Girls’ Development in Tanzania: Empowering Girls Through Creative Exploration

Abstract

In 2009, we went to a remote Tanzanian island to lead a program for adolescent girls. The purpose of the program was to educate girls on their rights and provide them with support in overcoming many of the disparities they face. Theatre of the Oppressed (Boal, 1979), one tool used, was adapted to fit the girls’ needs. It proved to be useful across cultural and language barriers. Programs such as this that empower girls to value themselves and discover solutions to challenges is one way to begin bringing gender equality to the community level. Herein, we discuss the program and lessons learned as graduate students from the West working in a developing country.

Comparative analysis of adolescent pregnancy causes in Tanzania: A comprehensive review of literature

“…Teenage pregnancy is a common problem in secondary school, and when pregnancy occurs, girls typically leave school and never return. (Hagues & Parker 2014.) Kaufman, Tsang, Mooney, McCartney-Melstad, Mushi, & Kamala (2016) also argued that schoolgirl pregnancies increase the number of school dropouts. Some girls shared their experiences of how their male teachers had "fallen in love" with them and enticed them into sex.…”

“…They also mentioned that they were having punishments if they were not willing to have a relationship with the teacher, and when they got pregnant, they were expelled from school. (Hagues & Parker 2014. ) These unwanted pregnancies then go on to define the entire life ahead for these young girls.…”

“…As research shows, many factors hinder girls' success in school and their ability to keep their right to education. (Hagues & Parker 2014. ) If girls thought as being equals to boys, they wouldn't be in the position of all these factors promoting them to get pregnant and drop out of school.…”