Emancipatory Education: Pre-Requisite for Social Economic Transformation in Tanzania

Dr. Chrispina Lekule
St. Augustine University of Tanzania
chrispina.lekule@saut.ac.tz

Abstract: This analytical paper discusses the concept of emancipatory education as a way forward for effective achievement of social economic transformation in Tanzania. Based on the philosophical views of a Brazilian thinker, Paulo Freire, the paper argues that, if Tanzania has to achieve a positive social economic transformation education which is the epicenter of this effort should itself be transformed from the current banking model of education. The paper advocates for a pedagogical approach, which promotes critical thinking, creativity, and innovation grounded in an anti-colonial ethos that is contextual and appropriate for Tanzania’s unique developmental needs. In setting the ground for this argument, the paper presents a brief overview of the history of education in Tanzania where the evolution of various education policies is discussed. This discussion is underpinned by perspectives of Mwalimu J. K. Nyerere, who believed in education as a tool and a means of alleviating poverty, disease, and ignorance and John Dewey whose views emphasized education as a social process of reconstructing experiences. The paper explores the concept of emancipatory education and obstacles to achieving it in Tanzania. The paper ends with a discussion of a possible blueprint to actualizing emancipatory education towards ultimate social economic transformation in Tanzania.