Dialogue Conferences and Empowerment: Transforming Primary Education in Tanzania through Cooperation

Autor/inn/en	Ahmad, Athman Kyaruzi; Gjøtterud, Sigrid; Krogh, Erling
Titel	Dialogue Conferences and Empowerment: Transforming Primary Education in Tanzania through Cooperation
Quelle	In: Educational Action Research, 24 (2016) 2, S.300-316 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2015.1058172
Schlagwörter	Elementary Education; Educational Change; Agricultural Education; Problem Solving; Cooperative Learning; Foreign Countries; Action Research; Participatory Research; Cultural Context; Local Issues; Community Development; Educational Practices; Indigenous Knowledge; Dialogs (Language); Rural Areas; Educational Cooperation; Interviews; Tanzania + Suchen Sie Ihr Suchwort? Elementarunterricht; Bildungsreform; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Problemlösen; Kooperatives Lernen; Ausland; Projektforschung; Forschungstätigkeit; Community; Development; Entwicklung; Bildungspraxis; Dialog; Dialogs; Dialogue; Dialogues; Rural area; Ländlicher Raum; cooperation; Kooperation; Interviewing; Interviewtechnik; Tansania
Abstract	In this article we present and discuss experiences developed through a dialogue conference which we organised as part of a three-year participatory action research project related to primary education and agricultural education in Tanzania. We explore how dialogue conference as a research method can fill a gap between traditional ways of mutual problem-solving in Tanzania and research. Talking and sharing ideas is important for problem-solving, but the research demonstrated the need for a concrete base for the dialogue. After direct exposition to the local school practice, participants became more responsible and responsive to their environment. The participants agreed upon an action plan and distributed the responsibilities to implement the plan between themselves. The results show that the method opened up for uniting cooperative learning and research among participants and enabled the democratisation of knowledge creation and sharing. We argue that taking cultural conditions and concretisation of local challenges into consideration is important for harnessing the potential of the method in community development-oriented research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01