This book investigates pedagogical change across curricula and
political transitions in the South African context, from 1994 to
today. Tracing pedagogical transitions from post-apartheid to the
demands of the 21st century, the book seeks to develop a novel
approach to pedagogy that can meet the needs of students today.
Adopting a cultural-historical lens, Hardman analyses the
contradictions that arise due to transitions in the curriculum and
describes the current state of teaching in primary schools in South
Africa by focusing on how teachers teach scientific concepts. She
goes on to examine the transitions from children's indigenous
science/maths understanding to school science/maths understanding,
developing a pedagogy that can transform the learning of
mathematics and science in developing contexts. Building on
theories from Vygotsky, Davydov, Feuerstein, Freire, Bruner and
Hedegaard, Hardman develops a new and inclusive, decolonial
pedagogical approach that can meet the needs of a multicultural and
multilingual contexts around the world.
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