Teacher Education as Cultural Re-appropriation

Critical and Theoretical Perspectives from across the Globe
1. Auflage 2026
ISBN: 978-1-041-09269-8
Verlag: Taylor & Francis Ltd

Buch, Englisch, 184 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 441 g

Reihe: Routledge Research in Teacher Education

This genuinely novel, cutting-edge volume advocates for a teacher education system that re-balances the influences of modernity and tradition, providing a theoretical, critical examination of West-centred notions of teacher education development in order to demonstrate what a culturally re-appropriated teacher education programme of the future might look like.

This book explores theoretical and research-focused ways to understand re-appropriation as a new and radical approach to international development generally and teacher training specifically, promoting experiential learning and the integration of indigenous perspectives with a modern system. Chapters showcase a rich variety of research and evidence from field-based studies, looking at contexts such as a mathematics teacher education programme in Nepal; migrant teacher experience in Norwegian schools; play-based pedagogy in early childhood education in Ghana; and conflict and climate education in teacher education in South Sudan. The book explores the concept of ‘recognition’ in teacher education institutions, that is, the linking of taught content to students’ lifeworlds in order to bring the world of the classroom closer to the lived worlds of the teacher and pupil.

This volume will appeal to scholars, researchers, and postgraduate students in the fields of teacher education, education and development, and educational policy and politics. Policymakers working at national and international levels, as well as NGOs will also find the volume of use.

Zielgruppe

Academic and Postgraduate

Autoren/Hrsg.

Eikeland, Helen

Stephens, David

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung

Inhaltsverzeichnis

Introduction and Overview

HELEN EIKELAND AND DAVID STEPHENS

1 Recognition as an educational concept in teacher education

GRETA MARTHINUSSEN

2 Tribal learning and teaching as cultural re-appropriation: A case from rural Norway

HELEN EIKELAND AND IVOR GOODSON

3 Reappropriating local pedagogies: Unfolding attributes of teachers in Nepal

LAVA DEO AWASTHI, HELEN EIKELAND, AND BHUPENDRA KUMAR KC

4 Climate education into teacher education in South Sudan: Incorporating indigenous knowledges and shifting pedagogical practices towards more participatory and local approaches to learning
ANDERS BREIDLID

5 Global pedagogy and local learning: Intersections between playbased pedagogies across formal teacher training and community levels in Ghana
LESLIE CASELY-HAYFORD, JAMES NATIA ADAMS, AND ER-MENAN AMANIAMPONG

6 Teacher education and indigenous knowledge education in South Sudan
LUBARI STEPHEN ELIOBA

7 Narrative capital and re-selfing of migrant teachers
HELEN EIKELAND AND IVOR GOODSON

8 Beyond the linguistic borders: Praxis of multilingualism in higher education in Nepal
KHEM RAJ JOSHI

9 Reexamining pre-service Mathematics teacher education program from the perspective of cultural competence in Nepal
SARALA LUITEL

Conclusion
HELEN EIKELAND AND DAVID STEPHENS

Über Autor(innen)

Helen Eikeland is Associate Professor, Department of Education, University of Agder, Norway.

David Stephens is Emeritus Professor of International Education, University of Brighton, UK.