Shakespeare’s dramaturgy: a question of pedagogy and its relevance in Cameroon secondary schools

Registration ID: IJNRD_217735

Published ID: IJNRD2404572

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Mbeh Adolf Tanyi

accountability paradox, epistemic apprenticeship, transformative education, pedagogical.

Schooling being the sustained effort to advance the frontiers of knowledge, behaviourists were documenting human susceptibility to conditioning and encouraged approaches which attempted to facilitate better learning through manipulating behavioural responses; constructivists were exploring how context affects learning and recognising that teaching should support students to synthesise new knowledge with old. The intention of this paper is a holistic approach of what Guy Claxton call ‘’epistemic apprenticeship ‘’, where ‘school is a protracted training in particular ways of thinking, learning and knowing’ rather than merely accumulating knowledge. This is equally known as transformative education. This has built on proposals by Bruner, among others, for a broader, culturally conscious approach to education which acknowledges that ‘knowing is a process, not a product. The curriculum for England reflects this more holistic approach with a requirement for improving the ‘spiritual, moral, social and cultural development’ of pupils. The paper posits that Shakespeare seems to hint to the fact that, the child is the father of a man, according to William Wordsworth. In this dispensation, however, our educational system pays more attention on results of examinations which largely test students ‘retention of received knowledge which is relatively easy to test. Other aspects of ‘’an epistemic apprenticeship ‘’ are more difficult to assess, leaving us with an accountability paradox: how can we know education is successful without a system of tests, but how can we test everything that is successful?

Published Paper   E-Certificate

Mbeh Adolf Tanyi (April-2024). Shakespeare’s dramaturgy: a question of pedagogy and its relevance in Cameroon secondary schools. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 9(4), f587-f593. https://ijnrd.org/papers/IJNRD2404572.pdf

Volume 9 Issue 4, April-2024

Pages : f587-f593

Paper Reg. ID: IJNRD_217735

Published Paper Id: IJNRD2404572

Downloads: 000121980

Research Area: Social Science and Humanities 

Country: Yaounde , Yaounde , Cameroon

Published Paper PDF: https://ijnrd.org/papers/IJNRD2404572.pdf

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