Female teachers in Tanzania: an analysis of gender, poverty and constrained capabilities

Tao, Sharon

doi:10.1080/09540253.2017.1336203

Cited by 9 publications

(4 citation statements)

References 28 publications

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“…Not only have feminist theorists (Kongolo 2009;Tao 2019) asserted that voicelessness, powerlessness and vulnerability are indicators that constitute the lived experience of poverty for women in Africa, but these indicators also put them on the margins of society (hooks 1989). For Elethu, and the practitioners she speaks of, this holds true as their social situations have impacted on whether they are heard and who listens.…”

Section: Discussionmentioning

confidence: 99%

Forgotten women in education: A narrative inquiry into the marginalisation of ECD practitioners

Aploon-Zokufa

2024

South African Journal of Childhood Education

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Background: South African narratives of and by early childhood development (ECD) practitioners often focus on policies, practices and perspectives in research. While these are important for the development of the field, the voices of ECD practitioners, in this marginalised space, are silent.Aim: This article aims to understand: Who are the ECD practitioners? What are the conditions of their lives and livelihoods? How do they negotiate opportunities for employment, socio-economic growth and further education and training?Setting: The study describes the marginality of ECD practitioners by narrating the lived experience of work and post-school education and training of one mature woman in the Western Cape. By narrating a single story, the stories of others unfold; working in similar circumstances and negotiating the same opportunities in the harsh reality of poverty and oppression. Employing a narrative methodology is a commitment to decolonising the practice of research, where voices of the ‘Other’ are centralised and amplified.Methods: An intersectional lens forms the theoretical grounding for this article with life history interviews as its primary form of data collection.Results: Adult women ECD practitioners are mainly poor, black and female. They pursue access into higher education to improve their lives and livelihoods.Conclusion: The intersections that shape their lives limit their opportunities for access and success.Contribution: The power of narrative research, displayed in this article, ensures that voice is used to move the lived experiences of black women ECD practitioners from the margins to the centre.

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Section: Discussionmentioning

confidence: 99%

Forgotten women in education: A narrative inquiry into the marginalisation of ECD practitioners

Aploon-Zokufa

2024

South African Journal of Childhood Education

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“…To put it specifically, in many circumstances female teachers confront various capacity constraints than male teachers ( Tao, 2019 ), in which social norms appoint women as the ones who should assume the responsibility for children rearing and domestic chores. Luckily, female teachers have certainly enacted agency to surmount and reclaim opportunity for achievement and development, which results in higher agency in the projective domain in educational contexts than male teachers.…”

Section: Discussionmentioning

confidence: 99%

An ecological approach to understanding university English teachers’ professional agency in implementing formative assessment

Jiang

Wang

2022

Front. Psychol.

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As a sub-realm of Language Teacher Psychology (LTP), teachers’ professional agency has gained significant attention from educational practitioners and teachers. The aim is to better discern teachers’ professional development and teaching effectiveness with a view to ensuring the quality of language teaching. International literature concerning teachers’ professional agency has noted a shift from knowledge training to vocational development in relation to teachers’ experience in decision making. Yet, little research so far has scrutinized this specific issue in Chinese university settings, and the real picture of teacher agency needs further exploration. Besides, the multidimensional and complex nature of agency identifies the overwhelming research work in understanding its contents in detail based on the previous perspectives from individuals, society, and time. To this end, the ecological understanding of professional agency reframed the theoretical basis of this study, prone to explore how teachers’ experience could be examined in relation to individual capacity, resources, and structural and contextual variables. The study was conducted in Chinese university settings in response to the research gap related to understanding professional agency. Quantitative and qualitative data from questionnaires, interviews, and classroom observations with 116 university teachers in China demonstrated that the enactment of professional agency rested on the interplay between temporal contexts, teacher capacity, and beliefs, especially in the instructional community. The findings revealed that university teachers at different stages of career development manifested variability in exercising their professional agency in relation to adapting or adopting existing teaching concepts, methods, or approaches. Mounting evidence revealed some enablers and constraints in relation to formative assessment, time impact, classroom interaction, and school culture. Emphasizing the interaction between individuals’ ability and their engagement with the professional environment, the findings provide insights into theoretical implications associated with ecological theory and enhance the practical discussion about promoting professional development for novice, mid-career, and veteran English teachers at the university level.

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“…When a teacher has the status of a mother at the same time, the work of caring for children and the household chores becomes the responsibility of women. Tanzanian men perceive domestic duties as women's duties and it becomes impossible when women workers ask men for help in completing domestic tasks [22]. Most of the conditions in Tanzania also occurred in Indonesia and Malaysia.…”

Section: Gender-based Education In Indonesia and Malaysiamentioning

confidence: 99%

Literacy Gender in Elementary School Education

Darni¹,

Lestari²,

Dewi³

2021

Proceedings of the International Joint Conference on Arts and Humanities 2021 (IJCAH 2021)

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There is a lot of research on gender understanding in schools which shows that there are still teachers who show discriminatory values, attitudes, and behaviors towards their students. The teacher's lack of awareness and understanding of the correct gender concept is one of the causes of this bias condition. This is exacerbated when the teachers do not realize that the behaviors that are shown are gender-biased. The teachers assume that the patterns of attitudes and behavior that are usually carried out so far are part of the community's culture which is considered correct. The paper is written using the literature review method and a comparative study approach. This paper describes the literacy of gender and gender-based education in Indonesia-Malaysia. In Indonesia and Malaysia, the dominance of women in public areas, especially in the field of education, does not seem to have had a significant impact on women's dominance in decision-making and leadership. Both countries are still dominated by a patriarchal culture that considers that the role of leaders and decision-makers is an area of the men's role.

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Female teachers in Tanzania: an analysis of gender, poverty and constrained capabilities

Cited by 9 publications

References 28 publications

Forgotten women in education: A narrative inquiry into the marginalisation of ECD practitioners

Forgotten women in education: A narrative inquiry into the marginalisation of ECD practitioners

An ecological approach to understanding university English teachers’ professional agency in implementing formative assessment

Literacy Gender in Elementary School Education

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