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Working towards educational transformation through action research with Botswana's music teachers

Published online by Cambridge University Press:  20 November 2015

Sheelagh Chadwick*
Affiliation:
Brandon University, 270-18th St., Brandon, Manitoba, Canada, R7A [email protected]

Abstract

Contrary to government policy, schooling in Botswana remains largely teacher-centred, with music teaching being no exception. However, other possibilities for classroom dynamics arise under the pressure of practical examinations and when some students have better instrumental facility than their teachers. This article describes initial explorations into action research with music teachers in Botswana and outlines the possibilities and potential for change – both in teachers’ views of their work, and for approaches that bring students’ knowledge and skills to the forefront of music classrooms. Researcher mistakes and learning are also explored, demonstrating the need for ongoing critical reflection and adaptation in this complex setting.

Type
Research Article
Copyright
Copyright © Cambridge University Press 2015 

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