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EDCI 490 TANZANIA: HISTORY, LANGUAGE, CULTURE, and EDUCATION (6 Credits)

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EDCI 490 TANZANIA: HISTORY, LANGUAGE, CULTURE, and EDUCATION (6 Credits) EDCI 490 TANZANIA: HISTORY, LANGUAGE, CULTURE, AND EDUCATION (6 credits) Jill Newton Office phone: 765-494-5679 Cell phone: 269-214-0103 Email: [email protected] COURSE DESCRIPTION This course is a component of a Maymester study abroad experience for mathematics education students in Tanzania. In this course, students will study the history, language, culture, and educational system of Tanzania through experiences in local schools and the community, supplemented by course readings, assignments, and discussions. The language (i.e., Kiswahili) component of the course will be taught by a Tanzanian instructor and local guest speakers will be utilized frequently for the history, culture, and education components of the course. COURSE REQUIREMENTS Before Class Prepare a ½-1 page single-spaced written summary of the key ideas of the class readings. Complete the Kiswahili assignment. During Class Attend each class session. Actively participate in class discussions of the assigned readings and Kiswahili activities. After Class Reflect on the discussion and create a ‘running record’ of how the ideas from the papers read so far contribute to your understanding of the history, culture, language, and education of Tanzania. Seek out opportunities to use Kiswahili during everyday activities. COURSE GRADE Class participation 60 points Written summaries (4) 60 points Kiswahili assignments (4) 60 points Final paper 60 points Kiswahili exam 60 points TOTAL 300 points SCHEDULE OF COURSE MEETINGS Pre-departure Meeting Introduction to Kiswahili (Greetings, Numbers, Essential Phrases) Introduction to History, Culture and Education in Tanzania U.S. Department of State: Tanzania http://www.state.gov/r/pa/ei/bgn/2843.htm Center for Disease Control http://wwwn.cdc.gov/travel/destinations/tanzania.aspx#notices. The United Republic of Tanzania National Website http://www.tanzania.go.tz/ National Information by Topics Country Profile, History, Education, Health, Human Resources, Natural Resources, and three others (your choice) Cervone, B. (Ed.) (2006). In our village : Kambi ya Simba through the eyes of its youth. Providence, RI: Next Generation Press. Day 1: Orientation 8-10 am Arusha driving tour with local guides 10-12 am History/Culture of Tanzania with local presenters 12-2 pm Arusha walking tour with local guides 4-6 pm Kiswahili lessons with local instructor Teach Yourself Swahili (TYS) - hujambo? Day 2: Orientation 8-12 am School visits using local transportation with local guides 4-6 pm Kiswahili lessons with local instructor Teach Yourself Swahili (TYS) – kwenda posta 7-9 pm Education in Tanzania with local teachers/administrators Day 3 8-12 am Working in mathematics classrooms in local secondary schools 4-5 pm Kiswahili lessons with local instructor Teach Yourself Swahili (TYS) – hotelini 5-6 pm History/Culture/Education of Tanzania (Read Chapter 1 and one other – student choice) Vavrus, F. (2003). Desire and decline: Schooling amid crisis in Tanzania. New York: Peter Lang. Day 4 8-12 am Working in mathematics classrooms in local secondary schools 4-5 pm Kiswahili lessons with local instructor Teach Yourself Swahili (TYS) – sokoni 5-6 pm History/Culture/Education of Tanzania (Choose one chapter) Homewood, K., Chenevix Trench, P., & Kristjanson, P. (2009). Staying Maasai? Pastoral livelihoods, diversification, and the role of wildlife in development. In K. Homewood, P. Kristjanson & P. Chenevix Trench (Eds.), Staying Maasai? Livelihoods, conservation and development in East African rangelands (pp. 369-408). New York: Springer. Nelson, F., Gardner, B., Igoe, J., & Williams, A. (2009). Community-based conservation and Maasai livelihoods in Tanzania. In K. Homewood, P. Kristjanson & P. Chenevix Trench (Eds.), Staying Maasai? Livelihoods, conservation and development in East African rangelands (pp. 299-333). New York: Springer. Sachedina, H., & Chenevix Trench, P. (2009). Cattle and crops, tourism and tanzanite: Poverty, land-use change and conservation in Simanjiro district, Tanzania. In K. Homewood, P. Kristjanson & P. Chenevix Trench (Eds.), Staying Maasai? Livelihoods, conservation and development in East African rangelands (pp. 263-298). New York: Springer. Day 5: Full Day/Overnight Masaii Village Visit with Local Guides Day 6: Full Day Masaii Village Visit with Local Guides Day 7 8-12 am Working in mathematics classrooms in local secondary schools 4-5 pm Kiswahili lessons with local instructor Teach Yourself Swahili (TYS) – kwenye duka la sanaa 5-6 pm History/Culture/Education of Tanzania (Read Chapter 1 and one other – student choice) Jennings, M. (2008). Surrogates of the State: NGOs, development, and