The significance of student voice: female students’ interpretations of failure in Tanzanian secondary education
Posti-Ahokas, H., & Lehtomäki, E. (2014). The significance of student voice: female students’ interpretations of failure in Tanzanian secondary education. Gender and Education, 26(4), 338-355. https://doi.org/10.1080/09540253.2014.907392
Julkaistu sarjassa
Gender and EducationPäivämäärä
2014Tekijänoikeudet
© Taylor & Francis. This is a final draft version of an article whose final and definitive form has been published by Taylor & Francis.
Abstract: In Tanzania, the national examinations are used as the primary tools for selection and transition from lower to upper secondary education. Female students are more likely to fail in the national exams and to drop out from education. This article examines the perspectives of female students concerning their advancement in secondary education. Two sets of qualitative data, responses to a research questionnaire from 100 female lower secondary school students and follow-up interviews with seven mature students enrolled in a non-formal school who had failed in the national examinations, were analysed to identify critical issues influencing the educational advancement of female students in an urban context of Dar es Salaam. Finally, the connections between students' perspectives and the national secondary education development plan are examined. The aim is to highlight how student voice can contribute to transform secondary education and achieve the equality and equity targets.
Julkaisija
RoutledgeISSN Hae Julkaisufoorumista
0954-0253Asiasanat
Alkuperäislähde
http://www.tandfonline.com/doi/abs/10.1080/09540253.2014.907392#.VARKUBCM3bgJulkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/23590724
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Lisenssi
Samankaltainen aineisto
Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.
-
As Capable as Other Students: Tanzanian Women with Disabilities in Higher Education
Tuomi, Margaret; Lehtomäki, Elina; Matonya, Magreth (Routledge; Fred and Eleanor Schonell Educational Research Centre, 2015)Globally, persons with disabilities are underrepresented in higher education. In sub-Saharan Africa, where opportunities for higher education are especially limited, women are unlikely to continue their education. This ... -
Educational research from Tanzania 1998–2008 concerning persons with disabilities: What can we learn?
Lehtomäki, Elina; Tuomi, Margaret; Matonya, Magreth (Pergamon Press, 2014)The global Education For All process and the UN Convention on the Rights of Persons with Disabilities have increased the attention given to marginalised and excluded groups showing the need to enhance the education of ... -
A Culturally Sensitive Approach to Promoting Initial Literacy Development in Africa : Ongoing and Planned Research and Development at the University of Zambia’s Centre for Promotion of Literacy in Sub-Saharan Africa (CAPOLSA)
Serpell, Robert; Jere-Folotiya, Jacqueline; Chansa-Kabali, Tamara; Munachaka, Jonathan; Maumbi, Mwanza Nakawala; Yalukanda, Christopher; Sampa, Francis; Lyytinen, Heikki (Springer, 2017)A four-year research and development program at CAPOLSA (the Centre for the Promotion of Literacy in Sub-Saharan Africa) was inspired by widespread dissatisfaction with poor literacy outcomes of mass basic schooling in ... -
Developing inclusive education policy and practice in Zanzibar : collaborative action research
Juma, Said (University of Jyväskylä, 2018)This doctoral dissertation, which consists of three interrelated sub-studies and an overarching summary, explores the inclusive education development process in Zanzibar, Tanzania. The purpose of the research is to ... -
Developing inclusive pre-service and in-service teacher education : Insights from Zanzibar primary school teachers
Juma, Said; Lehtomäki, Elina; Naukkarinen, Aimo (Concordia University College of Alberta, 2017)Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers’ insights into the development of inclusive teacher ...
Ellei toisin mainittu, julkisesti saatavilla olevia JYX-metatietoja (poislukien tiivistelmät) saa vapaasti uudelleenkäyttää CC0-lisenssillä.