Classroom Change in Developing Countries: From Progressive Cage to Formalistic Frame by Gerard Guthrie

Rafael Mitchell

Classroom Change in Developing Countries: From Progressive Cage to Formalistic Frame by Gerard Guthrie

School of Education

Research output: Contribution to journal › Book/Film/Article review (Academic Journal) › peer-review

Abstract

Guthrie’s latest book, concerned with improving teaching and learning in developing countries, contains important lessons for researchers and policy actors. Like others focusing on pedagogy in the field of comparative and international education, Guthrie attaches special importance to the cultural context of teaching practice. However, unlike those who argue for the universal value of certain practices or principles – such as learner-centred education (Schweisfurth 2013) or dialogic teaching (Alexander 2008) – Guthrie denies the existence of a global ‘best practice’ in pedagogy.

Original language	English
Pages (from-to)	587-588
Journal	Comparative Education Review
Publication status	Published - 23 Oct 2018

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https://www.journals.uchicago.edu/doi/full/10.1086/699708?mobileUi=0

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AB - Guthrie’s latest book, concerned with improving teaching and learning in developing countries, contains important lessons for researchers and policy actors. Like others focusing on pedagogy in the field of comparative and international education, Guthrie attaches special importance to the cultural context of teaching practice. However, unlike those who argue for the universal value of certain practices or principles – such as learner-centred education (Schweisfurth 2013) or dialogic teaching (Alexander 2008) – Guthrie denies the existence of a global ‘best practice’ in pedagogy.

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JO - Comparative Education Review

JF - Comparative Education Review

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