Dominant Ideologies of Classroom Political Learning among Civics Teachers in Tanzania Secondary Schools

Abstract

Among other things, teachers' classroom practice is influenced by political ideologies that are dominant in society. In 1990s, the political system in Tanzania changed from a socialist to a liberal political system, which also changed from socialist political ideologies (Ujamaa) to liberal political ideologies. This study examines the Civics teachers'(CTs) dominant ideologies of classroom political learning. It sought to find out CTs' perceptions of the purpose of teaching Civics and their practice of democracy while teaching in Civics classroom lessons. The study employed the qualitative research approach, a single case study. The data were analysed using a content analysis framework described by Miles and Hurberman (1994), that is, data reduction, data display, and drawing and verifying conclusions. The findings indicate that socialisation ideologies were dominant among CTs. It is established that CTs' perceptions regarding the purpose of teaching and learning of Civics, as well as their classroom practices, largely reflect ideologies of socialisation. This situation concludes that little CTs' internalisation of the ideologies of individuation is advocated by liberal political ideologies. It implies that the CTs still prefer ideologies of socialisation favoured by socialist political ideologies.