Tanzania Study Service Term, Goshen College, Spring 2008

Peter and Jan Shetler, Faculty Directors

John Wambura, Local Coordinator, Alfayo Wangwa, Assistant

Theo Odhiambo, Service Coordinator

I. Goals

  1. To find delight in learning through experience and observation about the diversity of the human family.
  2. To critically reflect on your own culture and to develop in personal faith and maturity in the context of others.
  3. To learn to function effectively and appropriately in another language and to value another culture.
  4. To learn about Tanzanian culture, environment, arts and history and to apply that knowledge to your own area of interest or expertise.
  5. To develop relationships of mutual respect with Tanzanians and within the group, demonstrating the skills of intercultural communication and awareness.

II. Academic Credit – 13 credits total

  1. Kiswahili language classes at KIU, evaluation determined by teacher 4 credits
  2. Intercultural Communication 3 credits
  3. History and Culture of Tanzania 3 credits
  4. Arts and Literature of Tanzania 2 credits
  5. Natural World of Tanzania 1 credit

III. Tanzania Topics

A. Nationbuilding and Peace

  • How has Tanzania constructed a sense of national unity out of a diverse people and history?
  • Why has Tanzania been successful in maintaining peace and stability in the post-colonial era when so many other African nations have not?
  1. The Arts and Authenticity
  • How has Tanzanian identity been expressed through the arts and in popular culture?
  • How is it possible to create an authentic national art?
  1. Conservation and Development
  • What are the challenges facing Tanzania in alleviating the poverty of its citizens?
  • How has Tanzania been successful in protecting its wildlife how have those efforts affected communities living around the parks?

IV. Required Texts

Maddox, Gregory H. and Giblin, James L. In Search of a Nation: Histories of Authority and Dissidence in Tanzania (Athens: Ohio University Press, 2005)

Shetler, Jan Bender. Imagining Serengeti: A History of Landscape Memory in Tanzania from Earliest Times to the Present (Athens: Ohio Univeristy Press, 2007)

Lema, Elieshi, Parched Earth: A Love Story (E &D Limited, Dar es Salaam, 2001) to be purchased in Tanzania.

Brennan, James R., Andrew Burton and Yusuf Lawi, Dar es Salaam: Histories from an Emerging African Metopolis (Mkuki na Nyota Press and The British Institute in East Africa, 2007).

Edmondson, Laura, Performance and Politics in Tanzania: The Nation on Stage (Indiana University Press, 2007).

Various articles, photocopied and distributed in Tanzania.

Daily Newspapers on the streets of DSM

V. Mode of Learning: Participant-Observation

  1. “Ethnography is the art of building and maintaining relationships. Through this experience, people are the living documents who are examined in a respectful and inquisitive manner. The dance of relationship building is sometimes unruly and yet beneficial. It is in part living with the unknown or living the questions while at the same time dealing with living with predictability. Building relationships for ethnography’s sake means taking risks in order to experience the bond of intellectual engagement and a commitment to encounter the everyday affairs of people’s lives.” (Thomas 1999, Under the Canopy, p. 12)
  2. The main “text” for your learning is your experience. You will be engaged in a different mode of learning on SST than you might be used to. Although there will be books and lectures, most of your learning will come from what ethnographers refer to as ‘participant-observation.’ This means you are thoughtfully analyzing what is going on around you but also being fully engaged as a “participant” with people and immersed in the culture yourself. This is hard work, you need to be constantly watching, thinking, asking, jotting notes, talking to people and processing what you are learning. This is not a passive mode of learning, although from the outside it may look like you are just hanging out. Your mind should be churning as you ride the doladola, walk the streets, buy things on the street or talk to people at the University. Exercise your curiosity! Don’t assume either that everything is familiar to you or that it is too different to comprehend. Be surprised by learning new things each day.
  3. The journal is an important part of the “observation” process because until you try to put your experiences into writing you may not be able to make sense of them. The journal is the place where you begin to reflect on and articulate what kinds of things you want to learn, formulate your questions and then write down what you have seen, experienced and heard that day. I expect that the journal will have commentary both on what you are learning and the kinds of questions you are asking. It will synthesize the different kinds of learning and try to find some answers that will lead to more questions. Your grade for the journal will depend on an inquisitive mind that is excited about learning as much as you can. Passive learners will not get a good grade. You must both participate AND observe!
  4. This kind of inquiry will allow you to choose a project that you might want to concentrate on, a theme or a focus, and see where that leads you. Eventually you will need to choose one set of inquiries for your final project that will be based on participant-observation learning. You will probably not read for your project but talk to people and observe what is happening around you.

