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Investigating School Experiences of Vulnerable Children In View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Scholarship at UWindsor University of Windsor Scholarship at UWindsor Electronic Theses and Dissertations 2014 Investigating School Experiences of Vulnerable Children in Singida, Tanzania: Challenges, Strategies, and Possible Interventions Chrispina Lekule University of Windsor Follow this and additional works at: http://scholar.uwindsor.ca/etd Part of the Disability and Equity in Education Commons Recommended Citation Lekule, Chrispina, "Investigating School Experiences of Vulnerable Children in Singida, Tanzania: Challenges, Strategies, and Possible Interventions" (2014). Electronic Theses and Dissertations. Paper 5079. This online database contains the full-text of PhD dissertations and Masters’ theses of University of Windsor students from 1954 forward. These documents are made available for personal study and research purposes only, in accordance with the Canadian Copyright Act and the Creative Commons license—CC BY-NC-ND (Attribution, Non-Commercial, No Derivative Works). Under this license, works must always be attributed to the copyright holder (original author), cannot be used for any commercial purposes, and may not be altered. Any other use would require the permission of the copyright holder. Students may inquire about withdrawing their dissertation and/or thesis from this database. For additional inquiries, please contact the repository administrator via email ([email protected]) or by telephone at 519-253-3000ext. 3208. Investigating School Experiences of Vulnerable Children in Singida, Tanzania: Challenges, Strategies, and Possible Interventions By Chrispina S. Lekule A Dissertation Submitted to the Faculty of Graduate Studies through the Faculty of Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy at the University of Windsor Windsor, Ontario, Canada 2014 © Chrispina, S. Lekule 2014 Investigating School Experiences of Vulnerable Children in Singida Tanzania: Challenges, Strategies and Possible Interventions By Chrispina S. Lekule APPROVED BY: __________________________________________________ N. Wane, External Examiner OISE- University of Toronto __________________________________________________ J. Ohlmann Languages, Literatures and Cultures __________________________________________________ G. Rideout Faculty of Education __________________________________________________ G. Walton Lakehead University __________________________________________________ A. Allen, Advisor Faculty of Education 28/02/2014 AUTHOR’S DECLARATION OF ORIGINALITY I hereby certify that I am the sole author of this thesis and that no part of this thesis has been published or submitted for publication. I certify that, to the best of my knowledge, my thesis does not infringe upon anyone’s copyright nor violate any proprietary rights and that any ideas, techniques, quotations, or any other material from the work of other people included in my thesis, published or otherwise, are fully acknowledged in accordance with the standard referencing practices. Furthermore, to the extent that I have included copyrighted material that surpasses the bounds of fair dealing within the meaning of the Canada Copyright Act, I certify that I have obtained a written permission from the copyright owner(s) to include such material(s) in my thesis and have included copies of such copyright clearances to my appendix. I declare that this is a true copy of my thesis, including any final revisions, as approved by my thesis committee and the Graduate Studies office, and that this thesis has not been submitted for a higher degree to any other University or Institution. iii ABSTRACT The number of vulnerable children in Tanzania is on the rise. For the purpose of this study, the concept of vulnerable children refers to those who are under18 whose life is in jeopardy due to socio-economic factors such as: abject poverty, orphanhood, and child abandonment, among others. Although vulnerability is known to have deleterious impacts on students’ learning, studies conducted in Tanzanian schools on the issue of vulnerable children’s education are scarce. Consequently, this research sought to: (a) examine vulnerable children’s school experiences in Singida from the perspective of educators and vulnerable children alike; (b) explore challenges facing educators who strive to meet vulnerable children’s academic needs; and (c) investigate strategies that teachers and schools can implement to support and scaffold vulnerable children’s learning and improve quality of education. The study employed a qualitative research methodology and critical ethnographic approach. Participants were drawn from 5 schools and a centre for orphaned and vulnerable children located in Singida region, Tanzania, and included 5 school principals, 45 teachers, and 26 children. Data was collected via participatory observations, in-depth individual interviews, focus group discussions and questionnaires. The results of this study indicated that the vulnerable children in Singida who participated in this study generally experienced schools as a stumbling block. Recommendations are made for urgent intervention by government leaders, policy makers and educators to support the schools through improved work conditions, enhanced school leadership and pedagogy, teacher development programs, collective ownership of the problem and commitment to ensuring improved school experiences for vulnerable children. iv DEDICATION I would like to dedicate this dissertation to the Rt. Rev. Bishop Augustine Shao of the Catholic Diocese of Zanzibar, a man of great integrity and a visionary who inspired and opened the way for me to pursue graduate studies. I also wish to dedicate this dissertation to my beloved religious community, the Evangelizing Sisters of Mary, my family, and friends who inspired and encouraged me through their unwavering love and care, and through their prayers that kept me strong and persistent in this academic journey. v ACKNOWLEDGEMENTS The past 4 years of my doctoral journey at the University of Windsor have been filled with excitement and rewarding moments, though they have not been without challenges. I consider myself fortunate not because I won a lottery of some sort but because I have been able to do a meaningful thing in my life that prepared me to make a difference in the world. I believe that I could not have done so on my own. There were many people on my journey who supported me in a variety of ways. To all of them, I owe acknowledgement, respect, and gratitude. I would like to sincerely thank my dissertation supervisor, Dr. Andrew Allen who for the past year has worked hand-in-hand with me as my mentor. I appreciate his commendable knowledge and professionalism, which inspired me as I worked on this dissertation. I will never forget his tireless encouragement, wisdom, patience, and guidance, which gave me confidence and kept me focused even in those moments when the journey was growing weary. His knowledge, passion, and interest in my topic of research were very instrumental in deepening my understanding and making sense of the findings in this study. To Dr. Allen I will always remain grateful. My sincere and heartfelt gratitude also go to my dissertation committee, Dr. Judith Sinanga-Ohlmann, Dr. Glenn Rideout, and Dr. Gerald Walton for their invaluable contribution and the time they took to read and to assess my work as I progressed. These incredibly knowledgeable educators provided me with immeasurable constructive and challenging feedback, which contributed to improving my dissertation. I must say that I feel honoured and fortunate to have had each one of them in my journey. For this reason I sincerely thank each one of them in a very special way. vi I also wish to acknowledge and thank the five school principals and their teachers who so graciously opened their doors and availed themselves to participate in this study. In that same way, I thank the children who zealously and courageously volunteered to contribute to this research by sharing their lived experiences which contributed indispensably to the enrichment of this study’s findings. Without the voluntary active participation of each of my research participants, I would not have completed this dissertation in a timely manner. For this reason I sincerely appreciate their time and courage in sharing their experiences—experiences that have enriched this research. It is an honour to have shared in their life experience and to include a snapshot of each of their experiences in this research. I am sincerely thankful to each one of them. My deepest sincere gratitude also go to Dr. Dragana Martinovic. It has been an eye-opening and inspiring experience to work closely with Dr. Martinovic as her Research Assistant. Her expertise in research and her passion, enthusiasm, and persistence has inspired me in my journey of growth as a researcher. Dr. Martinovic is and will always remain my model. I am forever grateful for the many ways she has contributed to the completion of my academic journey at the University of Windsor. Most importantly, I want to acknowledge and thank Dr. Clinton Beckford, a remarkable professor who, through his passion and outreach to poor and marginalized people, inspired me to pursue this research. As my academic advisor, Dr. Beckford contributed enormously to the establishment or in other words the launching of this study. He is an incredible professor and mentor. His thoughtfulness,
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