Gender-Inclusive Higher Education in Tanzania : Transforming Academia / edited by Susan P. Murphy and Perpetua John Urio.

Format:

Book

Contributor:

Murphy, Susan P., editor.

Urio, Perpetua John, editor.

Series:

Routledge studies on gender and sexuality in Africa.

Routledge Studies on Gender and Sexuality in Africa Series

Language:

English

Subjects (All):

Gender mainstreaming.

Women in higher education.

Genre:

Case studies.

Physical Description:

1 online resource (229 pages)

Edition:

First edition.

Place of Publication:

Abingdon, England : Routledge, [2025]

Summary:

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.

Contents:

Cover

Half Title

Series Page

Title Page

Copyright Page

Contents

List of Tables and Figures

List of Contributors

Acknowledgements

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 Masculinities and Femininities: A Scoping Review

PART II: Insights from the GATE Project

5. The Promise and Perils of a Feminist Participatory Action Research Project: Insights from the GATE 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 at Dar es Salaam University College of Education (DUCE) in Tanzania

9. The Slow Path of Progress from Institutionalising Gender Mainstreaming to Internalising Equitable Gender Norms: A Case Study of a Tanzanian Higher Education Institution

Index.

Notes:

Includes index.

Description based on publisher supplied metadata and other sources.

Description based on print version record.

ISBN:

1-04-010363-4

1-003-47162-5

1-04-010369-3

9781003471622

OCLC:

1432501638