09.04.2015

Publications

Educated Girls and Women in Tanzania: Socio-cultural Interpretations of the Meaning of Formal Education

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Lehtomäki, Elina. 2008. Tansania: Tyttöjen malli. Kehitys, Hyvä uutisia Afrikasta? [In Finnish. Tanzania: A role model for girls. Development, Good news from Africa?]

Lehtomäki, Elina. 2012. Future of Africa. Finnish University Partnership for International Development, News.

Lehtomäki, E. & Hukkanen, S. (forthcoming). Tanzanian girls and women with [dis]abilities claim their right to education. In Kiuppis, F. & Sarromaa Hausstätter, R. (Eds.) Inclusive education twenty years with Salamanca. New York: Peter Lang.


Lehtomäki, E., Janhonen-Abruquah, H., Tuomi, M. T., Okkolin, M. A., Posti-Ahokas, H. & Palojoki, P. (2013). Research to engage voices on the ground for educational development. International Journal of Educational Development. http://dx.doi.org/10.1016/j.ijedudev.2013.01.003

Lehtomäki, E., M. Tuomi & M. Matonya. (2014). Educational research from Tanzania 1998–2008 concerning persons with disabilities: What can we learn? International Journal of Educational Research, 64, 32–39. http://dx.doi.org/10.1016/j.ijer.2013.10.005

Okkolin, Mari-Anne. (2008). Hey teacher, leave us kids alone. Kokemuksia ja näkemyksiä opetustyön kehittämisestä. Kehittämishankeraportti. Jyväskylän ammattikorkeakoulu. Ammatillinen opettajakorkeakoulu. http://urn.fi/URN:NBN:fi:jamk-1208774130-1

Okkolin, Mari-Anne. (2009). Educational Agency – Conceptualising the Assessment and Evaluation of Gender Equality and Education. Minna.fi – Web Portal for Women’s Studies and Gender Equality in Finland.

Okkolin, Mari-Anne. (2013). Highly Educated Women in Tanzania – Constructing Educational Well-being and Agency. Doctoral dissertation. Jyväskylä Studies in Education, Psychology and Social Research, 314. Jyväskylä: University of Jyväskylä.

Okkolin, M-A. & Lehtomäki, E. (2005). Gender and Disability - Challenges of Education Sector Development in Tanzania. In O. Hietanen (Ed.). The University Partnership Network for International Develpment (UniPID). Finnish Development Knowledge. Finland Futures Research Centre Publications 6, Turku School of Economics and Business Administration, pp. 204–216.

Okkolin, M-A., Lehtomäki, E. & Bhalalusesa, E. (2010). Successful Education Sector Development in Tanzania - Comment on gender-balance and inclusive education. Gender and Education. 22 (1), 63-71.

Posti-Ahokas, Hanna. (2012). Empathy-based stories capturing the voice of female secondary school students in Tanzania. International Journal of Qualitative Studies in Education, http://dx.doi.org/10.1080/09518398.2012.731533

Posti-Ahokas, Hanna. (2014). Tanzanian Female Students' Perspectives on the Relevance of Secondary Education. Doctoral dissertation (article-based). University of Helsinki, Faculty of Behavioural Sciences, Department of Teacher Education.


Posti-Ahokas, H. & Lehtomäki, E. (2014). The significance of student voice: female students’ interpretations of failure in Tanzanian secondary education. Gender and Education. doi: 10.1080/09540253.2014.907392

Posti-Ahokas, H. & Palojoki, P. (2014) Navigating transitions to adulthood through secondary education: aspirations and value of education for Tanzanian girls. Journal of Youth Studies. http://dx.doi.org/10.1080/13676261.2013.853871

Posti-Ahokas, H. & Okkolin, M-A. (accepted) Enabling and constraining family: Young women building their educational paths in Tanzania. Journal of Community, Work and Family.

Tuomi, M., E. Lehtomäki & M. Matonya (forthcoming). ‘As capable as other students’: Tanzanian women with disabilities in higher education. Disability, Development and Education.

 

Research in the Stakeholder Dialogue on Education, Gender and Disability, Report on the Workshop 20 February 2008, Dar es Salaam, Tanzania