Browsing by Author "Novelli, Mario"

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    Globalisation, Education and Development: Ideas, Actors and Dynamics
    (DFID, 2007) Robertson, Susan; Novelli, Mario; Dale, Roger; Tikly, Leon; Dachi, Hillary A.; Alphonce, Ndibalema R.
    Since the mid 1980s there has been an explosion of interest in the idea of globalisation. Throughout this period there has also been an unprecedented rise in prominence and influence of a range of multilateral and supranational organisations, such as those tied into the system of global governance. There is now a thickening web of multilateral agreements, global and regional institutions and regimes as well as trans-governmental policy networks and summits that characterise the global economy and polity. Correspondingly, there have also been shifts in the nature of global production networks and the increasing penetration of multinational corporations and International Financial Institutions (IFIs) across the planet. The period has also produced new social inequalities across the world, particularly as a result of economic globalisation.
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    Maasai students’ encounter with formal education: Their experiences with and perceptions of schooling processes in Monduli, Tanzania
    (Elsevier, 2021-03-28) Pesambili, Joseph Christopher; Novelli, Mario
    Employing an ethnographic research design, this study examined the Maasai students’ experiences with and their perceptions of formal schooling processes in Monduli, Tanzania. The study drew on classroom observations, interviews with four (4) heads of schools, and focus groups with 31 teachers and 70 students. The results demonstrated the predominance of teacher-centred and rote-learning approaches, as well as poor interactions between students and teachers in the classrooms. Equally, the results revealed not only tough and challenging school experiences for the Maasai students due to the lack of support from parents, long walking distances, and the absence of midday meals but also strong cultural tensions caused by difficulties in reconciling the requirements of the traditional life with those of the formal schooling. Alongside fundamental reforms in educational policies and practices, the findings suggest the need for school-based professional development programmes, which can sensitise teachers working in Maasailand to culturally responsive curricula and learner-centred pedagogies for the Maasai students in the classroom contexts.