1,793
Views
4
CrossRef citations to date
0
Altmetric
Articles

The Pluto Problem: Reflexivities of Discomfort in Teacher Professional Development

ORCID Icon & ORCID Icon
Pages 486-501 | Received 08 May 2018, Accepted 24 Feb 2019, Published online: 27 Mar 2019

References

  • Brodie, K., Lelliot, A., & Davis, H. (2002). Forms and substance in learner-centred teaching: Teachers’ take-up from an in-service programme in South Africa. Teaching and Teacher Education, 18(5), 541–559.
  • Chakrabarty, D. (2000). Provincializing Europe: Postcolonial thought and historical difference. Princeton: Princeton University Press.
  • Chen, K. H. (2010). Asia as method: Toward deimperialization. Durham: Duke University Press.
  • Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.
  • Connell, R. (2007). Southern theory: The global dynamics of knowledge in social science. Cambridge: Polity Press.
  • Connell, R. (2018). Decolonizing sociology. Contemporary Sociology, 47(4), 399–407.
  • Connelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry. In J. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in education research (3rd ed., pp. 477–487). Mahwah, NJ: Lawrence Erlbaum.
  • de Sousa Santos, B., Nunes, J., & Meneses, M. (2007). Introduction: Opening up the canon of knowledge and recognition of difference. In B. de Sousa Santos (Ed.), Another knowledge is possible: Beyond northern epistemologies (pp. xix–lxii). London: Verso.
  • Escobar, A. (1995). Encountering development: The making and unmaking of the third world. Princeton: Princeton University Press.
  • Escobar, A. (2007). Worlds and knowledges otherwise. Cultural Studies, 21(2–3), 179–210.
  • Featherstone, S. (2005). Postcolonial cultures. Edinburgh: Edinburgh University Press.
  • Fox, C. (2008). Postcolonial dilemmas in narrative research. Compare: A Journal of Comparative and International Education, 38(3), 335–347.
  • Gandhi, L. (1998). Postcolonial theory: A critical introduction. New York: Columbia University Press.
  • Graham, C. L. (1972). Final report for the teacher education in East Africa Project No. 618-11-650-617. Unpublished report of the T.E.A. research project. New York.
  • Grosfoguel, M. (2007). The epistemic decolonial turn. Cultural Studies, 21(2–3), 211–223.
  • Haddad, W. D. (1985). Teacher training: A review of World Bank experience. Washington, DC: The World Bank.
  • Hickling-Hudson, A. (2006). Cultural complexity, post-colonialism and educational change: Challenges for comparative educators. International Review of Education, 52(1/2), 201–218.
  • Jamhuriya Muungano wa Tanzania [JMT]. (2014). Sera ya Elimu na Mafunzo. (English Trans.). Dar es Salaam: Author.
  • Khoja-Mooji, S. (2017). Pedagogical (re)encounters: Enacting a decolonial praxis in teacher professional development in Pakistan. Comparative Education Review, 61(S1), S146–S170.
  • Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
  • McClintock, A. (1992). The angel of progress: Pitfalls of the term ‘Postcolonialism.’. Social Text, 31/32, 84–98.
  • McTighe, J., & Wiggins, G. (2013). Essential questions – Opening doors to student understanding. Alexandria, VA: ASCD.
  • Mignolo, W. (2011). The darker side of western modernity: Global futures, decolonial options. Durham: Duke University Press.
  • Ministry of Education and Culture [MOEC]. (2005). Civics syllabus for secondary schools – Form I-IV. Dar es Salaam: Tanzania Institute of Education.
  • Moore-Gilbert, B. (1997). Postcolonial theory: Contexts, practices, politics. London, New York: Verso.
  • Mosse, D. (Ed.). (2013). Adventures in aidland: The anthropology of professionals in international development. New York: Berghahn Press.
  • Mushi, P. (2009). History and development of education in Tanzania. Dar es Salaam: Dar es Salaam University Press.
  • Phillips, K. (2011). Educational policymaking in the Tanzanian postcolony: Authenticity, accountability, and the politics of culture. Critical Studies in Education, 52(3), 235–250.
  • Pillow, W. (2003). Confession, catharsis, or cure? Rethinking the uses of reflexivity as methodological power in qualitative research. International Journal of Qualitative Studies in Education, 16(2), 175–196.
  • Pillow, W. (2010). Dangerous reflexivity: Rigour, responsibility and reflexivity in qualitative research. In P. Thomson & M. Walker (Eds.), The Routledge doctoral student’s companion (pp. 270–282). London: Routledge.
  • Popova, A., & Evans, D. (2016). Training teachers on the job: What we know, and why we know less than we should. World Bank Development Impact Blogpost 9/26/2016. Retrieved from: http://blogs.worldbank.org/impactevaluations/training-teachers-job-what-we-know-and-why-we-know-less-we-should
  • Quijano, A. (2007). Coloniality and modernity/rationality. Cultural Studies, 21(2–3), 168–178.
  • Samoff, J. (2003). Institutionalizing international influence. Safundi: The Journal of South African and American Comparative Studies, 4(1), 1–35.
  • Schweisfurth, M. (2013). Learner-centred education in international perspective: Whose pedagogy for whose development? London: Routledge.
  • Tabulawa, R. (2003). International aid agencies, learner-centred pedagogy and political democratization: A critique. Comparative Education, 39(1), 7–26.
  • Takayama, K., Sriprakash, A., & Connell, R. (2017). Toward a postcolonial comparative and international education. Comparative Education Review, 61(S1), S1–S24.
  • Tanzania Association of Non-Governmental Organisations [TANGO]. (2013). Reviewing Tanzania’s non profit legislative regime and need for a new regulatory framework. Dar es Salaam: TANGO.
  • Tikly, L. (2004). Education and the new imperialism. Comparative Education, 40(2), 173–198.
  • UNESCO Institute of Statistics [UIS]. (2018). UIS.STAT database. Montreal: UNESCO.
  • Vavrus, F. (2018). Andreas goes to Africa: A comparative historical study of the teachers for East Africa programs. European Education, 50(2), 171–184.
  • Vavrus, F., & Bartlett, L. (Eds.). (2013). Teaching in tension: International pedagogies, national policies, and teachers’ practices in Tanzania. Boston: Sense.
  • Vavrus, F., & Moshi, G. (2009). The cost of a” free” primary education in Tanzania. International Critical Childhood Policy Studies Journal, 2(1), 31–42.
  • Vavrus, F., Thomas, M. A. M., & Bartlett, L. (2011). Ensuring quality by attending to inquiry: Learner-centered pedagogy in sub-Saharan Africa. Addis Ababa: IICBA, UNESCO.
  • Williams, H. M. A. (2019). A neocolonial warp of outmoded hierarchies, curricula and disciplinary technologies in Trinidad’s educational system. Critical Studies in Education, 60(1), 93–112.
  • World Bank. (2018). DataBank. Retrieved from https://data.worldbank.org/