Reforming Pedagogy in Cambodia

This book presents a sociocultural account of logic, or a pedagogy, that governs Cambodian education, from policy-making to classroom practices. In so doing, it seeks to not only provide an introduction to Cambodian education, but also to help readers understand the complexities involved in reforming educational practices by drawing on an ethnographic multi-level case study of an ongoing pedagogical reform policy. The book reveals what is actually taking place in today's Cambodian classrooms and how actors view their own practices in response to the new pedagogy. Importantly, the book situates Cambodian pedagogical reform efforts amid the global wave of student-centered pedagogies and sheds new light on the political economy of educational policy-making and policy implementation along a global-local axis.

Reveals the dynamic interplay between globalized student-centered pedagogies and local responses Provides an in-depth, contextualized analysis of Cambodian education, which has rarely been documented to date Expands readers' grasp of the nature of changing pedagogies

Autorentext
Takayo Ogisu is currently an Assistant Professor by Special Appointment at Faculty of Global Studies, Sophia University, Japan. She completed her Ph.D. studies in Teacher Education at Michigan State University, USA in 2014 and taught at Nagoya University (Japan), De La Salle University (Philippines), and the University of Tokyo (Japan) before joining Sophia University. Her research interests include teacher learning and development, pedagogies, and comparative and international education with particular focus on Cambodia.

Inhalt

1. Introduction.- 2. Student-Centeredness as a Global Pedagogy?.- 3. Power and Pedagogy: Historical Perspective.- 4. Political Economy of Education Policy-making.- 5. Local Responses to the Policy.- 6. A Logic That Governs Teaching and Learning.- 7. Conclusion.