Perceptions of Special Educational Practices in Malawi: Voices from Primary Schools and Communities

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Autor/in	Lubeski, Nancy J.
Titel	Perceptions of Special Educational Practices in Malawi: Voices from Primary Schools and Communities
Quelle	(2011), (156 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Michigan State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1248-8036-5
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Developing Nations; Special Education Teachers; Elementary School Students; Gender Differences; Access to Education; Rural Schools; Equal Education; Qualitative Research; Observation; Interviews; School Visitation; Community Attitudes; Parent Attitudes; Teacher Attitudes; Expectation; Educational Environment; Educational Policy; Capacity Building; Program Implementation; Special Needs Students; Females; Disadvantaged Youth; Caregivers; Disabilities; Educational Practices; Sex Fairness; Educational Experience; Social Capital; Educational Development; Malawi + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Developing country; Developing countries; Entwicklungsland; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Geschlechterkonflikt; Education; Access; Bildung; Zugang; Bildungszugang; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Qualitative Forschung; Beobachtung; Interviewing; Interviewtechnik; Elternverhalten; Lehrerverhalten; Expectancy; Erwartung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik; Sonderpädagogischer Förderbedarf; Weibliches Geschlecht; Benachteiligter Jugendlicher; Caregiver; Carer; Betreuungsperson; Pfleger; Handicap; Behinderung; Bildungspraxis; Sexualaufklärung; Bildungserfahrung; Sozialkapital; Bildungsentwicklung
Abstract	This doctoral research work explores the quality of educational experiences and access to opportunities for girls with disabilities in selected rural primary schools in Malawi. The context for this study lies within four of the six goals contained within the World Declaration on Education for All doctrine, a document which lays out a framework for achieving more equality in education for girls and other disadvantaged children. This study employs a qualitative approach to investigate the perceptions of teachers, parents and community members from six rural primary schools and their communities. Data was collected at each site through personal interviews, school visitations, observations and other artifacts. Special education teachers from neighboring Malawian primary schools assisted the researcher in collecting and interpreting data at each site. Traditionally marginalized groups, including parents or caregivers and teachers of students with disabilities, are given power and voice. Narrative inquiry and portraiture were utilized to explore what types of teaching and learning activities girls with disabilities experience when they attend primary schools in Malawi. The analysis provides a snapshot of the conditions that existed for primary school girls with disabilities during the year 2005 in six primary schools, and the communities adjacent to these schools. Issues of gender equity and opportunities to learn were carefully examined. The concluding chapter discusses emerging issues involving girls with disabilities in school learning communities including expectations, perceptions and gender equality and safety. Varying perspectives on the development of educational systems in Malawi are also shared. Although expectations for the education of girls with disabilities appear to be high, primary schools in Malawi seem to be at the beginning stages of implementing educational policy and practice within classrooms. Developing leadership capacity, social capital and other available resources to better educate all students remains a great challenge. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10