Reimagining Innovative Teaching Strategies, Pedagogies and Learning Environments in Global Classrooms
- DOI
- 10.2991/978-2-38476-521-8_12How to use a DOI?
- Keywords
- Teacher-centred; student-centred; learning centredness; learning environments; critical pedagogies; knowledge-centeredness
- Abstract
Intersections of race, linguistic and cultural diversities, dissimilar home backgrounds and socio-economic status, pluriversality, different ideological background, and varied ethnic groups especially in the African context including South Africa have compelled the rethinking learning and teaching and pedagogical strategies for the changing societies of the 21st century. This paper explores the advancement of unconventional innovative teaching approaches and pedagogies appropriate for current multicultural, multilingual diverse classrooms in new knowledge economy. It interrogates philosophical underpinning the various pedagogical approaches including, teacher-centred, student-centred, learning-centred and learning environments, transformative and critical pedagogy, and knowledge-led pedagogies. Issues and foci of the paper include the relevance and efficacies of various learning and teaching approaches, their philosophical strengths, limitations, their implications, roles of teachers and students in the different pedagogies and the role, place of knowledge on what is taught, pedagogy in educational endeavour. The paper further challenges the teacher-centred, student-centred pedagogies dichotomy currently present in practice, argue for the recognition of other possibilities including learning centred, learning environments, transformation and critical pedagogies, and the centrality of knowledge in the new knowledge economy. It concludes that while policies and practices that embrace, pluriversality, encourage multiple voices, respect for students’ individual cultural knowledge, students as knowers, lived experiences are welcomed, frames of references and communication styles are critical in developing innovative learning and teaching. It further concludes that overstating the relevance of individual approaches for example, student-centredness, context embedded in transformational critical pedagogies, distorts complexities of what happens in real teaching and learning situations. It is concluded that overstating the value of some approaches has the potential of diminishing the importance of knowledge, and teachers and lecturers as disciplinary experts. The paper advocates for culturally sensitive and responsive teaching pedagogies and learning environments, acknowledgement of the significance of context, teachers as disciplinary experts, students as knowers, knowing and knowledge, as well learning environments.
- Copyright
- © 2025 The Author(s)
- Open Access
- Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.
Cite this article
TY - CONF AU - Rivalani Xenon Masonto AU - Isaac Ntshoe PY - 2025 DA - 2025/12/29 TI - Reimagining Innovative Teaching Strategies, Pedagogies and Learning Environments in Global Classrooms BT - Proceedings of The Focus Conference (TFC 2025) PB - Atlantis Press SP - 160 EP - 178 SN - 2352-5398 UR - https://doi.org/10.2991/978-2-38476-521-8_12 DO - 10.2991/978-2-38476-521-8_12 ID - Masonto2025 ER -