and anyone interested in the relationship between education and international development.
Michele Schweisfurth is Professor of Comparative and International Education at the University of Glasgow, UK.
Chapter 1: Introduction Chapter 2: Pedagogy and development in the post-COVID, mid-SDG era Chapter 3: Pedagogy and context, and implications for 'best practice' Chapter 4: Methodologies for researching pedagogy Chapter 5: Researching pedagogy in the Global South: Divided epistemic communities Chapter 6: From agreeing to differ to differing to agree Chapter 7: A short chapter on scale: Can small still be beautiful? Chapter 8: Case studies: Projects and pedagogy across epistemic communities Chapter 9: What connects, works: Toward epistemic humility and meaningful action
