タンザニアの公民教育におけるシティズンシップ

―共同社会の価値観に着目して―

抄録

  The purpose of this paper is to examine how the concept of citizenship is interpreted in the United Republic of Tanzania’s (hereafter Tanzanian) civics/ general studies education. The focus of this paper is on civics/ general studies teachers in public secondary schools in Dar es Salaam, the largest city in Tanzania. This study reveals how teachers interpret the concept of citizenship as indicated in the nationally provided syllabus, by referring to the value and practice of communal society in Tanzania.

  Citizenship and citizenship education in non-western societies, namely those post-authoritarian, post-colonial, and post-socialist societies, have recently received greater interest in the discourse of comparative education. For instance, the British Association for International and Comparative Education (2018) published a special issue on citizenship education in a non-western context. Also, the World Council of Comparative Education Societies held its first symposium in South Africa, titled “Comparative Education for Global Citizenship, Peace and Harmony through Ubuntu” in 2018. Many scholars have pointed out the limited discussion on a comprehensive understanding of citizenship education in non-western contexts. A growing interest is reflected by these critics; this can be understood as an attempt to further the understanding of the concept of citizenship. By examining its reinterpretation and recontextualization, referring to the indigenous values and practices in non-western societies, this study may deepen the understanding of the diversifying and expanding view of citizenship and citizenship education.

  Tanzania is a distinctive country which has been living within the value of communal society. Thoughts of communal society originates in their philosophy of nation building, called Ujamaa. This is a well-known philosophy enunciated by Julius Nyerere, the first president of Tanzania, around the time of independence in the 1960s. It is a value respecting mutuality and equality in “traditional” communities. While political regimes have changed in the intervening period, the value and practice of the communal society is still widely recognized and respected today by Tanzanian citizens. However, until now, there has been no discussion on their understanding of citizenship reflecting its value and practice. Therefore, this paper examines the concept of citizenship as it is understood by the civics/general studies teachers in Tanzania in comparison to those indicated in the nationally provided syllabus, paying careful attention to those values and practices.

  This study was conducted through a qualitative approach. Fieldwork took place in six public secondary schools in Dar es Salaam, Tanzania from October to December 2018, and July to August 2019. The data obtained includes several formal and informal semi-structured interviews of 17 teachers and observations of their classroom activities.

  The current syllabus (2005, 2009) has replaced that of 1996, which was criticized of being content based and insufficient to provide education for active citizenship. The new syllabus aims to enable students to attain competencies to effectively participate in a democratic society. It advises teachers to use participatory and learner centered strategies in order to enhance learning.

  The findings are as follows. (1) Students’ participation is often restricted by teachers in contrast to what is suggested in the syllabus. It is not only the lack of resources nor the low quality of teachers, which has been already pointed out in previous studies, but also the teachers themselves who purposefully avoided student participation. Silence and obedience were preferred by teachers in order to conduct classes effectively passing information to students. (View PDF for the rest of the abstract.)