Question 1
1.1 Introduction and Background
Introduction:
The role of education in the development of a society is quite immense, and in postcolonial societies, this would include having to correct historical injustices through
decolonisation processes. Decolonisation of education includes the...
, Question 1
1.1 Introduction and Background
Introduction:
The role of education in the development of a society is quite immense, and in post-
colonial societies, this would include having to correct historical injustices through
decolonisation processes. Decolonisation of education includes the revision of
curricula and teaching approaches and the implementation of policies reflecting
indigenous knowledge and perspectives that counteract lingering impacts caused by
colonialism. In Tanzania, being a former British colony, there have been several
reforms in the educational system with a view to incorporating local cultural and
historical perspectives. This research will explore how such decolonisation efforts
impact curriculum development and teaching practices in Tanzanian schools.
Background:
Like most countries in the Global South, Tanzania inherited an education system that
was greatly influenced by colonial powers. This system largely privileged the
knowledge and worldviews of colonizers over that of local populations. Since
independence, decolonization of education in Tanzania has been an ongoing
process through integrating indigenous knowledge, local languages, and culturally
relevant content into the education system. These changes cannot be
comprehensively implemented due to a variety of factors, which might range from
but not be limited to resistance from traditional institutions, resources, and
educational practices grounded into the system. This study shall probe the progress
and challenges that characterize the decolonization process within Tanzanian
education and its efforts at recasting educational practices and outcomes.
1.2 Research Problem
The statement of the problem is: "How has curriculum development and teaching
practice at Tanzanian schools been influenced by th e decolonization process, and
what are the main challenges and successes of this process?"
The problem, therefore, seeks to address both the impact of decolonisation on
educational content and pedagogical approaches and to understand the practical
difficulties and achievements associated with these reforms.
1.3 Research Objectives
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