Hassan Iddy
Biographic Data
| ID | 912709 |
|---|---|
| NAME | Hassan Iddy |
| GIVEN NAMES | Hassan |
| FAMILY NAME | Iddy |
| SIGNATURE | IDDY H |
| AFFILIATIONS | University of Dar es Salaam |
| ORCID | 0000-0001-5616-888X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Returning research findings to Sukuma community participants in Tanzania
Purpose The practice of returning research findings to participants is increasingly recognised as an ethical and relational obligation in educational research. This study explored the experiences of Indigenous participants from Tanzania's Sukuma community when the findings were returned to them. Design/methodology/approach The study was guided by Indigenous Standpoint Theory and employed qualitative data collection methods, including group discus…
Classroom practices used by tutors to support pre-service science teachers in teaching students with visual impairment
This study examined the instructional and assessment methods employed by college tutors to support the learning of pre-service science teachers of students with visual impairment in primary schools in Tanzania. The study involved 28 participants and data were collected through interviews, observations, and analysis of instructional documents, and analyzed using thematic analysis. The findings revealed that tutors employed four main instructional …
Harnessing the potential of translanguaging in Tanzanian secondary education
Purpose This study aims to explore motives behind teachers' and students' use of translanguaging and how they use it in Tanzanian public secondary school classrooms. Design/methodology/approach Data were collected using interviews and non-participant observations. Findings The findings indicate that translanguaging was used to facilitate content comprehension, promote classroom interaction and increase students' motivation to learn. Translanguagi…
Girls’ participation in science education
Efforts to attract and retain women in science are increasing, yet girls and women are persistently underrepresented in science education worldwide, limiting their preparation for, access to, and opportunities in science-related careers as adults. Based on qualitative research conducted in six secondary schools in Tanzania and informed by UNESCO's Ecological Framework for Female Participation in Science, this study explored structural limitations…
Improving girls’ education through student hostels
Girls’ hostels are an intervention used in many countries to create safe learning environments and ultimately promote girls’ enrolment, participation and academic success. In contrast, many of the girls’ hostels built in Tanzania’s community secondary schools are underutilised, and others are not used at all. Using Maslow’s theoretical framework, this qualitative-based research was conducted in rural Tanzania to explore the motives for the underu…
Literacy practices as an arena for girls’ development of literacies
Literacy practices play a catalytic role in equipping girls with the necessary knowledge, skills and attitudes to make qualitative improvements on their lives. This paper reports on a qualitative study that identified existing literacy practices and the support available to enable the development of literacies among girls. Interviews and observations were used to generate data from in and out-of-school-girls, teachers, the ward education officer,…
Girls’ Right to Education in Tanzania
Changing perceptions of the value of girls’ secondary education among the parents in rural Tanzania
Parents are the key people in the family when it comes to determining the extent and type of education for their children. Within the theoretical frameworks of African feminisms, human capital theory, and the liminality theory, this paper examines the parental perceptions of the girls’ secondary education in Tanzania’s rural communities. Moreover, it determines the effects of those perceptions on the girls’ secondary schooling in rural Tanzania. …
Indigenous Standpoint Theory
Indigenous Standpoint Theory (IST) is yet to be widely applied in guiding the conduct of research that involves Indigenous people in Africa. In reference to Tanzania, this approach is new. There has been no study in the context of Tanzania which has used IST, despite the presence of many Indigenous people in the country. IST is widely used in Australia, New Zealand and Canada to guide the conduct of research when studying Indigenous people. In th…
Harnessing the potential of translanguaging in Tanzanian secondary education
Purpose This study aims to explore motives behind teachers' and students' use of translanguaging and how they use it in Tanzanian public secondary school classrooms. Design/methodology/approach Data were collected using interviews and non-participant observations. Findings The findings indicate that translanguaging was used to facilitate content comprehension, promote classroom interaction and increase students' motivation to learn. Translanguagi…
Girls’ Right to Education in Tanzania
