Pedagogy in poverty: lessons from twenty years of curriculum reform in South Africa (1st)

Explores the relationship between curriculum and pedagogy when considering educational outcomes in contexts of poverty.

Offering a unique insight into the first twenty years of democracy in South Africa, it examines key educational reforms of the curriculum which have been shaped by national and international dynamics.

Chapters are grounded in rich empirical accounts of life in the classroom, focusing on the teacher as a key mediator between curriculum and pedagogy, and highlighting the potential of forms of curriculum to improve the quality of education and to reduce inequality, both in South Africa and in developed and emerging economies worldwide.