Pedagogy and History: <i>Ujamaa</i> and Learner-Centered Pedagogy in Tanzania

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