About this paper

Appears in:
Pages: 6749-6751
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.2543

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

THEORISING THE INVITING PEDAGOGY MODEL FOR MULTICULTURAL EDUCATIONAL CONTEXTS IN AFRICA

A.M. Agbomeji, T.M. Buthelezi

University of KwaZulu-Natal (SOUTH AFRICA)
This paper presents the Inviting Pedagogy Model, a pedagogy that attempts to integrate formal education that is largely Eurocentric with cultural education of African societies at a knowledge (ontological) and methodological (epistemological) levels in a teaching and learning situation. The paper argues that for the effective delivery of a complete and relevant education project (curriculum) that will make learners stay in school until completion and attain maximum benefits out of the teaching and learning situation, there should be an integration of both formal education and cultural education in a classroom space. The paper is informed by analysis of data that was generated from eight teachers, 48 learners and 20 community people in the rural areas of the Lagos State in Nigeria. The participants were from diverse backgrounds; that is, multicultural, multiethnic and multilingual groups and both female and male genders represented. The study adopted an ethnographic design and a qualitative approach; thus the qualitative methods of data production and analysis were used and drawing from Bernstein's theory of pedagogic discourse as an analytical framework. The finding shows that the Inviting Pedagogy Model incorporates relevant cultural knowledge, instils values and educates learners for the completeness of life that includes career pathing and social competence.
@InProceedings{AGBOMEJI2017ORI,
author = {Agbomeji, A.M. and Buthelezi, T.M.},
title = {THEORISING THE INVITING PEDAGOGY MODEL FOR MULTICULTURAL EDUCATIONAL CONTEXTS IN AFRICA},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.2543},
url = {http://dx.doi.org/10.21125/edulearn.2017.2543},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {6749-6751}}
TY - CONF
AU - A.M. Agbomeji AU - T.M. Buthelezi
TI - THEORISING THE INVITING PEDAGOGY MODEL FOR MULTICULTURAL EDUCATIONAL CONTEXTS IN AFRICA
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.2543
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 6749
EP - 6751
ER -
A.M. Agbomeji, T.M. Buthelezi (2017) THEORISING THE INVITING PEDAGOGY MODEL FOR MULTICULTURAL EDUCATIONAL CONTEXTS IN AFRICA, EDULEARN17 Proceedings, pp. 6749-6751.
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