1 resultado para female leadership, school principal, case study, primary schools, Mainland China
em Academic Archive On-line (Stockholm University
Filtro por publicador
- JISC Information Environment Repository (4)
- Aberdeen University (4)
- Abertay Research Collections - Abertay University’s repository (4)
- Aberystwyth University Repository - Reino Unido (1)
- Academic Archive On-line (Stockholm University; Sweden) (1)
- Academic Research Repository at Institute of Developing Economies (2)
- Acceda, el repositorio institucional de la Universidad de Las Palmas de Gran Canaria. España (1)
- AMS Tesi di Dottorato - Alm@DL - Università di Bologna (2)
- AMS Tesi di Laurea - Alm@DL - Università di Bologna (1)
- Aquatic Commons (7)
- Archive of European Integration (1)
- Archivo Digital para la Docencia y la Investigación - Repositorio Institucional de la Universidad del País Vasco (3)
- Aston University Research Archive (13)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (4)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (BDPI/USP) (1)
- Bioline International (1)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (4)
- Boston University Digital Common (1)
- Brock University, Canada (24)
- Bucknell University Digital Commons - Pensilvania - USA (1)
- Cambridge University Engineering Department Publications Database (7)
- CentAUR: Central Archive University of Reading - UK (21)
- Chinese Academy of Sciences Institutional Repositories Grid Portal (9)
- Cochin University of Science & Technology (CUSAT), India (2)
- Collection Of Biostatistics Research Archive (1)
- Comissão Econômica para a América Latina e o Caribe (CEPAL) (3)
- CORA - Cork Open Research Archive - University College Cork - Ireland (8)
- Corvinus Research Archive - The institutional repository for the Corvinus University of Budapest (5)
- Dalarna University College Electronic Archive (7)
- Deakin Research Online - Australia (139)
- Digital Commons - Michigan Tech (5)
- Digital Commons - Montana Tech (1)
- Digital Commons @ DU | University of Denver Research (3)
- Digital Commons at Florida International University (26)
- Digital Peer Publishing (3)
- DigitalCommons - The University of Maine Research (1)
- DigitalCommons@The Texas Medical Center (5)
- DigitalCommons@University of Nebraska - Lincoln (1)
- Doria (National Library of Finland DSpace Services) - National Library of Finland, Finland (5)
- DRUM (Digital Repository at the University of Maryland) (4)
- Duke University (1)
- Ecology and Society (1)
- eResearch Archive - Queensland Department of Agriculture; Fisheries and Forestry (1)
- Escola Superior de Educação de Paula Frassinetti (1)
- Glasgow Theses Service (1)
- Greenwich Academic Literature Archive - UK (1)
- Helda - Digital Repository of University of Helsinki (18)
- Indian Institute of Science - Bangalore - Índia (7)
- Instituto Nacional de Saúde de Portugal (2)
- Instituto Politécnico de Bragança (1)
- Instituto Politécnico do Porto, Portugal (3)
- Ministerio de Cultura, Spain (1)
- National Center for Biotechnology Information - NCBI (3)
- Open University Netherlands (1)
- Plymouth Marine Science Electronic Archive (PlyMSEA) (2)
- Portal de Revistas Científicas Complutenses - Espanha (2)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (26)
- Queensland University of Technology - ePrints Archive (410)
- RCAAP - Repositório Científico de Acesso Aberto de Portugal (1)
- Repositório Aberto da Universidade Aberta de Portugal (1)
- Repositório Alice (Acesso Livre à Informação Científica da Embrapa / Repository Open Access to Scientific Information from Embrapa) (1)
- Repositório Científico da Universidade de Évora - Portugal (1)
- Repositório digital da Fundação Getúlio Vargas - FGV (3)
- Repositório Institucional da Universidade de Aveiro - Portugal (1)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (13)
- Repositorio Institucional Universidad de Medellín (1)
- RUN (Repositório da Universidade Nova de Lisboa) - FCT (Faculdade de Cienecias e Technologia), Universidade Nova de Lisboa (UNL), Portugal (8)
- Savoirs UdeS : plateforme de diffusion de la production intellectuelle de l’Université de Sherbrooke - Canada (1)
- School of Medicine, Washington University, United States (1)
- Universidad de Alicante (2)
- Universidad del Rosario, Colombia (1)
- Universidad Politécnica de Madrid (6)
- Universidade Complutense de Madrid (1)
- Universidade Federal do Pará (1)
- Universitat de Girona, Spain (4)
- Universitätsbibliothek Kassel, Universität Kassel, Germany (3)
- Université de Montréal (1)
- Université de Montréal, Canada (7)
- University of Canberra Research Repository - Australia (1)
- University of Connecticut - USA (5)
- University of Michigan (9)
- University of Queensland eSpace - Australia (38)
- University of Washington (1)
- WestminsterResearch - UK (9)
- Worcester Research and Publications - Worcester Research and Publications - UK (5)
Resumo:
This study has investigated the question of relation between literacy practices in and out of school in rural Tanzania. By using the perspective of linguistic anthropology, literacy practices in five villages in Karagwe district in the northwest of Tanzania have been analysed. The outcome may be used as a basis for educational planning and literacy programs. The analysis has revealed an intimate relation between language, literacy and power. In Karagwe, traditional élites have drawn on literacy to construct and reconstruct their authority, while new élites, such as individual women and some young people have been able to use literacy as one tool to get access to power. The study has also revealed a high level of bilingualism and a high emphasis on education in the area, which prove a potential for future education in the area. At the same time discontinuity in language use, mainly caused by stigmatisation of what is perceived as local and traditional, such as the mother-tongue of the majority of the children, and the high status accrued to all that is perceived as Western, has turned out to constitute a great obstacle for pupils’ learning. The use of ethnographic perspectives has enabled comparisons between interactional patterns in schools and outside school. This has revealed communicative patterns in school that hinder pupils’ learning, while the same patterns in other discourses reinforce learning. By using ethnography, relations between explicit and implicit language ideologies and their impact in educational contexts may be revealed. This knowledge may then be used to make educational plans and literacy programmes more relevant and efficient, not only in poor post-colonial settings such as Tanzania, but also elsewhere, such as in Western settings.