Pedagogy and History: 'Ujamaa' and Learner-Centered Pedagogy in Tanzania

University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu

Y

20

Teaching Methods; Educational History; Social Problems; Educational Philosophy; Student Centered Learning; Educational Principles; Teacher Attitudes; Personal Autonomy; Cultural Influences; African Culture; Foreign Countries

10.1086/712052

0010-4086

Social issues of today are rooted in history, and the study of contemporary issues would thus benefit from tracing their history. In Tanzania, Nyerere's "ujamaa" philosophy and the accompanying education for self-reliance (ESR) policy offer a criterion relevant today in pedagogical analysis. Tanzania is currently implementing learner-centered pedagogy (LCP). This article considers the logic of "ujamaa," which ostensibly appears to be compatible with LCP principles, and explores through empirical evidence the consistencies and inconsistencies between "ujamaa"/ESR, LCP, and the pedagogical approaches valued by present-day teachers. The teachers espoused the idea of self-reliance promoted through "ujamaa," implying that pedagogies similar to LCP will produce self-reliant graduates. Instead of forcibly transmitting a universal form of ideal pedagogy, the cultural and historical connection between "ujamaa" and LCP could suggest appropriate forms of teaching and learning in the Tanzanian context.

As Provided

2021

EJ1296832