Education in Tanzania: Class Formation and Reproduction.

Autor/in	Samoff, Joel
Titel	Education in Tanzania: Class Formation and Reproduction.
Quelle	(1976), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	African History; Colonialism; Comparative Education; Developing Nations; Educational Development; Educational History; Educationally Disadvantaged; Elementary Secondary Education; Equal Education; Foreign Countries; Government Role; Religious Education; Social Class; Social Mobility; Social Stratification; Socioeconomic Influences; Tables (Data); Tanzania + Suchen Sie Ihr Suchwort? Kolonialismus; Vergleichende Erziehungswissenschaft; Developing country; Developing countries; Entwicklungsland; Bildungsentwicklung; History of education; Bildungsgeschichte; Ausland; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Social classes; Soziale Klasse; Soziale Mobilität; Soziale Zusammensetzung; Sozioökonomischer Faktor; Tabelle; Tansania
Abstract	The mechanisms through which differential access to education in Kilimanjaro has been manipulated to insure the reproduction of a local ruling class are examined. Section I describes the regional advantages which have made Kilimanjaro the most educated area of the country. Section II discusses the church role in education prior to and following independence in 1961. The relationship between geographic and ethnic differentiation within Kilimanjaro is described generally in section III, followed by a more detailed description of ethnic and class groups in sections IV and V. Links between the ruling class and state institutions, which have produced a bureaucratic bourgeoisie, are discussed in section VI. Section VII analyzes Kilimanjaro's economic dependence upon coffee production and concludes that social mobility and the relative economic development of the area obscure class differences and minimize social and educational demands of the lower classes. Section VIII identifies class formation, ruling class perpetuation, and underdevelopment as mechanisms through which differential access to education has been manipulated in Tanzania and concludes that educational policies adopted by Tanzania and other African nations will determine which segments of society will govern by determining who will attend school. References are included in the document. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC