Globalization, “Glocal” Development, and Teachers’ Work: A Research Agenda

Weber, Everard

doi:10.3102/003465430303946

Cited by 69 publications

(44 citation statements)

References 69 publications

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“…Globalization is understood as the integration of regions regarding economic, social, cultural and technological issues (Weber, 2007). This force is shaping the future of people around the world (Coughlin & Thomas, 2002).…”

Section: Introductionmentioning

confidence: 99%

Women empowerment through social innovation in indigenous social enterprises

Vázquez-Maguirre

Ruelas

Torre

2016

RAM, Rev. Adm. Mackenzie

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Purpose: To explore innovative enabler mechanisms for women's empowerment in a social enterprise and how they promote local development in a Zapotec indigenous community, the third largest ethnic group in Mexico. Originality/gap/relevance/implications: This paper contributes to the extension of social entrepreneurship literature from a gender perspective, exploring the mechanisms that allow women to succeed in highly marginalized indigenous communities. Key methodological aspects: This paper follows a case study methodology, inductive approach and qualitative methods mainly through 70 in-depth interviews. Summary of key results: Although the male-dominated culture slows down the democratic and political empowerment of women in the community, mechanisms such as job stability, low-interest microcredits and gender-equality policies in the organization have triggered economic empowerment.

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Section: Introductionmentioning

confidence: 99%

Women empowerment through social innovation in indigenous social enterprises

Vázquez-Maguirre

Ruelas

Torre

2016

RAM, Rev. Adm. Mackenzie

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“…Tanzanian students face numerous obstacles to receiving a quality education such as overcrowded classrooms, chronic teacher absenteeism, teacher reliance on teacher-centered rote instructional methods, a limited number of available textbooks and desks, poor sanitary conditions, and an unfriendly environment at school through using students for school labor tasks and adherence to negative behavior management strategies like corporal punishment (Davidson, 2007;Hardman, Ackers, & Abrishamian, 2011;Osaki & Agu, 2002;Roberts, 2013). A root cause for this is that Tanzanian teachers face major restraints in their living and work conditions due to inadequate salaries, insufficient teacher training, low teacher status, and the lack of basic resources such as water, housing, and transportation (Baker, 2011;Barrett, 2005;Vavrus & Bartlett, 2012;Weber, 2007). Teacher performance is scantly monitored at the local ward and district education levels since there is an undefined system of accountability (Macpherson, 1999).…”

Section: Why Do Tanzanian Youth Drop Out From School?mentioning

confidence: 99%

Spirit of Inquiry of Out-of-School Youth in Rural Southern Tanzania: How Formal Schooling Shapes Receptivity of New Information to Improve Their Livelihoods

Roberts

McFalls²,

Brown³

et al. 2015

WJE

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Objective: Most youth in Sub-Saharan Africa are not enrolled in school. Although more youth are enrolling in school, they are increasingly less likely to complete their primary and secondary schooling. Similarly to many other African nations, Tanzania has an estimated out-of-school population of 49% of youth despite massive post-millennium investments which have significantly raised enrollment rates. Due to a high unemployment rate, rural youth commonly opt to pursue employment in cities or carry out agricultural work at home. However, their ability to procure formal employment is hindered by competition due to a high youth population density. This study sought to understand how youth with different levels of formal educational attainment (no schooling, primary schooling, secondary schooling) learn information in their community and formal schooling to improve their livelihoods and develop sustainable practices for generating income.Methods: Through semi-structured qualitative interviews and focus group discussions, the study examines differences between the groups in what they seek to understand and the different pathways they use to learn. Results:Although there were positive effects of schooling among the participants in this study in terms of boosting their self-confidence and self-esteem, youth dropouts with schooling experience overwhelmingly reported that they did not learn approaches and information in their schools that were beneficial for improving their livelihoods. Conclusions:Since the majority of Tanzanian students, and particularly those from rural areas, will be unable to study in higher education institutions, educational programs for youth in school and for school dropouts are more effective which center on methods for learning new information that are applicable to their intended occupation within their community and which also prepare them for participating in the workforce.

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“…It is important that schools guard against politically ambitious change programmes (Fullan 2001). There are instances where the tradition of leadership in countries such as South Africa results in principals and education officials often resorting to autocratic means to impose changes on teachers (Engelbrecht & Green 2001;Weber 2007). The system is characterised by a suppressive political ideology.…”

Section: Conceptualising Changementioning

confidence: 99%