Department of History

Africa is one of the world continents with a deep history of education equally to other world continents. This has offered a room for the provision of diverse educational teachings that was based on individual society's needs and perspectives. Despite the reality that there are plenty of surviving writings describing about pre-colonial African educational issues, there is still a quest of information to understand the psychological considerations of learners in pre-colonial education teachings. It is from that vein this article has devote itself in addressing the question of behaviorism psychology of learning in the pre-colonial period Africa by taking Tanzania mainland as a case study. It has been argued in this article that indigenous educational teachings were structured in frames of psychological considerations (which were not in documents) with regard to children age, knowledge level, and nature of the knowledge content to be acquired and mastered. The documentary reviews have been opted by the researcher to collect data for the study. The study has found that, the educational systems in precolonial Africa started from family to society level considering behaviorists ideas in their learning and teaching process. For example, Concepts Response Conditioning, reward and punishment and repetition formed core part in educational systems. The article concludes that unlike what is argued in many scholarly writings on pre-colonial Africa education as unsystematic, no curriculum, and no psychological consideration, this study has found and proved the vice versa of such arguments.

This article discusses the pre-colonial East African Bantu communities' wars, making the Bondei-Digo war a case study. The occurrence of such war in the late 17th to early 18th century was attributed to the need for the Bondei to defend their land and to end the continuous attacks and aggression done by the Digo people into the Bondei settlements. In this work, It has been depicted that, the Bondei and Digo are perhaps all the immigrants Bantu from southern Somalia coast. Although the Digo belongs to the Mijikenda Bantu while the Bondei are associated with the Seuta Bantu subgroup. It has also been shown that The Bondei were the earliest inhabitants in the areas along the coast of modern day's Tanga municipality and the Mkinga district, but were later squeezed out by the Digo to the lower land areas of modern days Muheza district. The ongoing need to acquire more Bondei land and the decisions for the Bondei to defend their settlement is what brought them into a conflict named the Milonge war.

Africa is one of the world continents with a deep history of education equally to other world continents. This has offered a room for the provision of diverse educational teachings that was based on individual society's needs and perspectives. Despite the reality that there are plenty of surviving writings describing about pre-colonial African educational issues, there is still a quest of information to understand the psychological considerations of learners in pre-colonial education teachings. It is from that vein this article has devote itself in addressing the question of behaviorism psychology of learning in the pre-colonial period Africa by taking Tanzania mainland as a case study. It has been argued in this article that indigenous educational teachings were structured in frames of psychological considerations (which were not in documents) with regard to children age, knowledge level, and nature of the knowledge content to be acquired and mastered. The documentary reviews have been opted by the researcher to collect data for the study. The study has found that, the educational systems in precolonial Africa started from family to society level considering behaviorists ideas in their learning and teaching process. For example, Concepts Response Conditioning, reward and punishment and repetition formed core part in educational systems. The article concludes that unlike what is argued in many scholarly writings on pre-colonial Africa education as unsystematic, no curriculum, and no psychological consideration, this study has found and proved the vice versa of such arguments.

This article discusses the pre-colonial East African Bantu communities' wars, making the Bondei-Digo war a case study. The occurrence of such war in the late 17th to early 18th century was attributed to the need for the Bondei to defend their land and to end the continuous attacks and aggression done by the Digo people into the Bondei settlements. In this work, It has been depicted that, the Bondei and Digo are perhaps all the immigrants Bantu from southern Somalia coast. Although the Digo belongs to the Mijikenda Bantu while the Bondei are associated with the Seuta Bantu subgroup. It has also been shown that The Bondei were the earliest inhabitants in the areas along the coast of modern day's Tanga municipality and the Mkinga district, but were later squeezed out by the Digo to the lower land areas of modern days Muheza district. The ongoing need to acquire more Bondei land and the decisions for the Bondei to defend their settlement is what brought them into a conflict named the Milonge war.

Abstract
This study describes traditions of writing in East Africa early to colonialism and
the attitude of colonial writers toward sources produced from these early
traditions. East Africa started to appear in writings from the classical era when
Roman visitors Documented the people of the coast of the region. The demise of
classical hegemony was followed by an epoch when Arabs visited the region for
trade and adventurous motives. The Arabs and east African coast people
relations culminated into writing literacy shrouded under Swahili civilization.
The tradition of writing under Swahili civilization started by Arabs and African
Muslim writers around the coast then adopted by interior Muslims in later
years. From 19 th CE, Europeans started to have interest in writing about East
Africa. This interest continued to the colonial era in 20 th CE and became
famously known as colonial historiography. Colonial historiography denied the
existence of the past significant for historical studies. Paradoxically, some of these writers worked in collaboration with African Muslim in interpreting
manuscripts produced by Muslim writers along the coast and interior. The
conclusive remarks on this study tell about how Islam was swahilized in East
Africa. Thus, African Muslim writing tradition subscribes to Africans rather
than foreign.
Keywords: History, Classical sources, Arab sources, African Muslim sources,
Colonial art of writing, East Africa.

