Cultural Imperialism and the Struggle over Kiswahili as the Medium of Instruction in Tanzania

Abstract

Abstract In 1997, Tanzania’s National Cultural Policy recommended Kiswahili to be used as the medium of instruction for the entire nation’s public education system. However, since then English language maintains a hegemonic position as the medium of instruction in post-primary education. Arguably, this demonstrates cultural imperialism as a factor in the non-implementation of the cultural policy. We examine whether the global politics of expansionism and domination is causally responsible for the non-adoption of Kiswahili as the medium of instruction by making English a precious product and decisive tool for managing international politics. Political, economic and cultural institutions established by imperial powers have directly and indirectly shaped the language policy and its implementation. Consequently, elites in Tanzania have supported approaches that maintain English as the medium of instruction. Breaking away from the imperial structures that resist the adoption of Kiswahili as medium of instruction is central to any possibility for changing the prevailing situation.

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