Changing perceptions of the value of girls’ secondary education among the parents in rural Tanzania
Parents are the key people in the family when it comes to determining the extent and type of education for their children. Within the theoretical frameworks of African feminisms, human capital theory, and the liminality theory, this paper examines the parental perceptions of the girls’ secondary education in Tanzania’s rural communities. Moreover, it determines the effects of those perceptions on the girls’ secondary schooling in rural Tanzania. …
Indigenous Standpoint Theory
Indigenous Standpoint Theory (IST) is yet to be widely applied in guiding the conduct of research that involves Indigenous people in Africa. In reference to Tanzania, this approach is new. There has been no study in the context of Tanzania which has used IST, despite the presence of many Indigenous people in the country. IST is widely used in Australia, New Zealand and Canada to guide the conduct of research when studying Indigenous people. In th…
Girls’ Right to Education in Tanzania
Changing perceptions of the value of girls’ secondary education among the parents in rural Tanzania
Parents are the key people in the family when it comes to determining the extent and type of education for their children. Within the theoretical frameworks of African feminisms, human capital theory, and the liminality theory, this paper examines the parental perceptions of the girls’ secondary education in Tanzania’s rural communities. Moreover, it determines the effects of those perceptions on the girls’ secondary schooling in rural Tanzania. …
Literacy practices as an arena for girls’ development of literacies
Literacy practices play a catalytic role in equipping girls with the necessary knowledge, skills and attitudes to make qualitative improvements on their lives. This paper reports on a qualitative study that identified existing literacy practices and the support available to enable the development of literacies among girls. Interviews and observations were used to generate data from in and out-of-school-girls, teachers, the ward education officer,…
Girls’ participation in science education
Efforts to attract and retain women in science are increasing, yet girls and women are persistently underrepresented in science education worldwide, limiting their preparation for, access to, and opportunities in science-related careers as adults. Based on qualitative research conducted in six secondary schools in Tanzania and informed by UNESCO's Ecological Framework for Female Participation in Science, this study explored structural limitations…
Improving girls’ education through student hostels
Girls’ hostels are an intervention used in many countries to create safe learning environments and ultimately promote girls’ enrolment, participation and academic success. In contrast, many of the girls’ hostels built in Tanzania’s community secondary schools are underutilised, and others are not used at all. Using Maslow’s theoretical framework, this qualitative-based research was conducted in rural Tanzania to explore the motives for the underu…
Harnessing the potential of translanguaging in Tanzanian secondary education
Purpose This study aims to explore motives behind teachers' and students' use of translanguaging and how they use it in Tanzanian public secondary school classrooms. Design/methodology/approach Data were collected using interviews and non-participant observations. Findings The findings indicate that translanguaging was used to facilitate content comprehension, promote classroom interaction and increase students' motivation to learn. Translanguagi…
Returning research findings to Sukuma community participants in Tanzania
Purpose The practice of returning research findings to participants is increasingly recognised as an ethical and relational obligation in educational research. This study explored the experiences of Indigenous participants from Tanzania's Sukuma community when the findings were returned to them. Design/methodology/approach The study was guided by Indigenous Standpoint Theory and employed qualitative data collection methods, including group discus…
Classroom practices used by tutors to support pre-service science teachers in teaching students with visual impairment
This study examined the instructional and assessment methods employed by college tutors to support the learning of pre-service science teachers of students with visual impairment in primary schools in Tanzania. The study involved 28 participants and data were collected through interviews, observations, and analysis of instructional documents, and analyzed using thematic analysis. The findings revealed that tutors employed four main instructional …
Sociology (7 works) · Psychology (6 works) · Political science (5 works) · Qualitative research (5 works) · Social science (5 works) · Socioeconomics (5 works) · Tanzania (5 works) · Poverty, Education, and Child Welfare (4 works) · Pedagogy (3 works) · Computer Science (2 works)