Daniel Sidney Fussy
2 Publications in AERD
Author Publications
Export PDFHarnessing the potential of translanguaging in Tanzanian secondary education
By Daniel Sidney Fussy
Purpose: This study aims to explore motives behind teachers' and students' use of translanguaging and how they use it in Tanzanian public secondary school classrooms. Design/methodology/approach: Data were collected using interviews and non-participant observations. Findings: The findings indicate that translanguaging was used to facilitate content comprehension, promote classroom interaction and increase students' motivation to learn. Translanguaging was implemented using three strategies: paraphrasing an English text into Kiswahili, translating an English text into its Kiswahili equivalent and word-level translanguaging. Practical implications: By highlighting the motivations for translanguaging and corresponding strategies associated with translanguaging pedagogy in the Tanzanian context, this study has significant practical implications for teachers and students to showcase their linguistic and multimodal knowledge, while fostering a safe learning space that relates to students' daily experiences. Originality/value: The study offers new insights into previous research on the role of language-supportive pedagogy appropriate for teachers and students working within bi-/multilingual education settings. © 2024, Emerald Publishing Limited.
Girls’ participation in science education: structural limitations and sustainable alternatives
By Daniel Sidney Fussy
Efforts to attract and retain women in science are increasing, yet girls and women are persistently underrepresented in science education worldwide, limiting their preparation for, access to, and opportunities in science-related careers as adults. Based on qualitative research conducted in six secondary schools in Tanzania and informed by UNESCO's Ecological Framework for Female Participation in Science, this study explored structural limitations and sustainable alternatives to girls’ participation in science education. The study identified a number of structural limitations, including the dominance of patriarchal ideologies about science, the lack of female science teachers, inadequate resources for science learning and heavy domestic workloads. Similarly, increasing the supply of teaching and learning resources, motivating female students to study science, and raising awareness among students, teachers, parents and community members of the importance of girls’ participation in science education were identified as key sustainable alternatives. Overall, interventions to address cultural and social norms related to gender stereotypes and gender equality in policies, legislation, media and teachers’ pedagogical practices are essential to promote girls’ participation in science education. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.