Whilst there is an extensive body of research exploring the barriers to gender equality and female empowerment in high-income states, there are far fewer systematic analyses within lower-income settings. This book will be of interest to researchers and policy makers across the fields of gender studies, education, and African studies.
Whilst there is an extensive body of research exploring the barriers to gender equality and female empowerment in high-income states, there are far fewer systematic analyses within lower-income settings. This book draws on extensive empirical data to analyse gender mainstreaming and gender transformative actions in Tanzanian higher education.
The book maps the practical landscape of gender mainstreaming across 14 universities in Tanzania, and the theoretical landscape of African theories of masculinities and femininities underpinning educational institutions and practices. It then assesses the Gender Awareness and Transformation through Education project, which was designed to support the development of gender expertise and capacities in research and education at one specific institution, across both its administrative and academic units. Current and future academics at Dar es Salaam University College of Education were trained in gender-based research and education, and a strategic plan was developed to guide in the establishment of a Gender Research Centre that will provide gender expertise in research and teaching to the College; and, over time, to other HEIs nationally and regionally. By bringing together real-world insights from action-based research, the book demonstrates the impact of real-time social change and gender transformation, with implications both for Tanzania and beyond.
Bringing novel empirical insights and policy recommendations, this book will be of interest to researchers and policy makers across the fields of gender studies, education, and African studies.
Introduction and Challenge Part I: Gender Relations and Knowledge in
Tanzania 1: Gender Equality Practices in Higher Learning Institutions in
Tanzania: Opportunities and Challenges 2: Exploring Female Academics
Underrepresentation in Senior Leadership Positions: A case of Public and
Private Universities in Tanzania 3: Exploring the Gendered Effects of the
COVID-19 Pandemic on Academic Staff in Tanzania 4: Knowledge Mapping of
African Theories on Gender Masculinities and Femininities: A Scoping Review
Part II: Insights from the GATE Project 5: Gender Awareness and
Transformation through Education: the promise and perils of a participatory
action research project 6: Case Study: Disruptive development: Exposing and
Unpacking Accounts of Gender Stereotyping in a Teacher-Training College -
Tanzania 7: To what degree do students perceptions of gender norms influence
their participation in Higher Learning? Case study of trainee-teachers in
Tanzania 8: Transforming Gender Relations and Dynamics Through Active
Learning: A Case Study of the Effects of Gender Responsive Pedagogy Training
in a Tanzanian Teacher-Training College 9: The slow path of progress from
institutionalising gender mainstreaming to internalising equitable gender
norms: A case study of a Tanzanian higher education institution.
Susan P. Murphy is an Associate Professor in Development Practice as the School of Natural Sciences, (Geography), Trinity College Dublin, Ireland. Susan was the Co-PI for the Gender Awareness and Transformation through Education (GATE) Project. Her research interests are in international development governance, ethics, policy, and practice.
Perpetua John Urio is a lecturer of Educational Leadership, Management and Gender issues from the Department of Educational Foundations, Management and Lifelong Learning, Faculty of Education, University of Education Tanzania. Perpetua was the Co-PI for Gender Awareness and Transformation through Education (GATE) Project.
Rohkem infot Taylor & Francis e-raamatute kohta