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Tanzania Textbooks, Curriculum and Politics: A Documentary Analysis
Abstract
The chapter explored the importance of textbook authorship in the context of Tanzania's competence based curriculum. The study utilized a documentary analysis where literatures from local and global perspective were scrutinized. In order to enhance the findings, five teachers with a long experience in teaching were purposively sampled and interviewed. The findings indicate most teachers are not empowered in the art and science of writing textbooks; teachers are largely excluded in textbook evaluation; gender imbalance in textbooks is a widespread global issue; corruption is widespread in textbook industry. The study recommends a constructive way forward according to the findings.
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