(Re)considering and teaching sociologies in Zambian teacher education: Seeking Mbuyi, Mulenga, and Munkombwe

Thomas, M. A.M. , Serenje, J. and Mwaka Chipindi, F. (2023) (Re)considering and teaching sociologies in Zambian teacher education: Seeking Mbuyi, Mulenga, and Munkombwe. British Journal of Sociology of Education, 44(7), pp. 1199-1215. (doi: 10.1080/01425692.2023.2256987)

Abstract

Global movements to decolonise sociology have gained significant momentum in recent decades and offer far-reaching implications for the field of education. One understudied area of research, however, concerns the sociologies of education taught and experienced in teacher education outside of Anglo/European contexts. This paper uses post-/­decolonial theory to explore the teaching and learning of sociology of education for pre-service teachers at the University of Zambia. It draws on data from surveys (n = 318) and five focus groups with pre-service teachers (n = 20), a focus group with tutors (n = 3) working on the course, and reflections by course lecturers to examine Zambian pre-service teachers’ experiences and perspectives of sociology. We argue that a sociology of education which includes some elements of the classical canon but is grounded more firmly in sociological perspectives related to local social issues, contexts, and epistemologies may lead to a more informed and inspired cadre of pre-service teachers, and by extension, citizens.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Thomas, Dr Matthew
• Authors: Thomas, M. A.M., Serenje, J., and Mwaka Chipindi, F.
• College/School: College of Social Sciences > School of Education
• Journal Name: British Journal of Sociology of Education
• Publisher: Taylor & Francis
• ISSN: 0142-5692
• ISSN (Online): 1465-3346
• Copyright Holders: Copyright: © 2023 The Author(s)
• First Published: First published in British Journal of Sociology of Education 44(7): 1199-1215
• Publisher Policy: Reproduced under a Creative Commons licence