CSTL PRE-SERVICE TEACHER EDUCATION MODULE - PowerPoint Presentation

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CSTL PRE-SERVICE TEACHER EDUCATION MODULE

Sindisiwe Malindzisa- University Of Swaziland.CSTL Sharing Meeting-Coastal Hotel, Durban, South Africa22-24November 2016Slide2

CSTL PRESERVICE MODULE: SWAZILAND

Module working title: Care and Support for Teaching and Learning (CSTL): A Human Rights ApproachQualifications: Bachelor of Education (B. ED); Primary Teachers Diploma (PTD); Secondary Teachers’ Diploma (STD); Diploma in Consumer Studies; Post-Graduate Certificate in Education (PGCE).Student Profile: First year cohort Core Compulsory moduleSlide3

CSTL PRESERVICE MODULE: SWAZILAND

Module outcomes: Students will be able to demonstrate: Competence in applying a human rights and child rights approach to CSTL.Ability to demonstrate an understanding of the concept of CSTL as conceptualised in the SADC framework and the national framework Ability to demonstrate in practice a

child-centred, rights based approach to care and support in schooling contexts.Demonstrate a conceptual understanding of marginalized groups dynamics.Apply skills

to unpack

how

systems of privilege, power and oppression operate within social contexts to create exclusions and vulnerabilities in the lives of children and

families.

Ability

to act as change agents to interrupt the cycles of oppression within schools

their communities, and to enhance care and support for and the wellbeing of learners and families.Slide4

CSTL PRESERVICE MODULE: SWAZILAND

Ability to deal with sensitive issues of interpersonal relationship and multiculturalism etc. Demonstrate skills to engage with these complex social issues within schooling contexts in creative and reflexive ways.A critical conscientiousness around issues of CSTLUsing a social justice and critical diversity literacy grammar and vocabulary in the discussion about and analysis of various forms of oppression and exclusions.

Ability to critically analyse policy and legislation pertaining to issues of care and support in schools (policy as pedagogy).Ability to critique the assumptions and values underlying interventions to enhance care and support for teaching and learning.Slide5

CSTL PRESERVICE MODULE: SWAZILAND

Module content :The vision, goal and purpose of CSTL within the SADC region and within the national context.Swaziland: INQABA Model. Seven pillars: Protection and Safety; Psychosocial support; Food Security; Health; Water, Sanitation and Hygiene; HIV and AIDS, Gender and Life Skills; Quality Teaching and Learning.A rights based approach.

Priority areas on care and support in the country CSTL model. Slide6

CSTL PRESERVICE MODULE: SWAZILAND

Module content : The priority CSTL services for vulnerable learners in the country context.Legislative and policy imperatives for care and support of learners in schooling contexts. Responding to diversity: Health care for learners; wellness in school and community; gender issues in the classroom; curriculum differentiation; critical life skills for learners; deconstructing and understanding disability issues; children’s rights and safety; positive

living in the context of HIV and AIDS; teacher professionalism. Slide7

CSTL PRESERVICE MODULE: SWAZILAND

Duration of Module: 14 weeks3 hours per week = 42 hours 2 hours a week face to face lectures) + 1 hour (group collaboration)Theoretical/Conceptual/Analytic lens

Human rights and social justice agendaCritical Diversity Literacy (CDL) (Steyn, 2015)Teaching for diversity and social justice (Adams, Bell & Griffin, 2007)

Critical pedagogy of inclusion (Goodley, 2007)

Pedagogy of discomfort (Boler & Zembylas,2003)

Intersectionality theory (Crenshaw, 1993)

Indigenous knowledge.Slide8

CSTL PRESERVICE MODULE: SWAZILAND

Teaching Methodologies and strategies for engagement in module:Reflexive Practice: Personal and group reflections - critical. All classes participatory: Students will read prescribed material and engage in discussion - both in small group and whole class discussions

.Combination theory and theoretical issues, and applying/contextualising understandings by analysing CSTL issues in local schooling contexts.Experiential learning: practical experiences, authentic scenarios and case

studies; use of media.

