Transforming Teacher Quality in the Global South: Using by Sharon Tao

By Sharon Tao

A universal tale of lecturers from the worldwide South portrays them as poor, unreliable and unprofessional. even if, this publication makes use of an cutting edge power Approach/Critical Realist lens to bare the causal hyperlinks among lecturers' limited services and their 'criticised' behaviours and supply nuanced, inventive recommendations for improvements.

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Additional info for Transforming Teacher Quality in the Global South: Using Capabilities and Causality to Re-examine Teacher Performance

Sample text

However, these efforts may benefit from further theorisation. For example, Barrett and Vavrus’ work clearly points to a rich understanding of Tanzanian pedagogy (particularly with regard to the wider structures that shape it); and offers productive ways forward through building on strengths of current pedagogies rather than uncritically promoting the use of Western pedagogies. What would be helpful is a similar socially, historically and contextually generated analysis of other aspects of teacher practice and behaviour (like those that have been used as proof of Third World Teacher deficiency), such as 20 Transforming Teacher Quality in the Global South absenteeism, lack of preparation, and corporal punishment.

Second, public debate also has an instrumental value as it provides a mechanism in which people can voice their concerns, and collectively determine the policies and practices that will affect their lives. At a national level, ‘government officials have an incentive to pay attention to what people want and demand’ (Pellissery and Bergh, 2007, p. 284); and at a grassroots level, public debate may be instrumental in ‘improving effectiveness because the analysis of needs is more accurate’ (Alkire, 2002, p.

Elder-Vass (2007, p. 338) also posits that social structures may play a greater role in certain actions that require less reflection, such as unconscious reflexes (how to speak) or action implementation (how to drive a car); and it is in these instances that a person’s social conditioning may play a dominant role. In sum, I have discussed how CR’s theory of causation can be applied to human action and behaviour, and how Bhaskar (1978) posits that a person’s ‘essence’ (or causal mechanism) consists of what a person is disposed to do or become.

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