This case study examines how civics education and forces of schooling shape Tanzanian girls’ perceptions of citizenship. Girls often experience multiple barriers, including gender discrimination, when participating as young citizens. Gender concepts have been incorporated into the Tanzanian civics curriculum to raise awareness of gender inequality and champion gender empowerment strategies. To understand the effects of these gender-focused curricular inclusions on conceptions of female citizenship, this study provides an analysis of the framing of citizenship within the civics curriculum and an examination of individual student perceptions of citizenship. Data was collected from interviews, public diaries, and curriculum documents and analyzed using a feminist conceptual framework. The results provide insight into youth and gendered modes of citizenship participation.
| Identifer | oai:union.ndltd.org:uottawa.ca/oai:ruor.uottawa.ca:10393/35623 |
| Date | January 2016 |
| Creators | Ferrao, Stephanie |
| Contributors | McLean, Lorna |
| Publisher | Université d'Ottawa / University of Ottawa |
| Source Sets | Université d’Ottawa |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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