Hassan Iddy
4 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.
Changing perceptions of the value of girls’ secondary education among the parents in rural Tanzania
By Hassan Iddy
Parents are the key people in the family when it comes to determining the extent and type of education for their children. Within the theoretical frameworks of African feminisms, human capital theory, and the liminality theory, this paper examines the parental perceptions of the girls’ secondary education in Tanzania’s rural communities. Moreover, it determines the effects of those perceptions on the girls’ secondary schooling in rural Tanzania. Using the ethnographic research design, this qualitative study found that, although some parents perceived girls’ secondary education negatively, there were some glimmers of hope and changing attitudes among parents. The findings further indicate that there are tensions and conflicting perspectives, as some of the parents struggled to reconcile emerging beliefs about girls’ education with the existing largely conservative cultural and familial practices. This changing perception on the girls’ secondary education signals a favourable disposition towards the improvement of girls’ secondary schooling, particularly in the largely conservative rural communities. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
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.
Indigenous Standpoint Theory: Ethical principles and practices for studying Sukuma people in Tanzania
By Hassan Iddy
Indigenous Standpoint Theory (IST) is yet to be widely applied in guiding the conduct of research that involves Indigenous people in Africa. In reference to Tanzania, this approach is new. There has been no study in the context of Tanzania which has used IST, despite the presence of many Indigenous people in the country. IST is widely used in Australia, New Zealand and Canada to guide the conduct of research when studying Indigenous people. In this paper, I show how I developed nine ethical protocols for conducting culturally, respectful and safe research with the Sukuma people in Tanzania and how I used those protocols within a research project on girls and secondary education in rural Tanzania. By developing these protocols, a significant new contribution to the area of IST in Tanzania and Africa in general has been established. These protocols may serve as a starting reference point for other future researchers in Tanzania if they apply IST in their research such that the voices of Indigenous people may be heard, and the community has a greater degree of control and input in the planning and designing of the project, as well as the analysis and dissemination of the information. © The Author(s), 2020. Published by Cambridge University Press.
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