Browsing by Author "Ngowi Edwin E."

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A review of decolonial praxis in development studies [review of the book challenging global development: towards decoloniality and justice
(Sokoine University of Agriculture, 2026-05-21) Salanga Raymond J.; Kahamba Judith S.; Ngowi Edwin E.
This review critically assesses Challenging Global Development: Towards Decoloniality and Justice, edited by Henning Melber, Uma Kothari, Laura Camfield, and Kees Biekart (Palgrave Macmillan, 2024), as a timely and provocative contribution to the decolonisation of development studies. The review employs a threefold analytical framework examining: (i) theoretical contributions to post-development and decolonial thought, (ii) epistemological innovations in research methodology and knowledge production, and (iii) practical implications for pedagogy, research ethics, and development practice. The edited volume brings together scholars from the Global South and North to challenge essentialist ontological assumptions underpinning mainstream development, particularly those embedded in the Sustainable Development Goals framework. Key strengths include the volume’s grounding in grounded alternatives, such as India’s Vikalp Sangam process, Zapatista self-rule in Mexico, and Indigenous resistance to extractivism in Latin America, and its attention to relational accountability, refusal, and Indigenous Data Sovereignty in research ethics. However, the review identifies limitations, including an underdeveloped engagement with degrowth and South-South cooperation’s contradictory relationship with decoloniality, as well as challenges in translating decolonial pedagogy within career-oriented university programmes. While the volume successfully deconstructs development’s coloniality, it leaves unresolved whether “development” itself remains a viable category after decolonisation. This review concludes that the book is an essential resource for scholars and practitioners committed to epistemic justice, though future work must more concretely address material reparations, redistributive justice, and the tensions between local autonomy and large-scale systemic transformation in an era of polycrisis.
Determinants of primary school teachers’ health literacy in Morogoro Municipality, Tanzania: a reflection on access to health information
(WILEY Online Library, HINDAWI, 2023) Mshingo David M.; Muhanga Mikidadi I.; Salanga Raymond J.; Ngowi Edwin E.
Background. Teachers have the potential of promoting health knowledge and consequently health-literacy (HL) enhancement. Cognizant of this, interventions geared toward influencing and strengthening school teachers’ HL have remained important. However, for such interventions to be effective, understanding what determines teachers’ HL is inevitable. Purpose. This article analyses the determinants of primary school teachers’ HL by analyzing what prompts their health information-seeking patterns. Methods. A cross-sectional research involving 189 randomly sampled primary school teachers was conducted in 2021 in Morogoro Municipality whereby data were collected through a structured questionnaire survey and analyzed using IBM-SPSS. A score index gauged HL while frequencies and percentages measured other variables. Results. All teachers had high HL with a mean HL (standard deviation) of 8.10062. Only 43.4% searched for HI, 20.1% of those who searched for HI were influenced by healthrelated problems encountered, 12.2% searched for HI to broaden their knowledge on health-related issues, and 7.4% were prompted by health risks around. Also, 3.7% of the teachers acceded that health-seeking information is influenced by an interest in searching HI for self-health management. About 36.0%, 32.3%, and 31.7% of the teachers agree that the provision of health education, interest to read issues related to HL, and addressing issues related to HL influence teachers’ HL. Conclusion. Teachers have been searching for HI due to different concerns, though there is a need to further enhance such efforts. Recommendation. The government, communities, and development partners should enhance HI seeking to promote teachers’ HL for a healthier society.