Disaster didacticism: pedagogical interventions and the 'learning crisis'

Schweisfurth, M. (2023) Disaster didacticism: pedagogical interventions and the 'learning crisis'. International Journal of Educational Development, 96, 102707. (doi: 10.1016/j.ijedudev.2022.102707)

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This essay offers a critical perspective on the prevailing language of ‘learning crisis’ and on the solutions widely promoted by international organisations (IOs) active in lower- and middle-income countries. Focusing specifically on pedagogical interventions, it sets out three cases: foundational learning; information technology; and systematic observation of teachers’ classroom practice. Five questions frame the subsequent discussion: 1. What are the potential unintended effects of the language of crisis? 2. Do the understandings of pedagogy embedded in these measures reflect how teaching and learning function in different contexts? 3. In the quest for evidence, what evidence is being overlooked? 4. What are the risks of focusing interventions on literacy and numeracy, and their measurement? 5. What legitimacy do international actors have in defining and measuring quality pedagogy and prescribing interventions?

Item Type:Articles
Glasgow Author(s) Enlighten ID:Schweisfurth, Professor Michele
Authors: Schweisfurth, M.
College/School:College of Social Sciences > School of Education > Educational Leadership & Policy
Journal Name:International Journal of Educational Development
ISSN (Online):1873-4871
Published Online:09 December 2022
Copyright Holders:Copyright © 2022 The Author
First Published:First published in International Journal of Educational Development 96:102707
Publisher Policy:Reproduced under a Creative Commons licence

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