Andere Kunden interessierten sich auch für
![Digital Schools]( "Digital Schools")
Digital Schools35,99 €![Bridging Neoliberalism and Hindu Nationalism]( "Bridging Neoliberalism and Hindu Nationalism")
Bridging Neoliberalism and Hindu Nationalism167,99 €![Promise and Betrayal: Universities and the Battle for Sustainable Urban Neighborhoods]( "Promise and Betrayal: Universities and the Battle for Sustainable Urban Neighborhoods")
Promise and Betrayal: Universities and the Battle for Sustainable Urban Neighborhoods101,99 €![Performing Political Theory: Pedagogy in Modern Political Theory]( "Performing Political Theory: Pedagogy in Modern Political Theory")
Performing Political Theory: Pedagogy in Modern Political Theory59,99 €![Myth, Identity, and Conflict]( "Myth, Identity, and Conflict")
Myth, Identity, and Conflict152,99 €![Standards-Based Reform and the Poverty Gap]( "Standards-Based Reform and the Poverty Gap")
Standards-Based Reform and the Poverty Gap82,99 €![Disillusioned]( "Disillusioned")
Disillusioned27,99 €
This book provides a decolonial critique of dominant global agendas concerning teacher professionalism and proposes a new understanding based on UNESCO-funded research with teachers based in Colombia, Ethiopia (Tigray), India, Rwanda and Tanzania. Outlining from a teacher's perspective how teacher professionalism may be conceptualized, this book critiques dominant global narratives and conceptions based on deficit discourses. The authors argue that a decolonial lens can help to contextualize the perspectives, experiences and material conditions of teachers in the global South, and the value of such a framework for informing global debates and decision-making in education.