Childhood is a complex and socially constructed process with implications on the education of young children with issues of globalization as a powerful influence. This article presents a critical analysis of a focused ethnographic study in post-colonial rural southern Tanzania and argues a way forward in the global dialogue regarding the…

While limited research on inclusive education in sub-Saharan Africa and Tanzania focuses on the perspectives of preservice and practicing teachers, this case study features those of governmental and non-governmental national policy actors. To analyse these influential voices shaping inclusive education, key education sector policy actors working…

For marginalized girls in developing countries whose life outcomes are threatened by poverty and gender-based discrimination, life skills education can arm them with the knowledge, skills, and attitudes to rewrite their futures. Oftentimes, their only access to education is through non-formal spaces provided by non-governmental organizations…

In Tanzania, many people are not aware of the concept of learning disabilities. Parents and teachers often do not realise that children who do poorly in school and do not have visible disabilities, could still have a disability that is causing their poor school performance. This paper presents the results of a research and service project to…

This paper argues that Non-formal Education (NFE) has seen a remarkable revival of interest across both developing countries and the more highly developed countries. Among the factors causing this revival is the search for alternative educations to meet the needs of different groups in society. But in the process, NFE has been relocated -- not so…

Interest in inclusive education in the global south has grown significantly since the adoption of the Salamanca Statement in 1994. Increasingly, those who fund and provide education want to be seen taking action on inclusion generally and disability inclusion specifically. However, the much-welcomed enthusiasm to respond to global commitments is…

This paper re-examines the position of the Tanzanian Folk Development Colleges, a national network of adult education institutions, at a time when their long-term financial assistance by the Swedish International Development Agency has come to an end and they are being transferred from the Tanzanian Government Ministry of Community Development to…

Humans are born with the natural ability to gain skills through play. Children learn about social norms, roles and responsibilities, and language through curiosity-driven, playful interactions and activities. Learning through play harnesses the power of children's imagination and inspires active engagement with the material. The Center for…

Education for all children is a fundamental right enshrined in national and international regulatory frameworks. Yet, the right to education does not necessarily imply inclusion. According to the United Nations Children's Fund (UNICEF, 2014), a large segment of children are not in school and have long remained invisible, hidden, and forgotten:…

This article argues that, if a global development aim is to address educational inequalities, the post-2015 agenda needs to conceptually and practically broaden the focus of learning to include social relations as important processes and outcomes for achieving educational equity. We draw on Sen's capability approach and Bourdieu's forms of capital…

Educating for citizenship is increasingly situated within the tension of ensuring social, political, and civil rights while also promoting participation in the global market. The literature and practice on educating for citizenship often assumes a liberal perspective with attention to political and civil rights. A growing body of literature shows…

This article proposes a conceptual framework for how education can promote adolescent girls' empowerment and, by mapping the field, highlights promising examples of empowering education programs. We conclude by identifying both research and programmatic opportunities for the future that will harness the expertise of a range of specialists from the…

Microcredit strategies combine the logic of business, progressive approaches to learning from experience and the key aim to reduce poverty, especially amongst women. The focus in such interventions on the independent, entrepreneurial citizen suggests not only new ways to generate economic growth and sustainable development, but an important…

Educating for citizenship is most often associated with a discourse of liberalism in which knowledge, skills and values of equality, rights, justice and national identity are taught. A competing neoliberal discourse with values of self-improvement, responsibility and entrepreneurialism is now quite pervasive in educational policies and practices,…

In the healthcare arena, language policy-related research has thus far been limited to questions about "language access," i.e., whether individuals are supplied with health information in their languages, and whether interpreters for doctor-patient consultations are provided (Martinez 2008; Ngo-Metzger et al. 2003; Partida 2007; Vahabi…