Paul Muyinda Birevu – Institute of Open Distance and eLearning, College of Education and External Studies, Makerere University

Ghislain Maurice N. Isabwe – Department of Information and Communication Technology (ICT), University of Agder (UiA) Norway

Abstract: Reciprocal centric pedagogy (RCP) is a contemporary pedagogical paradigm which I first introduced in my PhD thesis (Mukwana & Ssebbunga, 2024) as a departure from teacher-centered pedagogy (TCP) and learner-centered pedagogy (LCP). It focuses on changing the structure of power and epistemic relations in higher education in Uganda. It is based on Barnlund’s Transactional model of Communication and Brunner’s scaffolding theories. The two theories position pedagogy beyond the basic array of instructional strat egies and methodologies and more deeply into issues of reciprocity, interpersonal relations and intercultural relations as channels for co -production and promotion of knowledge, power and creativity. The task of this research is to answer the big pedagogic al question (who has control of the learning process? Whilst TCP places control of the learning process in the hands of the teacher and the learner is in charge of the learning process under LCP, under RCP both teacher and the learner are in control of the learning process. Reciprocal learning characteristically has the practice of dialogue as a strategy for promoting comprehension, whereas RCP extends the practice of reciprocal learning at the level of epistemic and ontological reconstruction by simultaneously establishing the teacher and the learner as co-contributing agents in the construction of knowledge and meaning. Thus, this paper theorises the concept of reciprocal centric pedagogy as a paradigm shift that connects relational ontology and transactio nal pedagogy with the emphasis on the responsibility of both the teacher and learner to create reality out of the experiential perspective.

Abstract: This analytical paper discusses the concept of emancipatory education as a way forward for effective achievement of social economic transformation in Tanzania. Based on the philosophical views of a Brazilian thinker, Paulo Freire, the paper argues that, if Tanzania has to achieve a positive social economic transformation education which is the epicenter of this effort should itself be transformed from the current banking model of education. The paper advocates for a pedagogical approach, which promotes critical thinking, creativity, and innovation grounded in an anti-colonial ethos that is contextual and appropriate for Tanzania’s unique developmental needs. In setting the ground for this argument, the paper presents a brief overview of the history of education in Tanzania where the evolution of various education policies is discussed. This discussion is underpinned by perspectives of Mwalimu J. K. Nyerere, who believed in education as a tool and a means of alleviating poverty, disease, and ignorance and John Dewey whose views emphasized education as a social process of reconstructing experiences. The paper explores the concept of emancipatory education and obstacles to achieving it in Tanzania. The paper ends with a discussion of a possible blueprint to actualizing emancipatory education towards ultimate social economic transformation in Tanzania.