Becoming Mwalimu: Hybridity of Participatory Education in Health Projects in Rural Tanzania.
This article examines health training in two health projects in rural Tanzania. While trainers initially adopted the role of facilitators under a participatory approach, in practice, their pedagogy blended "banking" and problem‐solving models. The domestication of participatory methods incorporated...
| Publicado en: | Anthropology & Education Quarterly Vol. 56; no. 3; pp. 1 - 13 |
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| Formato: | Artículo |
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Wiley-Blackwell
Sep2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=187257691&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 187257691 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 01617761 AEQ jtl: Anthropology & Education Quarterly issn: 01617761 maglogo: Y pubinfo: dt: Sep2025 vid: 56 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 187257691 10.1111/aeq.70034 ppf: 1 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P size: 239KB tig: atl: Becoming Mwalimu: Hybridity of Participatory Education in Health Projects in Rural Tanzania. aug: au: Rafiq, Mohamed Yunus affil: New York University, Shanghai, People's Republic of China Center for Global Health Equity, Shanghai, People's Republic of China su: Tanzania Education Health Teachers Training sug: subj: Education Health Teachers Training Tanzania Administration of Education Programs Educational Support Services All Other Miscellaneous Schools and Instruction keyword: health training participatory pedagogy teachers health training participatory pedagogy teachers ab: This article examines health training in two health projects in rural Tanzania. While trainers initially adopted the role of facilitators under a participatory approach, in practice, their pedagogy blended "banking" and problem‐solving models. The domestication of participatory methods incorporated various pedagogical influences, ranging from the colonial period to the era of market reforms, giving problem‐solving education its distinct character. This blending of different pedagogical traditions reflects the breaks and continuities in Tanzania's post‐socialist landscape. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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