Abstract
ABSTRACT What advanced study ought to be available to teachers? This paper presents an account of a study conducted in the University of Zimbabwe. This study is characterised by critical features: it demonstrates historical, moral and political awareness. The Zimbabwean situation is such that the function of schooling in relation to its religious origins and in relation to political authorities is demonstrably problematic. It is suggested that what is problematic in Zimbabwe is also so elsewhere. But in today's crisis in educational studies there exist no obvious successors to the churches as custodians of moral authority. It falls to the reconstructed ‘universities’ to rescue what may be rescued from the centralised and mechanistic prescription governing today's in‐service education for teachers in Britain.
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
