The cultural politics of constructivist pedagogies: Teacher education reform in the United Republic of Tanzania

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Abstract

This article examines recent educational reforms in Tanzania by looking at the cultural politics of pedagogical change in secondary and teacher education. It presents an ethnography of a teachers college founded on the principles of social constructivism in a country where formalistic, teacher-centered pedagogy is the norm. Using data collected through a year of participant observation, it argues that the cultural, economic, and political dimensions of teachers' practice need to be considered alongside efforts to reform the country's educational system. It offers contingent constructivism as an alternative to the international consensus on a single model of excellent teaching.

Original languageEnglish (US)
Pages (from-to)303-311
Number of pages9
JournalInternational Journal of Educational Development
Volume29
Issue number3
DOIs
StatePublished - May 1 2009

Keywords

  • Development
  • Educational policy
  • International education
  • Tanzania
  • Teacher education

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