Reconsidering and teaching sociologies in Zambian teacher education: seeking Mbuyi, Mulenga, and Munkombwe

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Sociology of Education Pub Date : 2023-10-03 DOI:10.1080/01425692.2023.2256987

Matthew A. M. Thomas, Janet Serenje, Ferdinand Mwaka Chipindi

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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.

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赞比亚教师教育中的社会学反思与教学:寻找姆布伊语、穆伦加语和蒙孔布语

近几十年来，社会学非殖民化的全球运动取得了巨大的势头，对教育领域产生了深远的影响。然而，一个未被充分研究的研究领域涉及在英语/欧洲背景之外的教师教育中教授和经验的教育社会学。本文运用后/非殖民理论对赞比亚大学职前教师的教育社会学教学进行了探讨。它利用调查(n = 318)和五个有职前教师的焦点小组(n = 20)的数据，一个有参与课程的导师的焦点小组(n = 3)的数据，以及课程讲师的反思，以检查赞比亚职前教师的经验和社会学观点。我们认为，教育社会学包括经典经典的一些元素，但更牢固地建立在与当地社会问题、背景和认识论相关的社会学观点上，这可能会导致一个更见多识广、更受启发的职前教师骨干，进而延伸到公民。

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来源期刊

British Journal of Sociology of Education Multiple-

CiteScore

3.70

自引率

9.50%

发文量

期刊介绍： British Journal of Sociology of Education is one of the most renowned international scholarly journals in the field. The journal publishes high quality original, theoretically informed analyses of the relationship between education and society, and has an outstanding record of addressing major global debates about the social significance and impact of educational policy, provision, processes and practice in many countries around the world. The journal engages with a diverse range of contemporary and emergent social theories along with a wide range of methodological approaches. Articles investigate the discursive politics of education, social stratification and mobility, the social dimensions of all aspects of pedagogy and the curriculum, and the experiences of all those involved, from the most privileged to the most disadvantaged. The vitality of the journal is sustained by its commitment to offer independent, critical evaluations of the ways in which education interfaces with local, national, regional and global developments, contexts and agendas in all phases of formal and informal education. Contributions are expected to take into account the wide international readership of British Journal of Sociology of Education, and exhibit knowledge of previously published articles in the field. Submissions should be well located within sociological theory, and should not only be rigorous and reflexive methodologically, but also offer original insights to educational problems and or perspectives.