后殖民时期坦桑尼亚的历史教育
摘要
本文探究的是后殖民时期坦桑尼亚的中学历史教育的历史。以1961年坦桑尼亚独立为起点,考察了独立以后50多年来坦桑尼亚三个重要阶段的历史教育演变,包含了学校历史课程设置、教科书以及教学过程。本文尤其注重对历史教育变革所处的社会环境的分析,以及不断变化的背景对历史教学目标、教学内容等历史教育本质的影响,并在论述中着重说明意识形态、政治基础以及其中显示出的身份认同的概念及其试图在学习者中培养的价值观。
引文
(1)Robert Thorp, Uses of History Education, Umea Studies in the History and Education, 25(2016). http://www.researchgate.net/publication/306374252, R etrieved 17th August, 2018.
(2)Howard Zinn, The Interpretation of History, talk at Northfield, NM on 7th Feb, 1997.
(3)Paraphrased by Thorp, 26.
(1)Peter Seixas,“A History/Memory Matrix for History Education”, Public History Weekly, February 25, 2016. https://public-history-weekly.degruyter.com/4-2016-6/a-historymemory-matrix-for-history-education/, Accessed 29th August, 2018.
(2)Ibid.
(3)D. Clark, Explorers and Discovers, London:Longmans, 1951, p.72.
(4)J.K. Nyerere,“Education for Self-Reliance”, in Nyerere, Ujamaa Essays, Dar es Salaam:Oxford University Press,1968,pp.44-75.
(5)L.S. Block, National Development Policy and Outcomes at the University of Dar es Salaam, African Studies Review, 27(1), 1984, pp.97-115.
(6)Nina Elizabeth Weaver, Education Policy in Tanzania from Independence to the Present:Continuity and Transformation,Unpublished B.A. Philosophy Dissertation, Pittsburg:University of Pittsburg, 2011, pp.56-58.
(1)直到1962年,坦桑尼亚大陆地区(坦噶尼喀)的学校体制还是按照种族不同,分为三块:欧洲人、亚洲人、非洲人分别就学。这种体制也在其他英属殖民地普遍实行。
(2)一战后,英国托管坦噶尼喀,实行“间接统治”,但是二战期间英国开始直接干预殖民经济,为赢得战争服务。二战后,英国开始用现代科学技术发展殖民地经济,冀图维持英镑稳定和国际收支平衡。而英国这种经济发展方式在坦噶尼喀推行的过程中,大量兼并农村非洲人土地,激起极大抗议。译者注。
(3)F. Johnson, Zamani Mpaka Siku Hizi, Dar es Salaam:Education Department–Tanganyika Territory, 1929.
(4)Wizara ya Elimu, Muhtasari wa Shule za Primary Zenye Mafunzo kw Kiswahili, Dar es Salaam:Government Printer,1963, p.1.
(5)Ministry of Education, History Syllabus for Forms I to 1V, Dar es Salaam:Government Printer, 1967, p7.
(6)Interview with F. Lutatenekwa, Dar es Salaam, 5th November, 1987.
(1)J.K.Nyerere, Ujamaa:Essays on Socialism, Dar es Salaam:Oxford University Press, 1968, pp.1-12.
(2)Tanzania Institute of Education, Tenth Anniversary 1975-1985, Dar es Salaam:Government Printer, 1985, p.3.
(3)Taasisi ya Elimu, Ufundishaji wa Historia katika Shule Zetu, Mimeo, 1980.
(4)J.R. Mlahagwa&I.N. Kimambo, Report of the 20th Anniversary Celebrations of the HAT(1966-1986), September,1986.
(5)Ministry of Education, Report on Tanzanian Syllabus in History for Forms I-IV, Mimeo, Dar es Salaam, 1967, p.2.
(1)Ibid.
(2)D.R. Morrison, Education and Politics in Africa:The Tanzanian Case, London:C. Hurst&Co. Ltd., 1976, p.218.
(3)该书头两卷于1969年由东非出版社(East African Publishing House)出版,其余各卷1973年由朗曼和东非出版社出版。
(1)1976年由坦桑尼亚出版社(Tanzania Publishing House)第一次出版。
(2)沃尔特·罗德尼博士1978年以前曾任教达累斯萨拉姆大学,该书是他通过与学校师生进行学术讨论互动写出的。
(3)F. Lutatenekwa, History Teaching in Tanzania Secondary Schools for the last twenty five year, Unpublished paper presented at the History Teachers’ conference held in Dar es Salaam, 1986, p.11.
(4)Ministry of Education, Secondary school syllabuses:Social Science, Dar es Salaam:Printpark/MTUU, 1976, p.46.
(5)Ibid, p.60.
(1)Ministry of Education, Secondary School Syllabuses, op. cit, 1976, pp.64-67.
