Joanne Hardman is Associate Professor in Educational Psychology at the School of Education at the University of Cape Town, South Africa. She is the author of Child and Adolescent Development (2013).

In this fascinating book Hardman reveals the extent to which pedagogies are political. Taking post-apartheid South Africa as the case, she traces the patchy development of post-colonial curricula and pedagogies while drawing on cultural-historical psychology and her own fieldwork to offer ways forward.

• Series Editors' Foreword1. IntroductionPart I: Context2. Vygotsky’s Pedagogical Legacy in the 21st Century3. Curriculum Transitions: 1994-20194. Pedagogical transitions: 1994-2019Part II: Cultural Historical Approaches to Pedagogy5. School Science for 8-year-olds: A Cultural Historical Analysis6. Hedegaard’s ‘Double-Move’ in Teaching in Grade 2Part III: Towards a Pedagogy of Inclusion7. New Technology, New Pedagogy? Investigating Shifts in Pedagogy in Disadvantaged Grade 6 Mathematics Classrooms8. The Transition from Face to Face to Computer-Based Pedagogy9. Conclusion: The Case for Hedegaard’s Radical Local Model of PedagogyReferencesIndex

Joanne Hardman is Associate Professor in Educational Psychology at the School of Education at the University of Cape Town, South Africa. She is the author of Child and Adolescent Development (2013).

In this fascinating book Hardman reveals the extent to which pedagogies are political. Taking post-apartheid South Africa as the case, she traces the patchy development of post-colonial curricula and pedagogies while drawing on cultural-historical psychology and her own fieldwork to offer ways forward.

• Series Editors' Foreword1. IntroductionPart I: Context2. Vygotsky’s Pedagogical Legacy in the 21st Century3. Curriculum Transitions: 1994-20194. Pedagogical transitions: 1994-2019Part II: Cultural Historical Approaches to Pedagogy5. School Science for 8-year-olds: A Cultural Historical Analysis6. Hedegaard’s ‘Double-Move’ in Teaching in Grade 2Part III: Towards a Pedagogy of Inclusion7. New Technology, New Pedagogy? Investigating Shifts in Pedagogy in Disadvantaged Grade 6 Mathematics Classrooms8. The Transition from Face to Face to Computer-Based Pedagogy9. Conclusion: The Case for Hedegaard’s Radical Local Model of PedagogyReferencesIndex

Joanne Hardman is Associate Professor in Educational Psychology at the School of Education at the University of Cape Town, South Africa. She is the author of Child and Adolescent Development (2013).

In this fascinating book Hardman reveals the extent to which pedagogies are political. Taking post-apartheid South Africa as the case, she traces the patchy development of post-colonial curricula and pedagogies while drawing on cultural-historical psychology and her own fieldwork to offer ways forward.

• Series Editors' Foreword1. IntroductionPart I: Context2. Vygotsky’s Pedagogical Legacy in the 21st Century3. Curriculum Transitions: 1994-20194. Pedagogical transitions: 1994-2019Part II: Cultural Historical Approaches to Pedagogy5. School Science for 8-year-olds: A Cultural Historical Analysis6. Hedegaard’s ‘Double-Move’ in Teaching in Grade 2Part III: Towards a Pedagogy of Inclusion7. New Technology, New Pedagogy? Investigating Shifts in Pedagogy in Disadvantaged Grade 6 Mathematics Classrooms8. The Transition from Face to Face to Computer-Based Pedagogy9. Conclusion: The Case for Hedegaard’s Radical Local Model of PedagogyReferencesIndex