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Moshi Mislay

Doctor of Philosophy, (Education)
Study Completed: 2016
College of Humanities & Social Sciences


Thesis Title
The Politics of Teachers' Work in the Context of Curriculum Resources Marketisation Policy Reforms in Three Secondary Schools in Tanzania

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Globalised education policy reforms are complex and dynamic processes that have serious consequences on teachers' work experiences because they are influenced by multiple discourses, texts, and institutions reshaped at global, national, and local levels. Mr Mislay investigated how teachers' work culture, history, and politics was reshaped by curriculum resources marketisation policy reforms that Tanzania's government adopted in the 1990s as a result of structural adjustment programmes implemented between 1992 and 2012. He used an ethnographic case study of three secondary schools to illuminate teachers' work histories, politics, and cultures. He found that marketisation policy texts and discourses positioned secondary school teachers as passive recipients and dependent consumers of marketised curriculum resources (MCR) produced by private publishers and the state. Teachers were positioned as lacking knowledge to plan, decide, and implement curricula, pedagogy, and evaluation practices that constrained their creativity and critical thinking while reproducing capitalist publishers and state interests, power, and ideologies.

Professor John O'Neill
Dr Kama Weir

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