Group/cooperative

learning

: central

to the module – critical consciousness a relational process. Students will be assigned to base groups; and time provided for group engagement and collaboration

.Slide9

CSTL PRESERVICE MODULE: SWAZILAND

Teaching Methodologies and Strategies for Engagement.Educating for Social Justice/Critical Diversity Literacy: The aim will be to equip students and lecturers with skills to ‘read’ the surrounding political and social realities, and the social climates and structures of power and oppression (Adams, Bell & Griffin, 2007; Steyn, 2015).

Inquiry based learning: students’ questions, ideas and observations at centre of the learning experience. Lecture room culture where ideas and feelings are respected, supported and valued, tested, reviewed and redefined. Lecturers and students share responsibility for learning.Reflective/reflexive journaling Slide10

CSTL PRESERVICE MODULE: SWAZILAND

AssessmentGroup research project and group presentations – authentic assessment.Group task e.g. film (1 500 words)Group glossaries of concepts.Individual essay (2000 words)Exam

Group assessment: 25%Individual assessment: 75%Slide11

STRUCTURE OF CSTL PRESERVICE MODULE

Unit 1: Introduction to module Unit 1.1 : module outline and overview. Unit 1.2 : Contextualization of module: SADC and Swaziland CSTL models and imperatives. Unit 1.3 A rights based approach Unit 1.4: Critical analysis of key legislation and policy – national and international. Unit 1.5: Framing concepts and terms.

Unit 1.6: Notion of ‘reading practice’ – Critical Diversity Literacy; Teaching for diversity and social justice.Slide12

STRUCTURE OF CSTL PRESERVICE MODULE

Unit 2: Wellbeing of learners 2.1 Notion of ‘wellbeing” – resiliency, health – physical and psychosocial; protective factors; sustained wellbeing; collective wellbeing vs individual wellbeing.2.2 Complexities

in local school contexts – the reality - stories; case studies; videos; materials from media. Share success stories.2.3 Wellbeing and social justice/rights – theoretical underpinnings. Psychology of exclusion/oppression; internalized oppression/domination; intersection of psychology and social justice – community psychology, critical psychology.

2.4 What

social structures and systemic influences shape/compromise the wellbeing of children

–

international

, regional, local etc

.?

2.5 Initiatives that are

focused on building wellbeing in

Swaziland - multi-sectoral programmes.

2.6 Teachers

as change agents – in relation to children’s wellbeing? Focus contextual issues e.g. grief, loss and

bereavement (bring in African perspectives) ; children

living with

HIV

; violence;

abuse.

2.7 Complexities of taking

a normative approach e.g. cure mental health and make them normal (maybe

double

oppression). Bring in work in African psychology: re-formulate conceptions of mental health/wellbeing.Slide13

STRUCTURE OF CSTL PRESERVICE MODULE

Unit 3: Wellness/Health of the teacher 3.1 Notion of “wellness”. 3.2 Theories of wellness – cycle of wellness; faith based and indigenous approaches and processes. 3.3 Promoting wellness – personal and collective wellness. Look at work in African psychology: We should re-formulate conceptions of mental health/wellbeing). 3.4 Teachers as change agents.Slide14

STRUCTURE OF CSTL PRESERVICE MODULE

Unit 4: HIV, Gender and Life Skills4.1 Historical arc of HIV/AIDS, including legacies of colonialism and oppression.4.2 Effects of colonialism on family formation and impact on responses to HIV/AIDS.4.3 Stigma, denial and oppression related to HIV/AIDS.4.4 Ways in which particular, marginalised groups are disproportionately effected: women; children; sexual and gender minorities.Slide15

STRUCTURE OF CSTL PRESERVICE MODULE

Unit 5: HIV, Gender and Life Skills5.1 Health and well-being of marginalised groups, including in relation to HIV/AIDS, TB and STIs.5.2 Women’s and girls’ health.5.4 Health-related decision making: navigating choice, particularly for marginalised groups.

5.3 Developing voice and participatory decision making as a Life Skill.5.4 Using Critical Diversity Literacy (CDL) to understand HIV/AIDS.Slide16

STRUCTURE OF CSTL PRESERVICE MODULE

Unit 6: Building child resiliency through Life Skills 6.1 Notion of ‘resiliency” and “risk” etc. – Swaziland context. 6.2 Theories of resiliency building – link to other initiatives such as health promoting schools; CFS; Safe Schools; IE; CSTL.

