This section will explore the cultural influences within education in Tanzania and England. Both countries carry many historic factors which have undoubtedly impacted pedagogy and discipline within the classroom. I will then analyse how these factors affect schooling and the overall education system.

With England a multicultural society, it is important to note that British elements have been implemented within educational institutions. When observing the classroom one might fail to notice any form of cultural influence, it is deeply implemented within school pedagogy and the hidden curriculum. A hidden curriculum refers to an unwritten and often unintended lesson that pupils learn through school. For many years, philosophy of the English education system has primarily 'focused on humanism' (Pepin, 1998). Humanism is 'an approach which studies the whole person, and the uniqueness of each individual' (McLeod,2007).  The English education system carries an individualistic approach to teaching, the child being the centre of attention. Within the classroom, interaction between pupils and teacher is highly emphasised, allowing educators to note the needs and abilities of the individual to assist them throughout their learning; such as tutorials. Moral education is another imperative cultural factor of English education. Of particular interest is the political and social correlation within this influence. The belief that moral education should provide integrity, fairness and increase ones qualities making them better citizens. This influence is 'traditionally viewed as the teachers responsibility’ (Pepin, 1998). In England, Primary education has seen a dominance of female teachers. According to The Telegraph (2013), studies demonstrate that 'number of consistent stereotypes and barriers, stopped men entering the profession' (Paton, 2013).  Furthermore, corporal punishment as form of discipline was outlawed by government in 1987.  Instead, behavioural policies and guidelines were incorporated within schools 'becoming the head teacher's decision to determine any disciplinary penalties' (Department of Education, 2014).

Similarly, Tanzania is a multi-ethnic society in which African culture has been profoundly influenced within their education system. Since emerging as The United Republic of Tanzania, the citizens share strong feelings of national pride and cohesion.  Thus, moral education is incorporated in hope that individuals will socially, economically and politically benefit the society. In previous years, Tanzania has undergone and is still being reported to experience gender inequality, resulting in fewer girls attending schools than boys. This has been a long term problem for Tanzania, extremely evident amongst tribes such as Maasai. It is believed that 'females are not accorded great importance in Maasai society hence, are declined opportunity to education' (Temba.et.al, 2013). It should be noted that the government and NGO's have been working to empower Maasai women, giving them full right to education.  Within schools, traditions such as singing the national anthem in Swahili are carried out every morning. A positive relationship with a teacher has found 'to correlate with students general satisfaction at school' (Malmberg.et.al, 2001:209), making them accountable for the ethos. Dissimilar to England,  corporal punishment is still implemented in Schools. It is believed that the teacher should have power within the classroom, as a sign of respect.
 

To conclude, both countries have incorporated many cultural and traditional factors and values within their curriculum and classrooms. It is evident that both countries carry diverse agendas which have been influenced from historic, philosophical and theoretical perspectives.


By Aneesa Khan