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Teachers' understandings of girls' inclusion in a Tanzanian secondary school
Thesis (MEd )--Stellenbosch University, 2011.
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| Other Authors: | |
| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : University of Stellenbosch
2011
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| _version_ | 1867613892972118016 |
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| access_status_str | Open Access |
| author | Mwingira, Margaret Philip |
| author2 | Daniels, Doria |
| author_browse | Daniels, Doria Mwingira, Margaret Philip |
| author_facet | Daniels, Doria Mwingira, Margaret Philip |
| author_sort | Mwingira, Margaret Philip |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd )--Stellenbosch University, 2011. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/17932 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:43:21.794Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2011 |
| publishDateRange | 2011 |
| publishDateSort | 2011 |
| publisher | Stellenbosch : University of Stellenbosch |
| publisherStr | Stellenbosch : University of Stellenbosch |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/17932 Teachers' understandings of girls' inclusion in a Tanzanian secondary school Mwingira, Margaret Philip Daniels, Doria Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. Teacher's understanding Inclusion of girls -- High school Theses -- Educational psychology Dissertations -- Educational psychology Sexism in education -- Tanzania Discrimination in education -- Government policy -- Tanzania Hihg school teachers -- Tanzania -- Attitudes Educational equalization -- Tanzania Educational Psychology Thesis (MEd )--Stellenbosch University, 2011. ENGLISH ABSTRACT: This study addresses the issue of girls‘ inclusion in a secondary school in Tanzania. Many girls in developing countries, particularly in Sub-Saharan Africa, do not have the opportunity to attend secondary school although education is a basic human right. Gender discrimination is one of the major barriers to girls‘ attainment of higher education in Tanzania. The purpose of this study is to explore teachers‘ understandings of girls‘ inclusion at a Tanzanian secondary school. Data for this research was collected through individual and focus group interviews and observation in order to process meaning and understanding from participants. Although teachers were the primary focus of this study, girls and parents were also interviewed as key informants. Content analysis was the dominant method used to analyze the data. Findings from the study indicate that teachers in this context are representative of the prevailing structures of the social-cultural life where they impact girls‘ development in education. In addition, the socialization of girls contributes to the way girls perceive themselves, a situation they reflect from the existing social values. The study concludes by recommending that secondary school teachers and administrators, parents, community and religious leaders, and the government revisit socio-political structures that perpetuate gender stereotypes and discrimination against girls in secondary schools in Tanzania. AFRIKAANSE OPSOMMING: Hierdie navorsing spreek die insluiting van meisies in 'n hoërskool in Tanzanië aan. Baie meisies in ontwikkelende lande, spesifiek Sub-Sahara Afrika het nie die geleentheid om hoërskool by te woon selfs al is opvoeding beide 'n mensereg en basiese behoefte nie. Rasse diskriminasie is een van die grootste probleme vir veral meisies tot die verkryging van hoër opvoeding in Tanzanië. Die doel van hierdie studie was om onderwysers se begrip van meisies se insluiting by 'n Tanzaniese hoërskool na te vors. Data vir die navorsing is verkry deur onderhoude, fokusgroep onderhoude en observasies om betekenis en begrip van deelnemers te verwerk. Onderwysers was die hoof fokus van die studie; alhoewel, daar ook met die meisies en ouers onderhoude gevoer is as hoof deelnemers van die studie. Inhoud analise was die dominante metode wat gebruik is om die data te analiseer. Die navorsing het bevind dat onderwysers binne hierdie konteks heeltyd verteenwoordigend is met die voortdurende strukture van sosiale kulturele lewe waar hul meisies se ontwikkeling in die opvoeding beïnvloed het. Verder dra die sosialisering van meisies by tot die manier waarop meisies 'n situasie sien en wat bestaande sosiale waardes weerspieël. Hierdie navorsing sluit af deur hoërskool onderwysers, ouers, die gemeenskap, godsdiensleiers asook die politieke strukture aan te moedig om die sosio-politieke strukture te hersien ten opsigte van geslag stereotipering en diskriminasie teenoor meisies in skole. Masters 2011-11-23T14:30:07Z 2011-12-05T13:12:34Z 2011-11-23T14:30:07Z 2011-12-05T13:12:34Z 2011-12 Thesis http://hdl.handle.net/10019.1/17932 en_ZA Stellenbosch University 82 p. : ill. application/pdf Stellenbosch : University of Stellenbosch |
| spellingShingle | Teacher's understanding Inclusion of girls -- High school Theses -- Educational psychology Dissertations -- Educational psychology Sexism in education -- Tanzania Discrimination in education -- Government policy -- Tanzania Hihg school teachers -- Tanzania -- Attitudes Educational equalization -- Tanzania Educational Psychology Mwingira, Margaret Philip Teachers' understandings of girls' inclusion in a Tanzanian secondary school |
| title | Teachers' understandings of girls' inclusion in a Tanzanian secondary school |
| title_full | Teachers' understandings of girls' inclusion in a Tanzanian secondary school |
| title_fullStr | Teachers' understandings of girls' inclusion in a Tanzanian secondary school |
| title_full_unstemmed | Teachers' understandings of girls' inclusion in a Tanzanian secondary school |
| title_short | Teachers' understandings of girls' inclusion in a Tanzanian secondary school |
| title_sort | teachers understandings of girls inclusion in a tanzanian secondary school |
| topic | Teacher's understanding Inclusion of girls -- High school Theses -- Educational psychology Dissertations -- Educational psychology Sexism in education -- Tanzania Discrimination in education -- Government policy -- Tanzania Hihg school teachers -- Tanzania -- Attitudes Educational equalization -- Tanzania Educational Psychology |
| url | http://hdl.handle.net/10019.1/17932 |
| work_keys_str_mv | AT mwingiramargaretphilip teachersunderstandingsofgirlsinclusioninatanzaniansecondaryschool |