Early educational foundations for the development of civic responsibility: An African experience
Identifieur interne : 004235 ( Istex/Corpus ); précédent : 004234; suivant : 004236Early educational foundations for the development of civic responsibility: An African experience
Auteurs : Robert Serpell ; Paul Mumba ; Tamara Chansa-KabaliSource :
- New Directions for Child and Adolescent Development [ 1520-3247 ] ; 2011-12.
English descriptors
- KwdEn :
- Adolescent development, African cultures, Basic education, Behavioral development, Cambridge university press, Case study, Civic responsibility, Cultural psychology, Developmental outcomes, Developmental psychology, Early adulthood, Educational innovation, Egalitarian relations, Eighth grade, Everyday life, Formal employment, Gender, Gender equality, Group leaders, Group work, Growth chart, Growth charts, Harvard university press, Health promotion, Health science, Human development, Indigenous cultures, Innovative curriculum, International journal, Ipbs model, Kabale, Kabale school, Late twenties, Learner, Levine, Mumba, Nurturant care, Other hand, Other people, Participatory appropriation, Paul mumba, Pedagogical practices, Personal agency, Preventive health, Primary school, Prosocial disposition, Proximal development, Psychological consequences, Real life, Record card, Robert serpell, Same school, School leavers, Serpell, Seventh grade, Several respondents, Slow learners, Social responsibility, Sociocultural context, Study groups, Tertiary education, Wiley periodicals, Young children, Young people, Younger children, Younger siblings, Zambia, Zambian.
- Teeft :
- Adolescent development, African cultures, Basic education, Behavioral development, Cambridge university press, Case study, Civic responsibility, Cultural psychology, Developmental outcomes, Developmental psychology, Early adulthood, Educational innovation, Egalitarian relations, Eighth grade, Everyday life, Formal employment, Gender, Gender equality, Group leaders, Group work, Growth chart, Growth charts, Harvard university press, Health promotion, Health science, Human development, Indigenous cultures, Innovative curriculum, International journal, Ipbs model, Kabale, Kabale school, Late twenties, Learner, Levine, Mumba, Nurturant care, Other hand, Other people, Participatory appropriation, Paul mumba, Pedagogical practices, Personal agency, Preventive health, Primary school, Prosocial disposition, Proximal development, Psychological consequences, Real life, Record card, Robert serpell, Same school, School leavers, Serpell, Seventh grade, Several respondents, Slow learners, Social responsibility, Sociocultural context, Study groups, Tertiary education, Wiley periodicals, Young children, Young people, Younger children, Younger siblings, Zambia, Zambian.
Abstract
An innovative curriculum designed to foster the development of social responsibility among pre‐adolescent children was introduced at a rural Zambian primary school. The curriculum invoked Child‐to‐Child principles focusing on health education, advancing a synthesis of Western psychological theories and African cultural traditions. The teacher sought to democratize the educational process through cooperative learning in mixed‐gender, mixed‐social‐class, and mixed‐ability study groups. Learners engaged in community service activities and contributed to the nurturant care of younger children. Young adults interviewed seventeen years after completing the program recalled their experience and reflected on how it had promoted their personal agency, cooperative disposition, and civic responsibility in early adulthood. © 2011 Wiley Periodicals, Inc.
Url:
DOI: 10.1002/cd.312
Links to Exploration step
ISTEX:CBC2ABBBA4E046B1000ED6E8EBCFCE5922F85981Le document en format XML
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experience</title><title type="short" xml:lang="en">Early Educational Foundations</title></titleGroup><creators><creator xml:id="au1" creatorRole="author" affiliationRef="#af1"><personName><givenNames>Robert</givenNames><familyName>Serpell</familyName></personName><contactDetails><email>robertnserpell@gmail.com</email></contactDetails></creator><creator xml:id="au2" creatorRole="author" affiliationRef="#af2"><personName><givenNames>Paul</givenNames><familyName>Mumba</familyName></personName><contactDetails><email>chitimumba@yahoo.co.uk</email></contactDetails></creator><creator xml:id="au3" creatorRole="author" affiliationRef="#af1"><personName><givenNames>Tamara</givenNames><familyName>Chansa‐Kabali</familyName></personName><contactDetails><email>tamarachansa@yahoo.com</email></contactDetails></creator></creators><affiliationGroup><affiliation xml:id="af1" countryCode="ZM" type="organization"><unparsedAffiliation>University of Zambia</unparsedAffiliation></affiliation><affiliation xml:id="af2" countryCode="ZM" type="organization"><unparsedAffiliation>Republic of Zambia</unparsedAffiliation></affiliation></affiliationGroup><abstractGroup><abstract type="main" xml:lang="en"><title type="main">Abstract</title><p>An innovative curriculum designed to foster the development of social responsibility among pre‐adolescent children was introduced at a rural Zambian primary school. The curriculum invoked Child‐to‐Child principles focusing on health education, advancing a synthesis of Western psychological theories and African cultural traditions. The teacher sought to democratize the educational process through cooperative learning in mixed‐gender, mixed‐social‐class, and mixed‐ability study groups. Learners engaged in community service activities and contributed to the nurturant care of younger children. Young adults interviewed seventeen years after completing the program recalled their experience and reflected on how it had promoted their personal agency, cooperative disposition, and civic responsibility in early adulthood. © 2011 Wiley Periodicals, Inc.