Practical theorising for the implementation of educational change: Evidence from sub-Saharan Africa

Stutchbury, Kristina and Biard, Olivier (2023). Practical theorising for the implementation of educational change: Evidence from sub-Saharan Africa. International Journal of Educational Development, 98(102746)

DOI: https://doi.org/10.1016/j.ijedudev.2023.102746

Abstract

New school curricula across Africa are calling for new approaches to learning and teaching. In response, much educational development work focuses on supporting pedagogic change. The successful implementation of educational change is challenging, attested by persistently low achievement levels, yet it remains under-theorised. However, ‘implementation’ as a process is well-theorised in the field of healthcare. This paper explains a middle-range sociological theory – Normalisation Process Theory – which seeks to describe how new practices become normalised. Drawing on evidence from the field, it argues that NPT, although developed in healthcare settings, offers insights which could benefit the implementation of educational development projects

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