Although poverty draws global deliberations, still it continues to be a complicated parable, driving people to the scarceness of opportunities, resources and capability deprivation as a result of education limitation–leading to ignorance decease, again poverty, and its consequences. As I write, education has been promoted in Tanzania, and more children have access to education than ever, and yet, it doesn’t warrant that children have a fair access to quality education. The marginalized children, including children from poor families, orphans, children with disabilities, street children, and nomadic children hang on struggling to access quality education.
The goal of this study was to explore the views of participants regarding poverty and the challenge of quality education access for the marginalized children. Eight subjects from Iramba-Serengeti, and Makoko-Musoma, in Mara, participated in the phenomenological interview. The survey involved teachers and former students–– through unstructured face to face interview. Virtually, half of the subjects lived and experienced poverty in their lifetime and struggled to acquire an education, beyond standard seven. Sharing their lived experience, they insisted that poverty exists beyond how experts could explain it, and children with disabilities encounter education access limitation more than any group of children.
|Advisor:||Kanyongo, Gibbs Y.|
|Commitee:||FitzGerald, Anne Marie, Stokes, Helga, Swindal, James|
|Department:||Educational Studies (General Education)|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 77/05(E), Dissertation Abstracts International|
|Keywords:||Access, Education, Justice/fairness, Poverty, Quality, The marginalized|
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