dc.contributor.author | Eriksen, Elisabeth Almaz | |
dc.coverage.spatial | Zambia | en_US |
dc.date.accessioned | 2022-04-07T14:40:54Z | |
dc.date.available | 2022-04-07T14:40:54Z | |
dc.date.created | 2021-04-16T23:43:32Z | |
dc.date.issued | 2021-04-12 | |
dc.identifier.citation | Nordic Journal of Comparative and International Education (NJCIE). 2021, 5 34-49. | en_US |
dc.identifier.issn | 2535-4051 | |
dc.identifier.uri | https://hdl.handle.net/11250/2990594 | |
dc.description.abstract | This article aims to identify and discuss the existenceand strengthening ofa child-centredteaching discoursein Zambian kindergartens. The article is based on the understanding that the teacher-directed approach to teaching is a historically based hegemonic discourse within Zambian kindergartens. This means that the teacher-directedteachingdiscourse dominates thinkingin many waysand is translated into institutional arrangements (Hajer,1995,in Svarstad,2005,p. 243). Several studies have pointed tothe challengesposed bytheteacher-directed teaching discoursein kindergartensin Sub-Saharan Africa as a hindrance of pedagogical quality in such institutions, pointing toachild-centred teaching discourse as an important path towards development(EFA, 2015, p. 208, Temba,2014, p. 110;Mwauraet al., 2008;2011). This article includesapositive discourseanalysis of the Zambian Education Curriculum Framework2and asmall-scale qualitative study, based on observations fromfourclassrooms in four kindergartensin the Copperbelt province ofZambia. Thearticle focuseson conducting a positive discourse analysis of the elements of child-centred teaching discourseobservedin one of the four classrooms. The findings point to the existence of achild-centred teaching discoursein the Zambian Education Curriculum Framework.However, only one of the four Zambian kindergartenteachersseemed to implement teaching practicesthatcould be identified as a child-centred teaching discourse. The elements of achild-centred teaching discourseidentified through thepositive discourse analysis were:the kindergartenteachers’professional decisions, good interactionwith children, use of a variety of materials,and children’s participation. The findings are discussed in light of the Zambian Education Curriculum Frameworkas wellastheoretical perspectives on child-centred teaching discourse, argumentation theory and children’s right to participation.Finally,the article includes acritical discussion of how the findings may strengthen a child-centred teaching discourse in Zambian kindergartens. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | OsloMet - Storbyuniversitetet | en_US |
dc.relation.ispartofseries | Nordic Journal of Comparative and International Education (NJCIE);Vol. 5 No. 1 (2021): General issue: Pressing issues in education | |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.subject | Child-centred teaching | en_US |
dc.subject | Discourses | en_US |
dc.subject | Kindergartens | en_US |
dc.subject | Early childhood care | en_US |
dc.subject | Early childhood development education | en_US |
dc.subject | ECCDE | en_US |
dc.subject | Zambia | en_US |
dc.title | A Child-Centred Discourse in Zambian Kindergartens? | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | Copyright (c) 2021 Elisabeth Almaz Berger Eriksen | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |
dc.identifier.doi | https://doi.org/10.7577/njcie.4148 | |
dc.identifier.cristin | 1904716 | |
dc.source.journal | Nordic Journal of Comparative and International Education (NJCIE) | en_US |
dc.source.volume | 5 | en_US |
dc.source.issue | 1 | en_US |
dc.source.pagenumber | 34-49 | en_US |