Education for democracy in autocratic settings: an exploration of Tanzanian school actors’ understandings

This article explores Tanzanian teachers’ and school principals’ understandings of democracy and democracy education within a political context where democratic qualities are restricted. Building on theories of democracy, civic education and the role of schools as agents of social change, it highlights tensions between promoting democratic ideals and reinforcing state authority. Findings reveal an emphasis on knowledge transmission over discursive practices, prioritisation of elections, and limited focus on critical thinking, reflecting compliance with authoritarian norms. The study contributes to understanding how local political contexts shape educators’ approaches to democracy education, addressing gaps in research on civic education in Sub-Saharan Africa.