Ujamaa in Tanzania. Bloomfield, CT: Kumarian Press. Day 8 8-12 am Working in mathematics classrooms in local secondary schools 4-5 pm Kiswahili lessons with local instructor Teach Yourself Swahili (TYS) – matembezi jioni 5-6 pm History/Culture/Education of Tanzania (Read one) Benson, J., & HakiElimu. (2006). "A complete education?” Observations about the state of primary education in Tanzania in 2005 (No. 06.1). Dar es Salaam, Tanzania. Bommier, A., & Lambert, S. (2000). Education demand and age at school enrollment in Tanzania. The Journal of Human Resources, XXXV(1), 177-203. Day 9 8-12 am Working in mathematics classrooms in local secondary schools 4-5 pm Kiswahili lessons with local instructor Teach Yourself Swahili (TYS) – kupika kwa mama mzee 5-6 pm History/Culture/Education of Tanzania (Read one) Al-Samarrai, S., & Reilly, B. (2008). Education, employment, and earnings of secondary school and university leavers in Tanzania: Evidence from a tracer study. Journal of Development Studies, 44(2), 258-288. Lassibille, G. Tan, J., & Sumra, S. (2000). Expansion of private secondary education: Lessons from recent experience in Tanzania. Comparative Education Review, 44(1), 1-28. Day 10 8-12 am Working in mathematics classrooms in local secondary schools 4-5 pm Kiswahili lessons with local instructor Teach Yourself Swahili (TYS) – kusafiri ni kuzuri! 5-6 pm History/Culture/Education of Tanzania (Read one) Kahyarara, G., & Teal, F. (2008). The returns to vocational training and academic education: Evidence from Tanzania. World Development, 36(11), 2223-2242. Maoulidi, S., & HakiElimu. (2004). Adult education and democracy (No. 04.5). Dar es Salaam, Tanzania. Day 11: Full Day/Overnight Safari with Local Guides Day 12: Full Day/Overnight Safari with Local Guides Day 13: Full Day/Overnight Safari with Local Guides Day 14: Full Day Safari with Local Guides Day 15 8-12 am Working in mathematics classrooms in local secondary schools 4-5 pm Kiswahili lessons with local instructor Teach Yourself Swahili (TYS) – safari ya basi 5-6 pm History/Culture/Education of Tanzania (Read one) Seebens, H., & Wobst, P. (2005). The impact of increased school enrollment on economic growth in Tanzania. Malden, MA: African Development Bank. Wedgwood, R., & HakiElimu. (2006). Education and poverty reduction in Tanzania (No. 06.9). Dar es Salaam, Tanzania. Day 16 8-12 am Working in mathematics classrooms in local secondary schools 4-5 pm Kiswahili lessons with local instructor Teach Yourself Swahili (TYS) – chumba kizuri! 5-6 pm History/Culture/Education of Tanzania (Read Kassum’s reflection and one of the others) Cochrane, G. (2009). Festival Elephant Grandstanding in Tanzania. In G. Cochrane, Festival elephants and the myth of global poverty. New York: Pearson. Kassum, A. N. (2007). Reflection. In A. N. Kassum, Africa’s winds of change: Memoirs of an international Tanzanian. New York: Palgrave Macmillan. Lipumba, N. H. (2008). Globalization and social stress in Tanzania. In J. Maruba (Eds.), Globalization and Africa (pp. 47-66). New York: Nova Science Publishers. Day 17 8-12 am Working in mathematics classrooms in local secondary schools 4-5 pm Kiswahili lessons with local instructor Teach Yourself Swahili (TYS) – mialiko 5-6 pm History/Culture/Education of Tanzania (Read one) Hattori, K., & Wangeleja, M. J. N. (2007). Teachers understanding of the conceptual strategy for primary mathematics teaching in Tanzania and Japan. NUE Journal of International Educational Cooperation, 2, 45-49. Ottevanger, W., de Feiter, L., & O-saki, K. (2005). The TEAMS project in Tanzania: From intervention to capacity building. Journal of International Cooperation in Education, 8(1), 111-123. Day 18 8-12 am Working in mathematics classrooms in local secondary schools 4-5 pm Kiswahili lessons with local instructor Teach Yourself Swahili (TYS) – hairuhusiwi kuegesha 5-6 pm History/Culture/Education of Tanzania (Read one) Vavrus, F. (2009). The cultural politics of constructivist pedagogies: Teacher education reform in the united republic of Tanzania. International Journal of Educational Development, 29, 303-311. World Bank. (2009). Science and mathematics education reform in junior and senior secondary schools in Sub-Saharan Africa. Tunis, Tunisia. Day 19: Full Day/Overnight Village Visit & Hiking with Local Guides Day 20: Full Day Village Visit & Hiking with Local Guides Day 21 8-12 am Working in mathematics classrooms in local secondary schools 4-5 pm Kiswahili lessons with local instructor Teach Yourself Swahili (TYS) – kujifunza lugha 5-6 pm History/Culture/Education of Tanzania (Read one) Asimeng-Boahene, L. (2006). Gender inequity in science and mathematics education in Africa: The causes, consequences, and solutions. Education, 126(4), 711-728. Bendera, S. (1999). Promoting education for girls in Tanzania. In C. Heward,
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