Abstract
The pedagogy of the Rainbow School is characterized by two instruction traditions known as intent community participation and didactic (or rote) instruction or assembly-line instruction. Barbara Rogoff and her colleagues have described these pedagogical models in their work. The school uses the model of intent community participation to teach social and vocational skills. In this model, adults and students work together on daily activities in their community, and learning occurs through feedback, modeling, and participation. In contrast, math and literacy are taught using rote methods based on didactic or assembly-line instruction, the common form of teaching employed in most Tanzanian public schools. This model views the teacher as the expert, pencil–and-paper activities are common, and students demonstrate their knowledge through questions and answers. The academic and vocational classrooms look very different, and children are learning differently.
Elimu maisha, si vitabu.
Education is life, not books.
Swahili proverb (Center for African Studies 2012)
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Notes
- 1.
Because Rogoff and her colleagues developed this framework, I rely heavily on her publications and those of her research group to accurately describe the aspects of this framework. For this reason, Rogoff and colleagues are repeatedly cited in this chapter to appropriately credit their work.
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Stone-MacDonald, A. (2014). The Academic and Vocational Classrooms. In: Community-Based Education for Students with Developmental Disabilities in Tanzania. SpringerBriefs in Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7320-2_5
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DOI: https://doi.org/10.1007/978-94-007-7320-2_5
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