0000000000391982
AUTHOR
Magreth Matonya
showing 3 related works from this author
Accessibility and participation in Tanzanian higher education from the perspectives of women with disabilities
2016
This study investigated how women with disabilities participate in higher education and what enables them to succeed in their studies. The Social Model of Disability (SMD) guided the study because it emphasises the removal of barriers which continue to exclude and marginalize women with disabilities from social, cultural and economic opportunities, including education. To support the model, this study was conducted at the University of Dar es Salaam (UDSM) in Tanzania to establish the challenges and opportunities that facilitated the women with disabilities to enrol at the university. The study involved 22 women with disabilities who managed to enrol at the UDSM, regardless of their types o…
Educational research from Tanzania 1998–2008 concerning persons with disabilities: What can we learn?
2014
The global Education For All process and the UN Convention on the Rights of Persons with Disabilities have increased the attention given to marginalised and excluded groups showing the need to enhance the education of persons with disabilities. In Sub-Saharan Africa a number of poorly disseminated studies investigate education of persons with disabilities. This paper provides an analysed overview of a decade of Tanzanian studies and reports on the education of persons with disabilities produced from 1998 to 2008. Key findings are highlighted and gaps in the research identified and suggestions are offered for future investigations. The education of persons with disabilities needs to be addre…
As Capable as Other Students: Tanzanian Women with Disabilities in Higher Education
2015
Globally, persons with disabilities are underrepresented in higher education. In sub-Saharan Africa, where opportunities for higher education are especially limited, women are unlikely to continue their education. This research investigates women in Tanzanian higher education with the double marginalisation of being a woman and having disabilities. The women were interviewed on what factors enabled access and participation for their educational success. A thematic analysis of qualitative data was applied. All of the women interviewed were motivated to complete their degrees. Key enabling factors were encouragement from their families and previous teachers, full participation in student life…