With dramatic global expansion of secondary schooling there has been significant research interest in how education is related to future aspirations, with important calls to acknowledge connections within processes of aspiring to young people’s social, economic and cultural circumstances. This paper presents findings from thematic analysis of interview, participant observation and classroom observation data from an ethnographic study in two secondary schools in Tanzania. It argues that an important, and often overlooked, aspect of this complex process is the way in which aspirations for the future are connected not only to present realities, but also aspirations in the present. Focusing on students’ aspirations relating to ‘being a “good” student’ and being able to ‘soma kwa bidii’ or ‘study hard’, this paper uses the conceptual language of the capability approach to assert the importance of considering aspirations for ‘being’ in education in conjunction with future aspirations for ‘becoming’.
|Journal||Compare : A Journal of Comparative and International Education|
|Early online date||27 Sep 2022|
|Publication status||E-pub ahead of print - 27 Sep 2022|
- capability approach
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