VI. Requirements and Evaluation

  1. Kiswahili language study – you will be evaluated by teachers at KIU
  2. Attendance, active participation, preparation of homework assignments
  3. Exams before and after the service assignment
  4. Continued progress on language during service assignment demonstrated
  5. Evaluation for the other Academic Classes
  6. Your ability to engage in the Action/Reflection/Integration cycle of learning. Each area is worth about 1/3 of your grade in that class
  7. ACTION = Participation
  8. Culturally appropriate behavior and respect - Homestays and Group
  9. Whether in Dar or on service assignment, student participates in activities as part of the family, following their expectations.
  10. Student has learned how to behave in a culturally appropriate manner by observing people around her/him and behaving accordingly
  11. Student shows respect for her/his hosts and other Tanzanians with whom she/he interacts, allowing herself/himself to be directed by and defers to local knowledge and expertise.
  12. Student displays culturally appropriate manners and polite behavior.
  13. Student obeys the rules of the SST leaders and desists in practices that detract from the group learning experience and endangers herself/himself.
  14. Intercultural communication and awareness
  15. Student has mastered the ability to communicate across cultural boundaries, including humility and the ability to laugh at oneself.
  16. Student has become more consciously aware of her/his own culture and wealth and how that determines her/his interactions at home.
  17. Student has become aware of the dynamics of race, colonial heritage and US dominance in this context and is able to apply that to his/her home setting.
  18. Student has become more aware of gender dynamics in a different culture and able to reflect on her/his own culture in this regard.
  19. Student has reflected on his/her own spiritual heritage and practice in light of cross cultural experiences.
  20. Reading
  21. Student reads assigned book sections for the week and other reading at your discretion
  22. Student reads newspapers from the streets of DSM almost daily
  23. Lectures, Field Trips Service -- Curiosity and active learning
  24. Student demonstrates a curious mind, always asking questions and seeking to learn more about the culture.
  25. Student takes initiative to meet new people and participate in new experiences. Pushes beyond the comfort zone to experience the culture more fully.
  26. Student has gone beyond the minimal expectation to take advantage of the possibilities for learning, including during the service portion
  27. Student attends all class sessions/field trips and asks probing questions of the lecturers and guests, also taking time to greet them after the sessions.
  28. On service students are at work during the expected hours and carry through on the expectations of their hosts, engaging them in conversations about what is going on around them.
  29. Investigative Assignments
  30. Between Swahili classes in the morning and the academic lecture in the afternoon you will have time to find a place to eat lunch, explore Dar es Salaam and carry out assignments to make certain investigations in the city – visiting museums, craftspeople, observing architecture etc.
  31. Sometimes we will do these exercises as a group and other times you will go on your own in smaller groups, sometimes on different days.
  32. REFLECTION = Observation in Reflective Journal Essays
  33. Journal synthesizes or pulls together participant observation experiences, lectures, books and field trips to critically reflect on the culture
  34. Journal answers the question posed in each area as well as formulates the students own questions and observations. During the service portion the journal reflects on experiences as well as questions and experiences related to the project
  35. Journal includes 3 essays per week according to the schedule provided, try to write each day rather than all at once. Not a personal diary, not a calendar of what you did
