This article explores the need to incorporate local learning and a local language in media education in Tanzania. Further, it argues that this sustenance of learning based on local languages in all subjects ought to be defined as a human right in education. The author envisions education as a set of processes involving formal learning based on a local curriculum that draws on informal sources of knowledge and incorporates the country’s language of media and communication. In Tanzania, this means accounting for contextualized knowledge and reversing the current trend of de-contextualization of the upper educational system presently conducted in English, which disconnects formal and informal learning in the teaching of media education. This perspective involves alternative assumptions about the value of the local language in learning and teaching of media education. I argue that this will form a new platform for innovation based on a unique mix of local and global knowledge. It will provide teachers and students with the capacity to understand and deploy new technologies for learning.