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
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