Classroom Delivery of Tanzanian History and Moral Education: Intersections with Educational Ideologies
Keywords:
Acculturation ideologies, HTM teachers, individuation ideologies, socialization ideologies.Abstract
The Tanzanian History and Moral Education (Historia ya Tanzania na Maadili – HTM) is a compulsory subject taught using Kiswahili as medium of instruction in all Tanzania secondary schools. One of its objectives is to build moral values, promote nationalism and patriotism, as well as safeguard the interests of the country and the nation (Wizara ya Elimu, Sayansi na Teknolojia, 2023:1). This study seeks to find out ways through which teachers’ delivery of content in the HTM classes reflect the ideologies of education. The study was informed by the theories of ideologies of education namely, the socialisation, the acculturation and the individuation. The study used qualitative approach and case study design. Data were collected through interviews and non-participant classroom observations which were later subjected to content analysis. The findings have established that HTM teachers’ delivery of content in HTM lessons was much characterised by features related to socialisation ideologies. It indicates that students learnt through memorisation because of being passive, remained silent listening to HTM teachers’ talks. As such, it is shown that HTM teachers’ delivery of content in the classroom are characterised by limited features related to student-centred approaches. It is established that HTM teachers’ delivery of content in the classroom is largely teacher-centred and characterised by transmission or imparting facts to students. It is concluded that HTM teachers’ delivery of content in the classroom mainly relate to socialisation ideologies of education. This situation calls for development and implementation of in-service teacher professional development programmes. The programmes should be designed in such a way that it promotes application of CBC classroom delivery approaches.
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