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ERIC Number: EJ946898
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-1750-8487
Educational Policymaking in the Tanzanian Postcolony: Authenticity, Accountability, and the Politics of Culture
Phillips, Kristin
Critical Studies in Education, v52 n3 p235-250 2011
In this article I explore the political event of the Tanzanian government's interdiction of a prominent educational civil society organization in order to theorize the emerging policy heterarchy in Tanzania. In the context of the ensuing public debate about the interdiction, I ask two questions: (1) what tensions are emerging from the democratization reforms embedded in national iterations of international EFA policies and (2) to what end are such reforms taking place? I address these questions with ethnographic, documentary and interview data collected as part of a broader study of participation in development between 2004 and 2007 in Dar es Salaam and the Singida region of central Tanzania. My analysis draws on critical, anthropological and postcolonial theories to explore the tensions of policy making in the context of the Tanzanian postcolony and how such tensions carve out a political topography in Tanzania that delimits and demarcates how policy travels. (Contains 15 notes and 1 figure.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tanzania