The Multiple Influences on Non-formal Instructional Practices in Rural Mozambique: Exploring the Limits of World Culture Theory

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dc.contributor.authorStraubhaar, Rolf
dc.date.accessioned2019-07-16T16:36:49Z
dc.date.available2019-07-16T16:36:49Z
dc.date.issued2014-05
dc.description.abstractThis article presents findings from 12 months of ethnographic observations of non-formal adult education classes offered by an internationally-funded nonprofit, referred to in this paper as Comunidades de Poder (or CDP). The primary objective of this article is to examine the various contextual factors that influence CDP teachers’ instruction and to explore the applicability of world culture theory as a framework that can explain these phenomena. This article finds that CDP teachers’ classroom practice was more heavily influenced by teachers’ personal experiences in teacher-centered formal classrooms than by their training in Freirean pedagogy. It also finds that world culture theory has limited applicability in explaining these phenomena, as it fails to account for changes in world culture over time and the role of power in its dissemination. This article argues that a modified version of the theoretical construct of the educational project may account for these areas in which world culture theory is insufficient.
dc.description.departmentCounseling, Leadership, Adult Education, and School Psychology
dc.description.versionThis is the accepted manuscript version of an article published in Comparative Education Review.
dc.formatText
dc.format.extent36 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationStraubhaar, R. (2014). The multiple influences on nonformal instructional practices in rural Mozambique: Exploring the limits of world culture theory. Comparative Education Review, 58(2), pp. 215-240.
dc.identifier.doihttps://doi.org/10.1086/674418
dc.identifier.urihttps://hdl.handle.net/10877/8314
dc.language.isoen
dc.publisherThe University of Chicago Press
dc.sourceComparative Education Review, May 2014, Vol. 58, No. 2, pp. 215.240.
dc.subjectinstruction
dc.subjectethnographic observation
dc.subjectadult education
dc.subjectcomunidades de Poder
dc.subjectrural Mozambique
dc.subjectworld cultural theory
dc.subjectCounseling, Leadership, Adult Education, and School Psychology
dc.titleThe Multiple Influences on Non-formal Instructional Practices in Rural Mozambique: Exploring the Limits of World Culture Theory
dc.typeArticle

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