Reflections: Professional Development Using a Gradual Release Model to Facilitate Culturally Responsive Strategies in a Rural Secondary School Curriculum in Malawi

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  • Author(s): McIntosh, Novea A.; Bowman, Connie L.
  • Language:
    English
  • Source:
    International Journal of Educational Reform. Jul 2019 28(3):235-252.
  • Publication Date:
    2019
  • Document Type:
    Journal Articles
    Reports - Descriptive
    Opinion Papers
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      18
    • Education Level:
      Secondary Education
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Foreign Countries; Secondary School Curriculum; Rural Schools; Reflection; Faculty Development; Models; Culturally Relevant Education; Secondary School Students; College School Cooperation; Partnerships in Education; Preservice Teachers; Preservice Teacher Education
    • Subject Terms:
      Malawi
    • Accession Number:
      10.1177/1056787919858147
    • ISSN:
      1056-7879
    • Abstract:
      This self-reflection article explores the collaboration with a nongovernmental organization serving underserved students in Malawi and a private Midwestern university educator preparation program which provided research-based pedagogical culturally responsive practices to teachers. Through strong partnerships, education programs can combine their academic and activist voices to prepare teachers as change agents. This article examines the Malawian education system that is gradually shifting from a decentralized system. The authors provided professional development focused on a framework of gradual release model of culturally responsive strategies to be employed in a rural secondary school in Malawi. Finally, the article concludes by sharing lessons learned.
    • Abstract:
      As Provided
    • Publication Date:
      2019
    • Accession Number:
      EJ1226685