6.3 Structures and systemic influences that impact child resiliency. 6.4 Building resiliency through life skills – individual and collective; indigenous approaches and structures.

6.5 Focus

on community – indigenous approaches to resiliency

building individual vs community resiliency.Slide17

STRUCTURE OF CSTL PRESERVICE MODULE

Unit 7: Deconstructing Disability7.1 Marginalization and oppression of the Disabled: Statistics – regional and Swaziland. 7.2 Conceptions: disability; impairment, handicap.7.3 Discourses of Disability - how discourses shape the lives of the disabled?

7.4 Disability rights – debates from disability studies. DPSA in Swaziland? What role are they playing? 7.5 Inclusive education – policy debates and current practices in education – complexities/contradictions. 7.6

What are the discourses

that are used

to oppress?

7.7

Diversity in the classroom – inclusion/exclusionary pressures – gender; ability; etc. – current

practices

in

Swaziland.Slide18

STRUCTURE OF CSTL PRESERVICE MODULE

Unit 8: Curriculum Differentiation8.1 What is the concept “curriculum ( underlying values) 8.2 What is the notion of “Curriculum Differentiation”?8.3 Why Curriculum Differentiation? Diversity in every class. Who is marginalized? Silenced? - how can teacher beliefs and teaching philosophy and enactments impact the different facets of the curriculum? (case studies, articles, media, narratives).8.4 Differentiating the curriculum – being responsive to diversity - family background; gender; social context; religion; socio-economic status; etc.

8.5 The hidden curriculum.8.6 Critical Diversity Literacy (CDL): a 10-criteria framework for understanding diversity in schools.Slide19

STRUCTURE OF CSTL PRESERVICE MODULE

Unit 9: Mitigating poverty and inequality in schooling contexts 9.1 Historical and contemporary analysis of poverty and education for the poor – include statistics; colonialism; post-colonial legacies etc. 9.2 Care and support for marginalized learners in poverty – country initiatives and policies. 9.3 Teachers as change agents – sustainable living; entrepreneurship in the curriculum; addressing food insecurity.Slide20

STRUCTURE OF CSTL PRESERVICE MODULE

Unit 10: Teacher as a Professional10.1 Unpack concepts such ‘professionalism”, “status”, “mentorship” etc. 10.2 Ethical issues related to teacher as a professional.

10.3 Teaching for social justice and inclusion – positive discipline; gender equality; responding to diversity; building inclusive classrooms and schools; CFS; Safe schools; Health Promoting Schools.

10.4 Teacher as leader – conflict management; change

agents.

10.5 Fostering lived, collective ethical capacity through reflexivity and

dialogic

processes.Slide21

CSTL PRESERVICE MODULE: SWAZILAND

Time Frames (tentative):Writing of units - in progress.First Draft: 31 January 2017Collaborative critique of first draft: February 2017Review/revision of first draft: 31 March 2017Piloting: first semester 2017? –

at University of Swaziland.Final review/revisions ?Submission of final module ?Slide22

References

Adams, M., Bell, L. A. & Griffin, P. (2007). Teaching for diversity and social justice. 3rd edition. New York, NY: Routledge.Boler, C., 8: Zembylas, M. (2003). Discomforting truths: The emotional terrain of understanding difference. In P. P. Trifonas (Ed.), Pedagogies of difference: Rethinking education for social change (pp. 110—36). New York: RoutledgeFalmer. Crenshaw, K. (1991). Mapping the margins: intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43 (6), 1241-1299.

Goodley, D. (2007). For Inclusion: Towards a critical pedagogy with marginalised learners. Retrieved January 11, 2016, from http://pf7d7vi404s1dxh27mla5569.wpengine.netdna-cdn.com/files/library/goodley-inclusive-pedagogy.pdfMinistry of Education and Training, Swaziland (2011). INQABA implementation manual: A practical guide for head teachers. Mbabane: Ministry of Education.

SADC (2012). Policy framework on care and support for teaching and learning (CSTL). Gaborone: SADC Headquarters.

Steyn, M. (2015). Critical diversity literacy. In Vertovec, S. (ed.),

Routledge international handbook of diversity studies.

New York, NY: Routledge.