Barriers to Inclusive Education in Tanzania's Policy Environment: National Policy Actors' Perspectives

Autor/in	Braun, Alisha M. B.
Titel	Barriers to Inclusive Education in Tanzania's Policy Environment: National Policy Actors' Perspectives
Quelle	In: Compare: A Journal of Comparative and International Education, 52 (2022) 1, S.110-128 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Braun, Alisha M. B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2020.1745057
Schlagwörter	Barriers; Inclusion; Students with Disabilities; Attitudes toward Disabilities; Children; Educational Policy; Policy Formation; Public Officials; Nongovernmental Organizations; Politics of Education; Social Influences; Cultural Influences; Economic Factors; Context Effect; Developing Nations; Special Education; Foreign Countries; Tanzania + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Child; Kind; Kinder; Politics of education; Bildungspolitik; Politische Betätigung; Educational policy; Sozialer Einfluss; Cultural influence; Kultureinfluss; Ökonomischer Faktor; Developing country; Developing countries; Entwicklungsland; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Tansania
Abstract	While limited research on inclusive education in sub-Saharan Africa and Tanzania focuses on the perspectives of preservice and practicing teachers, this case study features those of governmental and non-governmental national policy actors. To analyse these influential voices shaping inclusive education, key education sector policy actors working in the national government and non-governmental organisations were interviewed about their perspectives on inclusive education progress. Beyond documenting the presence of barriers to Tanzania's inclusive education policy process, this study generates nuances in relation to multifaceted contextual influences by applying a policy environment systems theoretical model. Improved understanding of policy actor perspectives and the nuanced role of context is invaluable to inform future policy directions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01