Exploring the responses to and perspectives on formal education among the Maasai pastoralists in Monduli, Tanzania

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dc.contributor.authorPesambili, Joseph Christopher
dc.date.accessioned2023-02-13T09:27:49Z
dc.date.available2023-02-13T09:27:49Z
dc.date.issued24-08-20
dc.descriptionN/Aen_US
dc.description.abstractAlthough extensive research has been conducted on education practice among the Maasai pastoralists, there has been no detailed exploration of their responses to and perspectives on formal education. Employing an interpretivist qualitative approach, this study explored various responses to and perspectives on the current practice of formal education among the Maasai in Monduli, Tanzania. The study drew primarily on interviews with two Maasai chiefs and 18 elders, as well as focus groups with 30 parents, 20 students, and 20 out-of-school morans and girls. The results revealed mixed responses to and contested views on formal education among the Maasai, ranging from positive and negative responses to the complementary response (coexistence of two knowledges). The findings suggest the need for a dialogue among various sections of the Maasai population to reach a consensus on an alternative educational option, which can work best for all segments of people in the community.en_US
dc.description.sponsorshipN/Aen_US
dc.identifier.citationPesambili, J. C. (2020). Exploring the responses to and perspectives on formal education among the Maasai pastoralists in Monduli, Tanzania. International Journal of Educational Development, 78, 1–9. https://doi.org/10.1016/j.ijedudev.2020.102267en_US
dc.identifier.doihttps://doi.org/10.1016/j.ijedudev.2020.102267
dc.identifier.urihttp://hdl.handle.net/20.500.11810/5989
dc.publisherElsevieren_US
dc.subjectresponses, perspectives, qualitative research, formal education, Maasai, Mondulien_US
dc.titleExploring the responses to and perspectives on formal education among the Maasai pastoralists in Monduli, Tanzaniaen_US
dc.typeJournal Articleen_US
dc.typeJournal Article, Peer Revieweden_US
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