EDCI 490 : HISTORY, LANGUAGE, CULTURE, AND (6 credits)

Jill Newton Office phone: 765-494-5679 Cell phone: 269-214-0103 Email: [email protected]

COURSE DESCRIPTION

This is a component of a Maymester study abroad experience for 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 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/ 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 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). , 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 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 : 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). 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 : 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 : The causes, consequences, and solutions. Education, 126(4), 711-728.

Bendera, S. (1999). Promoting education for girls in Tanzania. In C. Heward, & S. S. Bunwaree (Eds.), Gender, education, and development: Beyond access to empowerment (pp. 117- 132). New York: Falmer Press.

Masanja, Verdiana. Gender disparity in science and mathematics education. Dar es Salaam, Tanzania

Day 22  8-12 am Working in mathematics classrooms in local secondary schools  4-5 pm Kiswahili lessons with local instructor  Teach Yourself Swahili (TYS) – siku ya taabu  5-6 pm History/Culture/Education of Tanzania (Read one)

Bhalalusesa, E. P. (2005). Education for all in Tanzania: Rhetoric or reality? Adult Basic Education, 15(2), 67-83.

HakiElimu. (2004). Quality education, but…. Dar es Salaam, Tanzania: HakiElimu.

HakiElimu. (2008). Do children with disabilities have equal access to education? Dar es Salaam, Tanzania.

Waters, T. (2007). One educator's view of school segregation in Tanzania. International Educator, 16(1), 72-74.

Day 23  8-12 am Working in mathematics classrooms in local secondary schools  4-5 pm Kiswahili lessons with local instructor  Teach Yourself Swahili (TYS) – katika mbuga ya wanyama  5-6 pm History/Culture/Education of Tanzania

Stigler, M., Kugler, K. C., Komro, K. A., Leshabari, M. T., & Klepp, K. I. (2006). AIDS education for Tanzanian youth: A mediation analysis. research: Theory & Practice, 21(4), 441-451.

Day 24  8-12 am Working in mathematics classrooms in local secondary schools  4-5 pm Kiswahili lessons with local instructor  Teach Yourself Swahili (TYS) – mlimani: kuna nini?  5-6 pm History/Culture/Education of Tanzania (Read one)

Brock-Utne, B. (2005). Language-in-Education policies and practices in Africa with a special focus on Tanzania and : Insights from research in progress. In A. Lin & P. Martin (Eds.), Decolonisation, globalisaton: Language-in- and practice (pp. 173-193). Toronto: Multilingual Matters Ltd.

Mosha, R. S. (1999). The inseparable link between intellectual and spiritual formation in indigenous knowledge and education: A case study in Tanzania. In L. M. Semali, & J. L. Kinsheloe (Eds.), What is indigenous knowledge? Voices from the academy (pp. 209- 226). New York: Falmer Press.

Qorro, M., & HakiElimu. (2006). Does language of instruction affect quality of education? (No. 06.8). Dar es Salaam, Tanzania.

Day 25  8-12 am Working in mathematics classrooms in local secondary schools  6-9 pm Special dinner with school administrators and teachers