Constructivism and learner-centeredness in comparative and international education: where theories meet practice

Thomas, M. A.M. and Schweisfurth, M. (2021) Constructivism and learner-centeredness in comparative and international education: where theories meet practice. In: Jules, T. D., Shields, R. and Thomas, M. A.M. (eds.) The Bloomsbury Handbook of Theory in Comparative and International Education. Bloomsbury Academic: London, pp. 299-312. ISBN 9781350078758 (doi: i10.5040/9781350078789.ch-017)

Abstract

This chapter examines a series of related theories that underpin the concept of learner-centered pedagogy and explain its status as a travelling policy. For a range of reasons, in recent decades, learner-centeredness in various forms has become a component of many education policies in countries around the world, including in lower-income countries. The translation of this policy vision into practice, however, has rarely been straightforward. The chapter begins by outlining core definitions and conceptualizations before highlighting theoretical questions and traditions that have framed learner-centered pedagogy. It then explores various iterations of learner-centered pedagogy in policy and practice around the world, and how this movement has been taken up and researched in comparative and international education. The chapter concludes with a case study of learner-centered pedagogy in Tanzania, raising lingering questions about its circulation around the globe and the normative appraisal of ‘best practice’ pedagogy.

• Item Type: Book Sections
• Status: Published
• Glasgow Author(s) Enlighten ID: Thomas, Dr Matthew
• Authors: Thomas, M. A.M., and Schweisfurth, M.
• College/School: College of Social Sciences > School of Education
• Publisher: Bloomsbury Academic
• ISBN: 9781350078758
• Published Online: 22 February 2021