University of Jyväskylä | JYX Digital Repository

  • English  | Give feedback |
    • suomi
    • English
 
  • Login
JavaScript is disabled for your browser. Some features of this site may not work without it.
View Item 
  • JYX
  • Artikkelit
  • Kasvatustieteiden ja psykologian tiedekunta
  • View Item
JYX > Artikkelit > Kasvatustieteiden ja psykologian tiedekunta > View Item

The significance of student voice: female students’ interpretations of failure in Tanzanian secondary education

ThumbnailFinal draft
View/Open
101.1 Kb

Downloads:  
Show download detailsHide download details  
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
Published in
Gender and Education
Authors
Posti-Ahokas, Hanna |
Lehtomäki, Elina
Date
2014
Discipline
KasvatustiedeEducation
Copyright
© 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.
Publisher
Routledge
ISSN Search the Publication Forum
0954-0253
Keywords
gender equality student voice dialogic educational development Tanzania Sub-Saharan Africa toisen asteen koulutus

Original source
http://www.tandfonline.com/doi/abs/10.1080/09540253.2014.907392#.VARKUBCM3bg

DOI
https://doi.org/10.1080/09540253.2014.907392
URI

http://urn.fi/URN:NBN:fi:jyu-201408302691

Publication in research information system

https://converis.jyu.fi/converis/portal/detail/Publication/23590724

Metadata
Show full item record
Collections
  • Kasvatustieteiden ja psykologian tiedekunta [2409]
License

Related items

Showing items with similar title or keywords.

  • 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 ...
  • Browse materials
  • Browse materials
  • Articles
  • Conferences and seminars
  • Electronic books
  • Historical maps
  • Journals
  • Tunes and musical notes
  • Photographs
  • Presentations and posters
  • Publication series
  • Research reports
  • Research data
  • Study materials
  • Theses

Browse

All of JYXCollection listBy Issue DateAuthorsSubjectsPublished inDepartmentDiscipline

My Account

Login

Statistics

View Usage Statistics
  • How to publish in JYX?
  • Self-archiving
  • Publish Your Thesis Online
  • Publishing Your Dissertation
  • Publication services

Open Science at the JYU
 
Data Protection Description

Accessibility Statement

Unless otherwise specified, publicly available JYX metadata (excluding abstracts) may be freely reused under the CC0 waiver.
Open Science Centre