Changing histories: strengthening teacher agency and improving education through action research in Botswana

Chadwick, Sheelagh

doi:10.1080/09650792.2016.1235502

Cited by 4 publications

(1 citation statement)

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“…And through the investigation into and reflection on classroom practice that constitutes action research, the teachers could work to challenge current banking views of education and traditional teacher-centred approaches. The intersection between action research and post-colonial education systems offers many possible routes for exploration (Chadwick, 2014b). Action research asks questions of both traditional research and traditional education and seeks to undermine, challenge, address and transform unequal educational hierarchies.…”

Section: Context: Music Education In Botswanamentioning

confidence: 99%

Working towards educational transformation through action research with Botswana's music teachers

Chadwick¹

2015

Brit. J. Music. Ed.

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Contrary to government policy, schooling in Botswana remains largely teacher-centred, with music teaching being no exception. However, other possibilities for classroom dynamics arise under the pressure of practical examinations and when some students have better instrumental facility than their teachers. This article describes initial explorations into action research with music teachers in Botswana and outlines the possibilities and potential for change – both in teachers’ views of their work, and for approaches that bring students’ knowledge and skills to the forefront of music classrooms. Researcher mistakes and learning are also explored, demonstrating the need for ongoing critical reflection and adaptation in this complex setting.

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Section: Context: Music Education In Botswanamentioning

confidence: 99%