Educational research from Tanzania 1998–2008 concerning persons with disabilities: What can we learn?
Lehtomäki, E., Tuomi, M., & Matonya, M. (2014). Educational research from Tanzania 1998–2008 concerning persons with disabilities: What can we learn?. International Journal of Educational Research, 64, 32-39. https://doi.org/10.1016/j.ijer.2013.10.005
Published in
International Journal of Educational ResearchDate
2014Discipline
KasvatustiedeKoulutuksen tutkimuslaitosKieletEducationFinnish Institute for Educational ResearchLanguagesCopyright
© Elsevier Ltd. This is a final draft version of an article whose final and definitive form has been published by Pergamon (imprint of Elsevier).
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 persons with disabilities. In Sub-Saharan Africa a number of poorly disseminated studies investigate education of persons with disabilities. This paper provides an analysed overview of a decade of Tanzanian studies and reports on the education of persons with disabilities produced from 1998 to 2008. Key findings are highlighted and gaps in the research identified and suggestions are offered for future investigations. The education of persons with disabilities needs to be addressed in research, policy and practice to efficiently reduce their clear marginalisation in education.
Publisher
Pergamon PressISSN Search the Publication Forum
0883-0355Keywords
Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/22969968
Metadata
Show full item recordRelated items
Showing items with similar title or keywords.
-
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 ... -
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 ... -
The significance of student voice: female students’ interpretations of failure in Tanzanian secondary education
Posti-Ahokas, Hanna; Lehtomäki, Elina (Routledge, 2014)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 ...