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Please also note that the author of this document will not be responsible for any plagiarism you
commit.
Question 1: Comparative and international education
1.1. Define the following concepts in your own words. Provide the source of your definition in
each instance.
1.1.1. African socialism
African socialism, particularly in the Tanzanian context under Julius Nyerere, refers to a
developmental ideology based on self-reliance, communal ownership, and mutual cooperation.
Known as Ujamaa, it emphasized African cultural values over Western capitalist models. This
approach sought to free Tanzania from dependency on former colonial powers like Britain.
Education played a central role by promoting equality, relevance, and equity in society. (Nyerere,
1967)
1.1.2. Comparative education
Comparative education is the study of education systems by examining how societal factors—such
as geography, politics, economics, and culture—influence them. It uses a three-pronged method:
analyzing individual systems, understanding their societal contexts, and comparing them globally.
The aim is to interpret how education reflects and shapes society. This field helps identify patterns
and differences to inform policy and practice. (Cowen, 2000)
1.1.3. Home language
Home language refers to the indigenous languages spoken by learners in their homes and
communities, such as Nguni, Sotho-Tswana, Venda, and others in South Africa. Historically
sidelined during colonial rule, these languages carried cultural knowledge and values. Colonial
education promoted European languages, leading to the marginalization of local tongues. Curriculum
decolonisation seeks to restore home languages as central to teaching and learning. (Heugh, 2009)
1.1.4. Curriculum decolonisation
Curriculum decolonisation is the process of transforming educational content to reflect the lived
realities, histories, and knowledge systems of formerly colonized societies. It challenges Eurocentric
perspectives and aims to incorporate African and other indigenous epistemologies. This approach
addresses the power imbalances in knowledge production and representation. It seeks to create a
more inclusive and just education system for all learners. (Le Grange, 2016)
Please also note that the author of this document will not be responsible for any plagiarism you
commit.
Question 1: Comparative and international education
1.1. Define the following concepts in your own words. Provide the source of your definition in
each instance.
1.1.1. African socialism
African socialism, particularly in the Tanzanian context under Julius Nyerere, refers to a
developmental ideology based on self-reliance, communal ownership, and mutual cooperation.
Known as Ujamaa, it emphasized African cultural values over Western capitalist models. This
approach sought to free Tanzania from dependency on former colonial powers like Britain.
Education played a central role by promoting equality, relevance, and equity in society. (Nyerere,
1967)
1.1.2. Comparative education
Comparative education is the study of education systems by examining how societal factors—such
as geography, politics, economics, and culture—influence them. It uses a three-pronged method:
analyzing individual systems, understanding their societal contexts, and comparing them globally.
The aim is to interpret how education reflects and shapes society. This field helps identify patterns
and differences to inform policy and practice. (Cowen, 2000)
1.1.3. Home language
Home language refers to the indigenous languages spoken by learners in their homes and
communities, such as Nguni, Sotho-Tswana, Venda, and others in South Africa. Historically
sidelined during colonial rule, these languages carried cultural knowledge and values. Colonial
education promoted European languages, leading to the marginalization of local tongues. Curriculum
decolonisation seeks to restore home languages as central to teaching and learning. (Heugh, 2009)
1.1.4. Curriculum decolonisation
Curriculum decolonisation is the process of transforming educational content to reflect the lived
realities, histories, and knowledge systems of formerly colonized societies. It challenges Eurocentric
perspectives and aims to incorporate African and other indigenous epistemologies. This approach
addresses the power imbalances in knowledge production and representation. It seeks to create a
more inclusive and just education system for all learners. (Le Grange, 2016)
