1. Shining Light on Teachers’ Perspectives in Senegal: Alternatives for Educator Preparation Reforms within the Context of Globalization Created by Jazmin Rambeau - College of Health and Human Services Western Michigan University, Kalamazoo MI 49008
Introduction
Findings and Keywords
This study is a critical evaluation of teachers’ perspectives on the learning process and educator preparation reforms within the context of the consequences of Globalization in Senegal. The goal of this project is to begin to explore alternatives that consider the socio-cultural contexts for implementing educational policies. Embracing a socio-cultural approach recognizes the political, economic, cultural, anthropological, and social grounding of pedagogy (Tabulawa, 2013). It considers the context. The purpose of this study was to take a step in this direction by considering how teachers view their role in the learning process to better understand the social aspects of pedagogical context in Senegal. Conversation theory was used to guide this research project in order to identify teachers’common assumptions. Globalization can broadly be defined as “the expansion and intensification of social relations and consciousness across world-time and world-space” (Steger, 2013, p.15). By placing the purpose of this study within the context of the causes and consequences of globalization, the research findings and conclusion gain meaning within the broader framework of globalized interests and ideologies.
Based on the transcript from the group discussion with three elementary school teachers in Senegal, recurring key words and quotes were identified:
1. Discuss the purpose of new teaching methods. Keywords: “Real-life context.” Quotes that support this claim:
“Real-life context makes the student more interested with a story,” “It is a context that is directly related to his own life,” “It helps students understand more easily,” “To help him have skills outside the classroom,” “Method by competence.”
2. Discuss your role in new teaching methods. Keyword: “Watch.” Quotes that support this claim:
“The teachers’ role is to watch over the groups,” “Now the student does 90% and the teacher does 10%,” “Teacher prepares the lesson and the students learn it themselves. The teacher goes around and watches them,” “The teacher is watching the students discuss the problem,” “Not directly discussing with the teacher,” “After discussion, the teacher is like a judge,” “The student does the lesson, and the teacher contributes at the end.”
Student participating in classroom
Classroom set up for group discussions
Methods
Background
This study began with a literature review and analysis regarding teaching and learning ideology, recent curriculum and educator preparation reforms in Senegal, as well as works surrounding the assumptions of conversation theory, focus group methodology, and the importance of cultural context. My research questions included:
How can the assumptions and values about the learning process within the Senegalese socio-cultural context be used to move towards more culturally connected educator preparation policy reforms within the context of globalization and its consequences?
How can the assumptions about current policy reform be used to move towards more culturally connected educator preparation policies reforms within the context of globalization and its consequences?
Through the framework of conversation theory, group discussions were used to collect data to understand the shared assumptions of teachers in Senegal. I held a discussion group with three practicing elementary school teachers. As my literature analysis verifies, the goal of the facilitator in a group discussion is to promote dialogue for people to share their lived experiences, to construct realities, and transform them. Although my research has limitations such as limited data with just a single conversation group, and a short time period, it can serve as a “first step” for future research. Some of the discussion topics raised are listed below:
Discuss your role in the learning process
Discuss the students role in the learning process
Discuss the philosophy behind new teaching strategies
Discuss the purpose of new teaching strategies in the learning process
Discuss the assessment process
Analysis and Conclusion
Within the context of globalization, educator policy reforms are largely based on economic and political rationales—the need to improve human capital, stimulate economic growth, and globalize liberal democracy. The major consequence of this rationality is a technical understanding of teaching as an activity that can be done anywhere the same way regardless of socio-cultural context. This is extremely problematic because pedagogies are in fact products of socio-cultural contexts (Tabulawa, 2013).
In Senegal, teaching strategies highlighted in the new Senegalese Basic Curriculum promote learner-centered pedagogy. During the 1980’s, the intensifying neoliberal paradigm established a necessary relationship between political democratization and economic development. Since learner-centered pedagogy was identified as being a more democratic way of teaching, it was globalized to serve economic development. The problem is that practicing teachers in Senegal are used to a pedagogy style that is rooted in a different epistemological foundation (table below). They are required to change their teaching methods without being challenged to change the way they view knowledge and its production. The consequence is a gap between theory and teaching practice.
Teachers in Senegal are expected to use new teaching methods such as group discussions to facilitate learning grounded in social constructivism. Although the teachers in this study are using the new methods such as group discussion, the perceived understanding of their role is not in line with the framework of this pedagogical style. Within new practice, they believe their role to be “watching” the students learn, rather than guiding the learning while students are involved in group discussion and argument. From this analysis I can answer the first research question in that alternatives to educator preparation seminars should include challenging assumptions of how knowledge is viewed and the process of learning within the new pedagogical framework. This way teachers can reconsider their role in the process in order to facilitate the construction of knowledge. In answering the second research question, reforms should also include the purpose of group discussion with regards to the learner constructing knowledge through existing knowledge. Socio-cultural context depends on many factors and will take more research to fully understand. By beginning to look at how teachers understand the reality of their classrooms, policy makers can begin to explore alternatives that are more culturally connected.
Frameworks of Competing Pedagogies of Practice
Pedagogy
Teacher-Centered
Learner-Centered
Epistemology
Objectivism
Social-Constructivism
Knowledge is…
Fixed
Independent of learner
Hypothetical
Dependent on human mind
Knowledge is produced…
‘Transference’ of subject matter
Creating knowledge with existing knowledge
Role of teacher
Give information
Guide learners
Role of learner
Answer producers
Knowledge creators
Scientific justification
Behaviorism
Development psychology
Teaching methods
Lecture
Group discussion
Selected References and Course Description
Chisholm, L. & Leyendecker, R. (2008). Curriculum reform in post-1990s sub-Saharan Africa.International journal of educational development. 28, pp
Crowe, E. (2011) Getting better at teacher preparation and state accountability: Strategies, innovations, and challenges under the Federal Race to the Top Program. Center for American Progress.
Liamputtong, P. (2011). Focus group methodology: Principles and practice. London: Sage Publications Ltd.
Miyazaki, T. ( 2014). Is changing teaching practice the mission impossible? : A case study of continuing professional development for primary school teachers in Senegal. Doctoral thesis, University of Sussex.
Steger, M. (2013) Globalization: A Very Short Introduction. Oxford, United Kingdom: Oxford University Press.
Tabulawa, R. (2013). Teaching and learning in context: Why pedagogical reforms fail in sub-Saharan Africa. Dakar, Senegal, The Council for the Development of Social Science Research in Africa (CODESRIA).
Tikley, L. (2014). The World Bank and Education. Comparative Education Review, Vol. 58, No. 2. Retrieved from:
This project was completed as part of an interdisciplinary study abroad course, Cultural Connections in Senegal: Consequences of Globalization on Systems, taught by Dr. W. F. Santiago-Valles (emeritus), Dr. Yvette D. Hyter (CHHS), & Dr. Sarah Summy (COEHD).
Figure 1. During the CPP test, animals that had received cocaine (10 or 20 mg/kg) during drug conditioning trials spent more time in the cocaine-paired side. These effects were enhanced in the Cocaine 20/MDMA 3.0 treatment group, and reduced in the Cocaine 10/MDMA 3.0 and Cocaine 20/MDMA 1.5 treatment groups.