(1)M. Mulder, et.al., The Concept of Competence in the Development of Vocational Education and Training in Selected EU Member States:A critical Analysis, Journal of Vocational Education and Training, 59(1), 2006, p.65.
(2)The Ministry of Education and Vocational Training, Education and Training Policy, Dar es Salaam:The United Republic of Tanzania, 1995.
(2)Howard Zinn, The Interpretation of History, talk at Northfield, NM on 7th Feb, 1997.
(3)Paraphrased by Thorp, 26.
(1)Peter Seixas,“A History/Memory Matrix for History Education”, Public History Weekly, February 25, 2016. https://public-history-weekly.degruyter.com/4-2016-6/a-historymemory-matrix-for-history-education/, Accessed 29th August, 2018.
(2)Ibid.
(3)D. Clark, Explorers and Discovers, London:Longmans, 1951, p.72.
(4)J.K. Nyerere,“Education for Self-Reliance”, in Nyerere, Ujamaa Essays, Dar es Salaam:Oxford University Press,1968,pp.44-75.
(5)L.S. Block, National Development Policy and Outcomes at the University of Dar es Salaam, African Studies Review, 27(1), 1984, pp.97-115.
(6)Nina Elizabeth Weaver, Education Policy in Tanzania from Independence to the Present:Continuity and Transformation,Unpublished B.A. Philosophy Dissertation, Pittsburg:University of Pittsburg, 2011, pp.56-58.
(1)直到1962年,坦桑尼亚大陆地区(坦噶尼喀)的学校体制还是按照种族不同,分为三块:欧洲人、亚洲人、非洲人分别就学。这种体制也在其他英属殖民地普遍实行。
(2)一战后,英国托管坦噶尼喀,实行“间接统治”,但是二战期间英国开始直接干预殖民经济,为赢得战争服务。二战后,英国开始用现代科学技术发展殖民地经济,冀图维持英镑稳定和国际收支平衡。而英国这种经济发展方式在坦噶尼喀推行的过程中,大量兼并农村非洲人土地,激起极大抗议。译者注。
(3)F. Johnson, Zamani Mpaka Siku Hizi, Dar es Salaam:Education Department–Tanganyika Territory, 1929.
(4)Wizara ya Elimu, Muhtasari wa Shule za Primary Zenye Mafunzo kw Kiswahili, Dar es Salaam:Government Printer,1963, p.1.
(5)Ministry of Education, History Syllabus for Forms I to 1V, Dar es Salaam:Government Printer, 1967, p7.
(6)Interview with F. Lutatenekwa, Dar es Salaam, 5th November, 1987.
(1)J.K.Nyerere, Ujamaa:Essays on Socialism, Dar es Salaam:Oxford University Press, 1968, pp.1-12.
(2)Tanzania Institute of Education, Tenth Anniversary 1975-1985, Dar es Salaam:Government Printer, 1985, p.3.
(3)Taasisi ya Elimu, Ufundishaji wa Historia katika Shule Zetu, Mimeo, 1980.
(4)J.R. Mlahagwa&I.N. Kimambo, Report of the 20th Anniversary Celebrations of the HAT(1966-1986), September,1986.
(5)Ministry of Education, Report on Tanzanian Syllabus in History for Forms I-IV, Mimeo, Dar es Salaam, 1967, p.2.
(1)Ibid.
(2)D.R. Morrison, Education and Politics in Africa:The Tanzanian Case, London:C. Hurst&Co. Ltd., 1976, p.218.
(3)该书头两卷于1969年由东非出版社(East African Publishing House)出版,其余各卷1973年由朗曼和东非出版社出版。
(1)1976年由坦桑尼亚出版社(Tanzania Publishing House)第一次出版。
(2)沃尔特·罗德尼博士1978年以前曾任教达累斯萨拉姆大学,该书是他通过与学校师生进行学术讨论互动写出的。
(3)F. Lutatenekwa, History Teaching in Tanzania Secondary Schools for the last twenty five year, Unpublished paper presented at the History Teachers’ conference held in Dar es Salaam, 1986, p.11.
(4)Ministry of Education, Secondary school syllabuses:Social Science, Dar es Salaam:Printpark/MTUU, 1976, p.46.
(5)Ibid, p.60.
(1)Ministry of Education, Secondary School Syllabuses, op. cit, 1976, pp.64-67.
(1)M. Mulder, et.al., The Concept of Competence in the Development of Vocational Education and Training in Selected EU Member States:A critical Analysis, Journal of Vocational Education and Training, 59(1), 2006, p.65.
(2)The Ministry of Education and Vocational Training, Education and Training Policy, Dar es Salaam:The United Republic of Tanzania, 1995.