The significance of student voice: female students’ interpretations of failure in Tanzanian secondary education
dc.contributor.author | Posti-Ahokas, Hanna | |
dc.contributor.author | Lehtomäki, Elina | |
dc.date.accessioned | 2014-09-01T10:29:12Z | |
dc.date.available | 2015-10-16T21:45:06Z | |
dc.date.issued | 2014 | |
dc.identifier.citation | Posti-Ahokas, H., & Lehtomäki, E. (2014). The significance of student voice: female students’ interpretations of failure in Tanzanian secondary education. <i>Gender and Education</i>, <i>26</i>(4), 338-355. <a href="https://doi.org/10.1080/09540253.2014.907392" target="_blank">https://doi.org/10.1080/09540253.2014.907392</a> | |
dc.identifier.other | CONVID_23590724 | |
dc.identifier.other | TUTKAID_61331 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/44166 | |
dc.description.abstract | 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. | fi |
dc.language.iso | eng | |
dc.publisher | Routledge | |
dc.relation.ispartofseries | Gender and Education | |
dc.relation.uri | http://www.tandfonline.com/doi/abs/10.1080/09540253.2014.907392#.VARKUBCM3bg | |
dc.subject.other | gender equality | |
dc.subject.other | student voice | |
dc.subject.other | dialogic educational development | |
dc.subject.other | Tanzania | |
dc.subject.other | Sub-Saharan Africa | |
dc.title | The significance of student voice: female students’ interpretations of failure in Tanzanian secondary education | |
dc.type | article | |
dc.identifier.urn | URN:NBN:fi:jyu-201408302691 | |
dc.contributor.laitos | Kasvatustieteiden ja psykologian tiedekunta | fi |
dc.contributor.laitos | Faculty of Education and Psychology | en |
dc.contributor.oppiaine | Kasvatustiede | fi |
dc.contributor.oppiaine | Education | en |
dc.type.uri | http://purl.org/eprint/type/JournalArticle | |
dc.date.updated | 2014-08-30T03:30:11Z | |
dc.type.coar | http://purl.org/coar/resource_type/c_2df8fbb1 | |
dc.description.reviewstatus | peerReviewed | |
dc.format.pagerange | 338-355 | |
dc.relation.issn | 0954-0253 | |
dc.relation.numberinseries | 4 | |
dc.relation.volume | 26 | |
dc.type.version | acceptedVersion | |
dc.rights.copyright | © Taylor & Francis. This is a final draft version of an article whose final and definitive form has been published by Taylor & Francis. | |
dc.rights.accesslevel | openAccess | fi |
dc.subject.yso | toisen asteen koulutus | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p3387 | |
dc.rights.url | http://journalauthors.tandf.co.uk/preparation/OpenAccess.asp#link2 | |
dc.relation.doi | 10.1080/09540253.2014.907392 | |
dc.type.okm | A1 |
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