Autorentext

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.

Klappentext

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.

Inhalt

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.