  36. Journal will be written on notebook paper that can be take out of your binder and turned in each week as you continue to write for the next.
  37. Reflective Essays for each week will include:
  38. Intercultural Essay: Participation-observation learning about Tanzanian culture as well as own to answer the questions provided.
  39. Academic Essay: Integration of reading, field trips, lectures, observations, experiences to answer the question provided.
  40. Investigative Assignment: Directions for experiences that will allow you to further reflect on the questions provided.
  41. Optional Essay on your personal questions and struggles
  42. Due at each Monday morning at language school and when we visit you on service assignment. Will be deducted one full letter grade for every day they are late. Must be legible.
  43. You will receive a grade out of 10 total. 6 = unacceptable, 7 = needs improvement, 8 = satisfactory, 9 = extra effort, 10 = excellent.
  44. INTEGRATION = Exams, Discussion, Service Projects/Presentation
  45. Exam after each two weeks section in Dar es Salaam
  46. Service Evaluation from Supervisors
  47. Participation/leadership in Wednesday afternoon discussions and worship
  48. Individual interviews with leaders, three times during the semester
  49. Project and Presentation - Cumulative and integrative
  50. Independent investigation into a topic of your own choosing. May present your findings in a variety of creative ways at retreat.
  51. The project is based on experiential or participant observation that involves appropriate interaction with Tanzanians and more in-depth exploration of a subject that is personally or vocationally interesting
  52. The project is well organized and communicates information clearly, with a variety of possible formats beyond a typical research paper, presented effectively to the other students and to the professor at the end
  53. The project is creative and thoughtful, one that the student is proud of and would be proud to show to her/his hosts
  54. The project represents 40 hours of work over the course of the semester
  55. Evaluation of Intercultural Communication (3 credits) will include:
  56. Action/Participation
  57. Homestay
  58. Demonstration of culturally appropriate behavior
  59. Demonstration of intercultural communication skills
  60. Reflection/Journals
  61. Intercultural Journal Essays #1-4, #6-7, #9-11
  62. Integration
  63. Final Project and Presentation
  64. Service Assignments Evaluation
  65. Individual interviews with leaders
  66. Evaluation for History and Culture of Tanzania (3 credits) will include:
  67. Action/Participation
  68. Assigned book reading
  69. Newspaper reading
  70. Lectures - Engaged participation with guest speakers
  71. Field Trip – Bagamoyo
  72. Investigative activities
  73. Reflection/Journals
  74. Academic Journal Essays #1, 2, 7, 8
  75. Investigative Journal Essays #1, 2, 7, 8
  76. Integration
  77. Exam
  78. Discussion on Wednesday Afternoon sessions
  79. Evaluation for Arts and Literature of Tanzania (2 credits) will include:
  80. Action/Participation
  81. Assigned book readings
  82. Newspaper reading
  83. Lectures - Engaged participation with guest speakers
  84. Field Trip – Village Study
  85. Investigative activities
  86. Reflection/Journals
  87. Academic Journal Essays #3, 4, 9, 10
  88. Investigative Journal Essays #3, 4, 9, 10
  89. Integration
  90. Exam
  91. Discussion on Wednesday Afternoon sessions
  92. Evaluation for Natural World of Tanzania (3 credits) will include:
  93. Action/Participation
  94. Assigned book readings
  95. Lectures - Engaged participation with guest speakers
  96. Field Trip – Sokoine University
  97. Field Trip – Serengeti
  98. Investigative activities
  99. Reflection/Journals
  100. Academic Journal Essays #5, 6, 11
  101. Investigative Journal Essays #5, 6, 11
  102. Intercultural Journal Essays #5 and 8
  103. Integration
  104. Exam
  105. Discussion on Wednesday Afternoon sessions

