In today's episode with Dr. Nozomi Sakata, Assistant Professor of the Center for the Study of International Cooperation in Education at Hiroshima University in Japan. We had a conversation with her on the intricacies of learner-centered pedagogy (LCP) within the Tanzanian context. Dr. Sakata explores the cultural nuances that influence the implementation of LCP, particularly in Global South contexts where traditional norms may conflict with the pedagogy's participatory ethos. Throughout the episode, she also discusses the qualifications educators need to effectively incorporate LCP into their teaching methods. The conversation extends to the legacy of educational systems in Tanzania, influenced by both colonial history and the vision of Julius Nyerere, the first president of the United Republic of Tanzania. In particular, Dr. Sakata sheds light on the impact of disinformation campaigns on education during the COVID-19 pandemic in Tanzania, offering a critical lens through which to examine the resilience and adaptability of educational frameworks.

This episode is hosted by Kamille Beye, Rowena Azada-Palacios, Adam Peter Lang, and Stella Micheong Cheong. Please subscribe to the podcast through Apple, Google, Spotify, or Amazon Music. You may also follow @c4c_ed on Twitter. We look forward to hearing your feedback. If you would like to explore participating in our podcast, do not hesitate to reach out through the online participation form or email us at info@conversations4citizenship.com.

Further Reading List

• Sakata, N. (2023). Embracing the messiness in mixed methods research: The craft attitude. Journal of Mixed Methods Research, 17(3), 288-307.
• Sakata, N., Winston-Proctor, C. E., & Harris, L. T. (2023). Decolonising higher education: Black and Minority Ethnic students’ experiences at an elite British university. Cambridge Journal of Education, 53(3), 397-411.
• Sakata, N. (2022). Is learner-centred pedagogy associated with pupils’ positive attitudes towards learning? The case of Tanzania. Compare: A Journal of Comparative and International Education, 1-19.
• Sakata, N. (2022). Learner-Centred Pedagogy in the Global South: Pupils and Teachers’ Experiences. Taylor & Francis.

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