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

Sewell, Alexandra (2014) Tanzanian teacher’s constructions and perceptions of ‘inclusive education’ for girls and girls with disabilities. In: University of Birmingham Graduate School Research Poster Conference 2014, 10th June 2014, University of Birmingham. (Unpublished)

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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.

Type of Work:Conference or Workshop Item (Poster)
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
Additional Information:

Research Supervisor: Sue Morris

Date:June 2014
Series/Collection Name:Prizewinners from the Graduate School Research Poster Conference 2014
Subjects:H Social Sciences > HQ The family. Marriage. Woman
L Education > L Education (General)
L Education > LB Theory and practice of education
Related URLs:
Copyright Status:This poster is copyright of the author and/or third parties. The intellectual property rights in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this poster must be in accordance with that legislation and must be properly acknowledged.
Copyright Holders:The Author
ID Code:1914

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