VIII. Topics for Reflective Essays for the Journal Assignments

For the week of /

Due on

/ Questions
Week 1
Jan. 14-20 / Jan. 21 / 1. Intercultural Essay: What are your first impressions of Dar es Salaam and Tanzania, where will you be stretched, what are the biggest differences and similarities to your own culture? How do people treat an “mgeni”?
2. Academic Essay: What are Tanzanians most proud of in their own culture? How do Tanzanians and others represent the pre-colonial past? Why?
3. Investigative Assignment: Visit the National Museum and the Village Museum in Dar. Think about how Tanzania is representing itself in these institutions. What does this say about national identity and history?
READ: Brennan, Dar es Salaam, Part I, pp. 1-175. Maddox and Giblin, In Search of a Nation, Part I, Intro and Ch 2-3, pp. 1-56.
Week 2
Jan. 21-27 / Jan. 28 / 1. Intercultural Essay: What are the hopes and dreams of young people in DSM? Is there such a thing as youth culture and how would you characterize it? What obstacles do you face to realize their dreams?
2. Academic Essay: How has Tanzania formed its diverse peoples into a unified and peaceful nation? How does the past influence the form that nationalism takes today?
3. Investigative Assignment: Get around the city and observe the architecture and spatial structure of DSM. What does this say about Tanzanian history and culture, values and worldview?
READ: Maddox and Giblin, In Search of a Nation, Part II and III, especially Chs. 5, 6, 7, 11, 12, 13, 14, pp. 57-277.
Week 3
Jan. 28-Feb. 3
First Interviews / Feb. 4 / 1. Intercultural Essay:What do you observe about the dynamics of race, class and gender in your everyday interactions?
2. Academic Essay:What are the most pressing issues that Tanzania faces today and how are Tanzanians addressing those issues? How do non-profit organizations work at those issues?
3. Investigative Assignment: Find out about the political system in Tanzania, political parties, elections, issues in the newspaper, on signs, what role does politics play in city life? Visit NGOs and other organizations working in Dar es Salaam. How do these organizations influence political life?
4. Brief report on project topic and progress to date
READ: Brennan, Dar es Salaam, Part II, pp. 175-250. Maddox and Giblin, In Search of a Nation, Part IV, pp. 278-327.\
And photocopies…
Week 4
Feb. 4-10 / Feb. 11 / 1. Intercultural Essay: What expressions of faith have you observed and how does that challenge or enhance your own spiritual journey?
2. Academic Essay: How has Tanzanian national identity been expressed through the arts and popular culture?
3. Investigative Assignment: Experience and reflect on the various forms of artistic expression you find around the city, whether by individuals or in institutions. Why does creativity take these forms and how much is determined by the tourist market?
READ: Edmondson, Performance and Politics, read all. Begin reading the Tanzanian novel and finish this and others on service Lema, Elieshi, Parched Earth: A Love Story
Week 5
Feb. 11-17 / Feb. 18 / 1. Intercultural Essay: How do people relate to their natural environment? What attitudes do you see displayed in their behavior? How does this relate to your attitudes?
2. Academic Essay: What are the issues facing Tanzania in preserving its wildlife resources?
3. Investigative Assignment: Look into how much it costs to live, what is your family’s household budget each week, food cost? What income do they bring in? How do people survive?
4. Brief report on project topic and progress to date
READ: Shetler, Imagining Serengeti, first three chapters.
Week 6
Feb. 18-24 / Feb. 25 / 1. Intercultural Essay: What are your goals for service? What do you look forward to in this transition? What are you apprehensive about? How does it feel to be a tourist?
2. Academic Essay: Can wildlife conservation be integrated with development?
3. Investigative Assignment: As we travel observe how the landscape changes and how you can read the landscape for its cultural and historical meaning. What do you see?
READ: Shetler, Imagining Serengeti, finish the book, esp. chapter on the making of the Serengeti National Park.
Week 7
Feb. 25-March
First week of Service / March / 1. Intercultural Essay: What are your first impressions in your service assignment? Compare and contrast your city and rural families and the relationships you observe here.
2. Academic Essay: Reflect either on your service assignment as it relates to an academic interest or work on your project.
3. Investigative Assignment: Figure out who is in your neighborhood and how they are related to one another. Get someone to take you to visit as many homes as you can. Make a sociometric map of the neighborhood and comment on it.
READ:. Let us know what you are reading in your essays, you may want to go back to earlier reading or find other things like newspapers or material that relates to your service assignment. Read Tanzanian novels, finish Lema etc.
Week 8
March
Second interview when we visit you on service. Turn in journals. / March / 1. Intercultural Essay: What is the environment like in your service assignment and what resources does it provide? How does the environment determine strategies for survival?
2. Academic Essay: Reflect either on your service assignment as it relates to an academic interest or work on your project.
3. Investigative Assignment: Figure out what kind of services are available in your area? Schools, clinics, stores, government offices, police, etc. How do people get access to those services and what problems does this cause? What do people do when someone gets sick?
READ: Materials of your own choosing, see above.
Week 9
March / March / 1. Intercultural Essay: What do people in your community say is the most critical issue facing their community today and why? How do they approach this issue? Do they feel able to foster change? Why or why not?
2. Academic Essay: Reflect either on your service assignment as it relates to an academic interest or work on your project.
3. Investigative Assignment: Ask someone to take you to work with them farming, fishing, hunting, wood gathering, or some other physical activity in which you will work with them all day in hard labor. Describe the insights you get from this activity.
READ: . Materials of your own choosing, see above.
Week 10
March / March / 1. Intercultural Essay: What is your personal response to poverty and injustice near the end of your SST experience? How have your ideas developed and changed over the past three months? How do you relate the local to the global?
2. Academic Essay: Reflect either on your service assignment as it relates to an academic interest or work on your project.
3. Investigative Assignment: Ask someone to teach you a skill that you do not know like basket weaving or leather tanning or food preparation or dancing or singing or anything else that will teach you a specific skill. Describe the insights you get from this activity.
READ:. Materials of your own choosing, see above.
Week 11
April
Final Interview at Retreat
Turn in last journals / April / 1. Intercultural Essay: Evaluate your service in terms of your own personal growth, insights and relationships.
2. Academic Essay: Reflect either on your service assignment as it relates to an academic interest or work on your project.
3. Investigative Assignment: Take time to say good bye to people properly and express your appreciation. See what develops from that activity\ and reflect on that.
READ: . Materials of your own choosing, see above.

IX. Proposed Schedule – subject to change!