Social Forces Impeding Development of Science and Technology in Tanzania: The Case of Secondary School Science Education

Abstract

This study examines the relationship between natural science knowledgeand development of science and technology in Tanzania. It is a responseto the puzzle that, why despite decades of dissemination of modern scienceknowledge, Tanzania is still technologically behind? The study usesqualitative methods of data generation and accumulation by disarticulationconceptual framework to analyze and explain this puzzle. Findings suggestthat, imperialist forces in forms of colonialism, neocolonialism andneoliberalism have sporadically weakened the development of science andtechnology. In the neoliberal era, schools disseminate eurocentric, reifiedand disarticulated science that limits students ' potentialities to invent andinnovate relevant and articulated technologies. The study recommendson reconceptualization of natural science knowledge and disseminationof an articulated version.Keywords: articulated knowledge, disarticulation, eurocentrism,natural science,