</p></abstract></abstractGroup></contentMeta></header></component></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Early educational foundations for the development of civic responsibility: An African experience</title></titleInfo><titleInfo type="abbreviated" lang="en"><title>Early Educational Foundations</title></titleInfo><titleInfo type="alternative" contentType="CDATA" lang="en"><title>Early educational foundations for the development of civic responsibility: An African experience</title></titleInfo><name type="personal"><namePart type="given">Robert</namePart><namePart type="family">Serpell</namePart><affiliation>E-mail: robertnserpell@gmail.com</affiliation><affiliation>University of Zambia</affiliation><affiliation>E-mail: robertnserpell@gmail.com</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Paul</namePart><namePart type="family">Mumba</namePart><affiliation>E-mail: chitimumba@yahoo.co.uk</affiliation><affiliation>Republic of Zambia</affiliation><affiliation>E-mail: chitimumba@yahoo.co.uk</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Tamara</namePart><namePart type="family">Chansa‐Kabali</namePart><affiliation>E-mail: tamarachansa@yahoo.com</affiliation><affiliation>University of Zambia</affiliation><affiliation>E-mail: tamarachansa@yahoo.com</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="article" displayLabel="article" authority="ISTEX" authorityURI="https://content-type.data.istex.fr" valueURI="https://content-type.data.istex.fr/ark:/67375/XTP-6N5SZHKN-D">article</genre><originInfo><publisher>Wiley Subscription Services, Inc., A Wiley Company</publisher><place><placeTerm type="text">San Francisco</placeTerm></place><dateIssued encoding="w3cdtf">2011-12</dateIssued><copyrightDate encoding="w3cdtf">2011</copyrightDate></originInfo><language><languageTerm type="code" authority="rfc3066">en</languageTerm><languageTerm type="code" authority="iso639-2b">eng</languageTerm></language><physicalDescription><extent unit="figures">0</extent><extent unit="tables">0</extent><extent unit="references">36</extent></physicalDescription><abstract lang="en">An innovative curriculum designed to foster the development of social responsibility among pre‐adolescent children was introduced at a rural Zambian primary school. The curriculum invoked Child‐to‐Child principles focusing on health education, advancing a synthesis of Western psychological theories and African cultural traditions. The teacher sought to democratize the educational process through cooperative learning in mixed‐gender, mixed‐social‐class, and mixed‐ability study groups. Learners engaged in community service activities and contributed to the nurturant care of younger children. Young adults interviewed seventeen years after completing the program recalled their experience and reflected on how it had promoted their personal agency, cooperative disposition, and civic responsibility in early adulthood. © 2011 Wiley Periodicals, Inc.</abstract><relatedItem type="host"><titleInfo><title>New Directions for Child and Adolescent Development</title></titleInfo><titleInfo type="abbreviated"><title>New Directions for Child and Adolescent Development</title></titleInfo><name type="personal"><namePart type="given">Constance A.</namePart><namePart type="family">Flanagan</namePart></name><name type="personal"><namePart type="given">Brian D.</namePart><namePart type="family">Christens</namePart></name><genre type="journal" authority="ISTEX" authorityURI="https://publication-type.data.istex.fr" valueURI="https://publication-type.data.istex.fr/ark:/67375/JMC-0GLKJH51-B">journal</genre><subject><genre>article-category</genre><topic>Research Article</topic></subject><identifier type="ISSN">1520-3247</identifier><identifier type="eISSN">1534-8687</identifier><identifier type="DOI">10.1002/(ISSN)1534-8687</identifier><identifier type="PublisherID">CAD</identifier><part><date>2011</date><detail type="title"><title>Youth Civic Development: Work at the Cutting Edge</title></detail><detail type="volume"><caption>vol.</caption><number>2011</number></detail><detail type="issue"><caption>no.</caption><number>134</number></detail><extent unit="pages"><start>77</start><end>93</end><total>17</total></extent></part></relatedItem><identifier type="istex">CBC2ABBBA4E046B1000ED6E8EBCFCE5922F85981</identifier><identifier type="ark">ark:/67375/WNG-GKM2LHGN-M</identifier><identifier type="DOI">10.1002/cd.312</identifier><identifier type="ArticleID">CD312</identifier><accessCondition type="use and reproduction" contentType="copyright">Copyright © 2011 Wiley Periodicals, Inc., A Wiley Company</accessCondition><recordInfo><recordContentSource authority="ISTEX" authorityURI="https://loaded-corpus.data.istex.fr" valueURI="https://loaded-corpus.data.istex.fr/ark:/67375/XBH-L0C46X92-X">wiley</recordContentSource><recordOrigin>Wiley Subscription Services, Inc., A Wiley Company</recordOrigin></recordInfo></mods><json:item><extension>json</extension><original>false</original><mimetype>application/json</mimetype><uri>https://api.istex.fr/document/CBC2ABBBA4E046B1000ED6E8EBCFCE5922F85981/metadata/json</uri></json:item></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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