Existing Aspects of Traditional Indigenous Education and Their Effects on Women in Modern Society: a case Study of the Chagga Tribe in Kilimanjaro Region
| dc.contributor.author | Mangia, Renalda Valerian | |
| dc.date.accessioned | 2021-03-31T09:38:54Z | |
| dc.date.available | 2021-03-31T09:38:54Z | |
| dc.date.issued | 2003 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LC1496.K5M3) | en_US |
| dc.description.abstract | The aim of the study was to examine the existing aspects of African traditional indigenous education and their effects on women in a modern society, specifically, in the Chagga community in Kilimanjaro region. Theories and literature on traditional indigenous education were reviewed and a conceptual framework was developed to guide the study. Four research tasks and related questions guided the data collection. The sample of the study comprised of 138 respondents that included village elders, girls, teachers and traditional circumcision experts. The instruments used for data collection were questionnaire, Interview and documentary review. The collected data were quantitively and qualitatively analyzed. The study revealed that there are some traditional teachings and practices that still exist in Chagga society, namely childhood teachings, pre-marriage sessions, teachings during initiation rites, female circumcision and inheritance of widow. These teaching and practices had some effects on women in modern society. Some of the effects that recurred in the field investigation were denial of women rights to participate in developmental projects, subordination of female to males and inequality in division of roles. The study makes suggestions on possible transformation of those aspects that negatively affects women. There is call for religious organizations and other key actors to educate, carry out campaigns and creates awareness among members of society on the effects associated with some of the traditional teachings and the national curriculum developers to conduct consultations with selected community elders on the positive aspects that could be included in the curriculum for the moral training of the youths in schools. Lastly, educational planners and curriculum designers should research on how best useful traditional indigenous education aspects can be integrated in the current school curricula. | en_US |
| dc.identifier.citation | Mangia, Renalda Valerian (2003) Existing Aspects of Traditional Indigenous Education and Their Effects on Women in Modern Society: a case Study of the Chagga Tribe in Kilimanjaro Region, Master dissertation, University of Dar es Salaam | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/14972 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Nonformal educational | en_US |
| dc.subject | Traditional indigenous education | en_US |
| dc.subject | Women | en_US |
| dc.subject | Research | en_US |
| dc.subject | Kilimanjaro region | en_US |
| dc.subject | Chagga tribe | en_US |
| dc.title | Existing Aspects of Traditional Indigenous Education and Their Effects on Women in Modern Society: a case Study of the Chagga Tribe in Kilimanjaro Region | en_US |
| dc.type | Thesis | en_US |