Foremost, I acknowledge the role of my supervisors, Professor John G. O'Neill and Doctor Kama J. ... more Foremost, I acknowledge the role of my supervisors, Professor John G. O'Neill and Doctor Kama J. Weir. Together, they shaped and reshaped my knowledge in critical education policy and discourse analysis using the most challenging and critical literature and moral discourses that changed my research orientation from a quantitative to a qualitative philosophy. I also take this opportunity to acknowledge and put in loving memory the late Dr. Ndibalema Rwekaka Alphonce. He was my lecturer in both my undergraduate and master's degrees, which we later co-taught after I joined the Department. He was my Master's thesis supervisor between 2005 and 2007. I remember him for many reasons, but most importantly for his constructive discourse that "research questions are the major focus of a study because questions form primary lines of inquiry". He was also my professional mentor between 2007 and 2011. The late Ndibalema was a gifted and talented academician for his critical, creative, and radical mind on educational administration, policy, and practices. Moreover, I acknowledge Dr. Hillary A. Dachi, the former head of Department of Educational Planning and Administration between 2000 and 2006, and School of Education Dean from April 2012 to the present. Dachi created a teamwork spirit and ideology among us as newly recruited academic staff. These values and practices developed a firm foundation for us as academicians and researchers in educational policy and management. I also thank Dr. Eugenia Kafanabo, who coordinated the University of Dar es Salaam-World Bank Project at the School of Education. In addition, I thank all those who proposed and implemented the Project, both from within the university and the Ministry of Education and Vocational Training, a project that financed my entire doctoral programme.
Before Tanzania enjoyed the fruits of postcolonial education policy reforms, the country was hit ... more Before Tanzania enjoyed the fruits of postcolonial education policy reforms, the country was hit by the world economic crises in the 1970s. Consequently, Tanzania and other developing countries turned to the World Bank and International Monetary Fund (IMF) that imposed, financed, and controlled her education and economic policy through the Structural Adjustment Programmes (SAP) of the 1980s. Thus, Tanzania adopted education privatisation and marketisation policies during the 1990s. More specifically, in 1991, the Policy on Production and Distribution of School and College Books, which I will call Marketisation Policy, redefined school and college curriculum resources according to market principles. The purpose of this study was to critically analyse how marketisation policy reforms, reconstructed at societal, institutional, and local classroom levels, reshaped teachers’ subjectivities and practices between 1992 and 2012. Using an ethnographic case study of three secondary schools fr...
Foremost, I acknowledge the role of my supervisors, Professor John G. O'Neill and Doctor Kama J. ... more Foremost, I acknowledge the role of my supervisors, Professor John G. O'Neill and Doctor Kama J. Weir. Together, they shaped and reshaped my knowledge in critical education policy and discourse analysis using the most challenging and critical literature and moral discourses that changed my research orientation from a quantitative to a qualitative philosophy. I also take this opportunity to acknowledge and put in loving memory the late Dr. Ndibalema Rwekaka Alphonce. He was my lecturer in both my undergraduate and master's degrees, which we later co-taught after I joined the Department. He was my Master's thesis supervisor between 2005 and 2007. I remember him for many reasons, but most importantly for his constructive discourse that "research questions are the major focus of a study because questions form primary lines of inquiry". He was also my professional mentor between 2007 and 2011. The late Ndibalema was a gifted and talented academician for his critical, creative, and radical mind on educational administration, policy, and practices. Moreover, I acknowledge Dr. Hillary A. Dachi, the former head of Department of Educational Planning and Administration between 2000 and 2006, and School of Education Dean from April 2012 to the present. Dachi created a teamwork spirit and ideology among us as newly recruited academic staff. These values and practices developed a firm foundation for us as academicians and researchers in educational policy and management. I also thank Dr. Eugenia Kafanabo, who coordinated the University of Dar es Salaam-World Bank Project at the School of Education. In addition, I thank all those who proposed and implemented the Project, both from within the university and the Ministry of Education and Vocational Training, a project that financed my entire doctoral programme.
Before Tanzania enjoyed the fruits of postcolonial education policy reforms, the country was hit ... more Before Tanzania enjoyed the fruits of postcolonial education policy reforms, the country was hit by the world economic crises in the 1970s. Consequently, Tanzania and other developing countries turned to the World Bank and International Monetary Fund (IMF) that imposed, financed, and controlled her education and economic policy through the Structural Adjustment Programmes (SAP) of the 1980s. Thus, Tanzania adopted education privatisation and marketisation policies during the 1990s. More specifically, in 1991, the Policy on Production and Distribution of School and College Books, which I will call Marketisation Policy, redefined school and college curriculum resources according to market principles. The purpose of this study was to critically analyse how marketisation policy reforms, reconstructed at societal, institutional, and local classroom levels, reshaped teachers’ subjectivities and practices between 1992 and 2012. Using an ethnographic case study of three secondary schools fr...
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Papers by Moshi Mislay