Abstract
This study describes traditions of writing in East Africa early to colonialism and
the attitude of colonial writers toward sources produced from these early
traditions. East Africa started to appear in writings from the classical era when
Roman visitors Documented the people of the coast of the region. The demise of
classical hegemony was followed by an epoch when Arabs visited the region for
trade and adventurous motives. The Arabs and east African coast people
relations culminated into writing literacy shrouded under Swahili civilization.
The tradition of writing under Swahili civilization started by Arabs and African
Muslim writers around the coast then adopted by interior Muslims in later
years. From 19 th CE, Europeans started to have interest in writing about East
Africa. This interest continued to the colonial era in 20 th CE and became
famously known as colonial historiography. Colonial historiography denied the
existence of the past significant for historical studies. Paradoxically, some of these writers worked in collaboration with African Muslim in interpreting
manuscripts produced by Muslim writers along the coast and interior. The
conclusive remarks on this study tell about how Islam was swahilized in East
Africa. Thus, African Muslim writing tradition subscribes to Africans rather
than foreign.
Keywords: History, Classical sources, Arab sources, African Muslim sources,
Colonial art of writing, East Africa.

This study investigates the roots of gender inequalities in contemporary African lives. The study has surveyed the pre-colonial, colonial, and post-colonial gender relations in the continent. The study points that during the pre-colonial era there was equilibrium in accessing privileges and chances between men and women, such equal balance was defined by division of labor and specialization. In the colonial phase, however, colonialists favored men and infused the concept of Victorian women in all colonial projects; subsequently, the patriarchal system started to have its hold on African lives. Consequently, the modern African communities have entered into an independence era while incorporating the colonial patriarchal structures into their modern communities. Surprisingly, researchers on the topic under discussion continuously find African cultures' guilt as they still offer patronage to such inequalities as it was in the pre-colonial epoch. Henceforth, its obliteration is essential in a long walk to gender equalities on the continent. On the contrary, this study points that labeling African culture as the enemy of gender equalities is a miss location of the problem source as the problem started from the colonial epoch and therefore these inequalities are the continuation of the legacies of patriarchy structures imposed in Africa by colonizers.

This study investigates the roots of gender inequalities in contemporary African lives. The study has surveyed the pre-colonial, colonial, and post-colonial gender relations in the continent. The study points that during the pre-colonial era there was equilibrium in accessing privileges and chances between men and women, such equal balance was defined by division of labor and specialization. In the colonial phase, however, colonialists favored men and infused the concept of Victorian women in all colonial projects; subsequently, the patriarchal system started to have its hold on African lives. Consequently, the modern African communities have entered into an independence era while incorporating the colonial patriarchal structures into their modern communities. Surprisingly, researchers on the topic under discussion continuously find African cultures' guilt as they still offer patronage to such inequalities as it was in the pre-colonial epoch. Henceforth, its obliteration is essential in a long walk to gender equalities on the continent. On the contrary, this study points that labeling African culture as the enemy of gender equalities is a miss location of the problem source as the problem started from the colonial epoch and therefore these inequalities are the continuation of the legacies of patriarchy structures imposed in Africa by colonizers.

This study discusses the slave trade in East Africa, the Bondei in particular. It combines testimonies from oral and written sources. It surveys some major ideas and debates on the trade Subsequently, it gives the experience of the trade in the Bondei community found in the northeastern Tanganyika. East Africa had three phases of the slave trade however the major known is that of the 1840s following the introduction of Oman's capitals in Zanzibar. Oman's presence in Zanzibar integrated the whole East Africa in economic and political activities. The opening of slave market in Zanzibar had a profound impact to the mainland communities. In this study the Bondei community is surveyed to provide the experience where the trade is discussed to include the Bondei as both the dealers and the raided communities at the same time. Islam and Christianity religion are mentioned to come in Bonde as a result of the influence of the trade.

This paper irradiates the history and cultural identity of the Bondei people. The paper has obtained data from both documents and Bondei's oral traditions. The Data were sorted and subsequently presented into two groups. The first group presents the origin of the Bondei people. This view, put forth an idea that a precise location of Bondei origin is questionable. Several versions of explanations are provided including the major two-the migrants from the north associated with the legendry of Singwaya, and the other view associates the Bondei with the Bantu migration from Nyasa-Tanganyika to eastern coastal areas of modern days Tanganyika. War traditions, traditional religion, settlements organization, and ethics are the central focus for the discussion in this part. This part depicts the evolution and changes in the practices Bondei's culture. The changes are associated with the influence of globalization in the Bondei people's life ways.

Utani and burial traditions are the very common practices in the current Bondei community. The traditions have been in practice since the formation of the society. In this study the two traditions are used in attempt to understand the identity of Bondei people. Burial customs of the Bondei has been in constant transformation. In the beginning clan identities played a significant role in attracting people of other clans to come and mourn together. The burial of unidentified stranger was not considered important and may be carried out only by the clan they visit. Burials involved other traditions major identified is Utani. curing witches was another context where Utani was practiced. Convenient with other traditions, Utani was held predominantly in a forty day from the burial date. The purpose of Utani was to create friendship and comfort the clan which relative has died. The coming of world religions probably around 1850s affected the way burial traditions were to be carried out. Islamic and Christian burial cultures were to be followed parallel with the indigenous traditions.