Possibilities and Priorities in South Africa Shaik, Naseema. editor. edt http://id.loc.gov/vocabulary/relators/edt Moodley, Trevor. editor. edt http://id.loc.gov/vocabulary/relators/edt SpringerLink (Online service) text sz 2024 1st ed. 2024. monographic eng

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access XXI, 149 p. 2 illus., 1 illus. in color. online resource. This book addresses the priorities and possibilities towards developing transformative pedagogies in post-apartheid South Africa. To this end, the book has assembled a group of researchers who interrogated and engaged with a variety of dimensions that warrant pedagogical change in early childhood in South Africa. The book focuses on young children, practitioners, and leaders with intersecting discussions about envisaged systemic changes to promote transformative pedagogies. The collection highlights the importance of beliefs, ways of knowing, and ways of being as framings that impact on pedagogical approaches. The book discusses the challenges that interplay between priorities and possibilities that practitioners face in a diverse and multi-cultural society like South Africa. The work uses a variety of examples to show priorities. One example is about how practitioners have limited knowledge about how music, as a culturally responsive tool, can be used to transform pedagogy in Early Childhood Care and Education. The book opens up dimensions as priorities that lead to thinking about possibilities that recast adults and young children as transformative agents in a dimension for transformative pedagogies. Chapter 1. The need for a transformative pedagogy for early childhood care and education in South Africa (Shaik) -- Chapter 2. Exploring teachers’ understandings of democratic pedagogies in early childhood education (Shaik and Moodley) -- Chapter 3. Early childhood care and education teachers’ understandings of culture and cultural diversity: A case study in Polokwane, South Africa (Lebopa et al) -- Chapter 4. Enactments of care in early childhood education: Towards inclusion and transformation (Martin and Martin) -- Chapter 5. Children’s decision making in early childhood education (Shaik) -- Chapter 6. Mentees voices: Disablers and Enablers for mentorship in early childhood teacher education (Ebrahim et al) -- Chapter 7. Priortising transformation through involving parents in early childhood education centres: A critical theory perspective (Aloka and Charimba) -- Chapter 8. Reimagining Music and music making in early learning spaces (As and Vreden). edited by Naseema Shaik, Trevor Moodley. Early childhood education Teaching Inclusive education Social work education Educational technology School Psychology Early Childhood Education Pedagogy Inclusive Education Social Education Digital Education and Educational Technology School Psychology LB1139.2-.5 9783031596483 https://doi.org/10.1007/978-3-031-59648-3 https://doi.org/10.1007/978-3-031-59648-3 240712 20251030112624.0 978-3-031-59648-3