Women Improvise “Learning Technologies” to Access Learning for Development: Increase Access and Success in Higher Education and Manage Family Roles
| dc.contributor.author | Mhehe, E G | |
| dc.coverage.placeName | Tanzania | |
| dc.coverage.spatial | Africa | |
| dc.date.accessioned | 2022-11-02T05:30:36Z | |
| dc.date.available | 2022-11-02T05:30:36Z | |
| dc.date.issued | 2008-09 | |
| dc.description.abstract | PCF5 Sub-theme: Governance and social justice // My paper explains a double achievement accomplished by Tanzanian women searching for “enabling learning environment” by improvising “learning technologies” that would combat women learning difficulties. The paper highlights the social cultural factors that limit women education development, then explains the improvised “learning technologies” undertaken and suggests the way forward. Burge and Haughey (2001) and Haughey & Phillips (2000) explaining the use of “learning technologies” noted that “learning technologies” encompass not only the use of tools such as audio, print, video, and computer applications, but also their wider concept involving their creative and informed applications and social effects, while Thompson (1983, p. 106) says that, unless women think much more deeply about themselves, make sense of their experiences and expectations in reference to their own needs and interests, and considers strategies of redefining the relationship with men in ways which will change the distribution ofpower and oppression to one of equality and respect, learning new roles will continue to be a poor substitute for the practice of freedom and liberation. // Paper ID 198 | |
| dc.identifier.uri | http://hdl.handle.net/11599/4625 | |
| dc.language.iso | en | |
| dc.publisher | Commonwealth of Learning (COL) | |
| dc.rights.uri | https://creativecommons.org/licenses/by-sa/4.0/ | |
| dc.title | Women Improvise “Learning Technologies” to Access Learning for Development: Increase Access and Success in Higher Education and Manage Family Roles | |
| dc.type | Working Paper |