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Critical Studies in Education Volume 52, 2011 - Issue 3: Global Education Policy: Networks and Flows
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Articles

Educational policymaking in the Tanzanian postcolony: authenticity, accountability, and the politics of culture

Kristin Phillips Department of Teacher Education, Michigan State University, East Lansing, MI, USACorrespondence[email protected]
Pages 235-250 | Received 03 Feb 2011, Accepted 18 May 2011, Published online: 14 Sep 2011

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Matthew A. M. Thomas & Frances K. Vavrus. (2021) The Pluto Problem: Reflexivities of Discomfort in Teacher Professional Development. Critical Studies in Education 62:4, pages 486-501.
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Hanna Posti-Ahokas & Elina Lehtomäki. (2014) The significance of student voice: female students’ interpretations of failure in Tanzanian secondary education. Gender and Education 26:4, pages 338-355.
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Articles from other publishers (4)

Beniamin Knutsson & Jonas Lindberg. (2017) Studying “the Political” in International Aid to Education: Methodological Considerations. Comparative Education Review 61:4, pages 701-725.
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Gamuchirai Tsitsi Ndamba, Micheal M Van Wyk & Josiah C Sithole. (2017) Competing Purposes: Mother Tongue Education Benefits Versus Economic Interests in Rural Zimbabwe. International Indigenous Policy Journal 8:1.
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Sonia Languille. (2014) Quality education through performativity. ‘Learning crisis’ and technology of quantification in Tanzania. International Journal of Educational Development 39, pages 49-58.
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Kari A. Hartwig. (2013) Using a social justice framework to assess educational quality in Tanzanian schools. International Journal of Educational Development 33:5, pages 487-496.
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