Tanzanian teacher’s constructions and perceptions of ‘inclusive education’ for girls and girls with disabilities

Abstract

The benefits of the inclusion of girls and girls with disability in mainstream education in Tanzania have been well documented, yet it is this demographic which remain the most at risk of exclusion (Lewin and Little, 2011). Quantitative research has demonstrated some success for the government’s target of all children to be enrolled in primary education, regardless of gender or disability. However, qualitative research “is recommended to complement, confirm and contradict statistics” (Okkolin, Lehtomäki, Bhalalusea, 2010) in order to divulge and analyse contributory factors to inequalities in the education of girls and girls with disabilities.

The research aims to expand this current state of knowledge by employing Action Research as a qualitative methodology, interviewing a sample of Tanzanian teachers to seek their constructions and perceptions of ‘inclusion’, ‘girls’ and ‘girls with disability’. The analysis of these constructions will contribute to a context sensitive, socio-cultural understanding of disability, inclusion and gender issues. This understanding will raise contributory factors to inequalities and promote informed inclusive action in the contexts in which it is conducted. It will also contribute to the wider analysis of the success of the inclusive agenda for girls and girls with disabilities in Tanzania schools.