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Tanzania Textbooks, Curriculum and Politics: A Documentary Analysis

Tanzania Textbooks, Curriculum and Politics: A Documentary Analysis

Mussa S. Muneja
Copyright: © 2015 |Pages: 11
ISBN13: 9781466681620|ISBN10: 1466681624|EISBN13: 9781466681637
DOI: 10.4018/978-1-4666-8162-0.ch016
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MLA

Muneja, Mussa S. "Tanzania Textbooks, Curriculum and Politics: A Documentary Analysis." Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies, edited by Nwachukwu Prince Ololube, et al., IGI Global, 2015, pp. 293-303. https://doi.org/10.4018/978-1-4666-8162-0.ch016

APA

Muneja, M. S. (2015). Tanzania Textbooks, Curriculum and Politics: A Documentary Analysis. In N. Ololube, P. Kpolovie, & L. Makewa (Eds.), Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies (pp. 293-303). IGI Global. https://doi.org/10.4018/978-1-4666-8162-0.ch016

Chicago

Muneja, Mussa S. "Tanzania Textbooks, Curriculum and Politics: A Documentary Analysis." In Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies, edited by Nwachukwu Prince Ololube, Peter James Kpolovie, and Lazarus Ndiku Makewa, 293-303. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8162-0.ch016

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Abstract

The chapter explored the importance of textbook authorship in the context of Tanzania's competence based curriculum. The study utilized a documentary analysis where literatures from local and global perspective were scrutinized. In order to enhance the findings, five teachers with a long experience in teaching were purposively sampled and interviewed. The findings indicate most teachers are not empowered in the art and science of writing textbooks; teachers are largely excluded in textbook evaluation; gender imbalance in textbooks is a widespread global issue; corruption is widespread in textbook industry. The study recommends a constructive way forward according to the findings.

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