Exploring the responses to and perspectives on formal education among the Maasai pastoralists in Monduli, Tanzania

Abstract Although extensive research has been conducted on education practice among the Maasai pastoralists, there has been no detailed exploration of their responses to and perspectives on formal education. Employing an interpretivist qualitative approach, this study explored various responses to and perspectives on the current practice of formal education among the Maasai in Monduli, Tanzania. The study drew primarily on interviews with two Maasai chiefs and 18 elders, as well as focus groups with 30 parents, 20 students, and 20 out-of-school morans and girls. The results revealed mixed responses to and contested views on formal education among the Maasai, ranging from positive and negative responses to the complementary response (coexistence of two knowledges). The findings suggest the need for a dialogue among various sections of the Maasai population to reach a consensus on an alternative educational option, which can work best for all segments of people in the community.