2010
A PUBLICATION OF THE University of Florida’s Center for African Studies 2010
outreach director dr. agnes ngoma leslie edited by CONTACT corinna greene A PUBLICATION OF THE layout & design P (352) 392 2183 stephen rockwood morgan slavens F (352) 392 2435 University of Florida’s Center for African Studies mykl gormley www.africa.ufl.edu 427 Grinter Hall | PO Box 115560 | Gainesville, FL 32611 photography stephanie tyler morgan slavens the Center for African Studiesoutreach at the University program of Florida
The Center is partially funded under Title VI of the federal Higher Education Act as a National Resource Center on Africa. One of only 12 in the U.S., Florida’s is the only Center located in the southeastern United States. The Center directs, develops, and coordinates interdisciplinary instruction, research, and outreach on Africa. The Outreach Program includes a variety of activities whose objective is to improve the teaching of Africa in primary and secondary schools, colleges, universities and local communities. Following are some of the regular activities which fall under the Outreach Program.
Teachers’ Workshops The Center offers in-service workshops for K-12 teachers about instruction on Africa throughout the school year.
Summer Institutes Each summer, the Center holds teaching institutes for K-12 teachers.
Jambo! Each summer the Center holds a high school language program to introduce the students to an African language.
Library Teachers’ summer institutes include hands-on activities such as preparing African food. Teachers may borrow videotapes and books NZWU\PM7]\ZMIKPWNÅKM
Publications The Center publishes and distributes teach- ing resources including Irohin. In addition, the Center has published a monograph entitled Lesson Plans on African History and Geography: A Teaching Resource.
Community & School Presentations Faculty and graduate students make presen- tations on Africa to local communities and schools.
Students at Eastside High School participating in an African cultural presentation.
2 IROHIN editora note from the
Each summer, the Center for African Studies at the University of Florida hosts a K-12 Teachers Institute. The objective of the institute is to help teachers increase their knowledge about Africa and develop lesson plans to use in their classrooms. The creative lesson plans and articles in this issue of Irohin were written by participants in the 2008 & 2009 institutes. Please feel free to use these materials in your teaching and share them with other teachers. Write or call the Center for African Studies for additional copies or download this issue as well as previous ones in PDF format at P\\X"___INZQKI]ÆML]W]\ZMIKP.
Participants in the 2008 Summer Institute Kyle Konkol, Jennifer Bracken, May Steward, Nella Taylor, Daisy Jasey-Sowa-la, Mary Chiozza, Marianne Medley, Dr. Agnes Leslie. Seated: Zane Hasan, Lois Kubol, Dr. Rose Lugano, Stephanie Leander
Participants in the 2009 Summer Institute Marihelen Wheeler, Timothy S. Hinchman, Miguel Oyenarte, William Jackson, Dr. Agnes Leslie, Byron David Prugh, Donna Reid, Heather E. McKeever, Deidre Houchen. Seated: Juanita Nelson, Dr. Rose Lugano, D. Alvarez Caron, and Carol Faas.
Taking Africa to the Classroom 3 would you believe...
4 IROHIN contents
ARTICLES FROM THE 2008 INSTITUTE
Jennifer Bracken contemporary music of africa 6
Zane Hassan language in africa 8
Kyle Konkol universal morality 12 As Taught through African Cultures
Lois Kubal mali web quest 14
Stephanie Paige Leander-Gionet avoiding miseducation 17 Teaching Traditional and Contemporary African Culture
Marianne Medley healing women of africa 19 Past and Present
Daisy Ayoka Jasey Sowa-Ia, D. Min. kente cloth & adinkra symbols 21 Ghana
May Steward is science fostered in african schools 24 for women?
Nella F. Taylor african literature 27 Teaching the Impact of European Colonialism on Traditional African Societies
ARTICLES FROM THE 2009 INSTITUTE D. Alvarez Caron how can we deactivate our own colonial 30 mindsets as teachers?
Carol B. Faas sugar, chocolate & peanuts 32 Three Crops that Changed African History
Timothy S. Hinchman the trickster as scientist 34 Diedre Houchen uneasy justice 36 Apartheid, Truth and Reconciliation in South Africa Heather McKeever the role of women in the african economy 38 Past to the Present Juanita Nelson the impact of african cultures on the music 41 of the caribbean, cuba & latin america Mike Oyenarte igbo uli art in nigeria 43 Byron David Prugh the british askari of wwii 44 Donna M. Reid sportsmen of africa 46 Taking Africa to the Classroom 5 IROHIN 2008 ARTICLES contemporary music of africa by Jennifer Bracken Jennifer Bracken, Stephanie Leander-Gionet, Zane Hassan, Lois Kubal and Kyle Konkol playing African music. 1V\ZWL]K\QWV Africa provides a unique and diverse orally passed from person to person. Af- ;W]\P)NZQKIV5][QK menu of music. Each genre of music is rican music can be explored by looking at South Africa is also alive with its own mu- deeply rooted in the culture and history of North, South, East and West Africa. These sical style. Many musicians started singing each country. There are thousands of lan- areas of Africa were deeply affected by in mission schools or in church and then guages or dialects and geographical condi- colonization and that is seen most preva- moved onto the recording studio. South Af- tions that contribute to African music. lently in their musical styles. rica has one of the most developed record- African music as a whole has several ing industries in Africa. Among others, common features. The music permeates 6WZ\P)NZQKIV5][QK BMG, an internationally recognized record African life. It is used to provide moral Algeria is a large country and is located in label, calls South Africa home. Originally, guidance and to narrate history. Artists North Africa. Originally Algeria enjoyed South Africa looked to the eastern world have long used music as a way to speak Andalusian classical music that eventually for its musical inspirations. But as time pro- out for or against the government. They grew to include distinct local traditions. gressed rural musicians made their way to are concerned that their music makes an Algeria also is home to rural Bedouin mu- \PM[KMVM5][QKQIV[][ML]S]XQSIIÅVOMZ impact. African music is also commonly sic, which contains chanting of epic sagas. style guitar playing as well as the 10-button used to mark the stages of life and death Music in Algeria dealt with rural life and concertina which produced melodic cycles and for religious ceremonies and rituals. _I[XMZNWZUML_Q\PÆ]\M[JIOXQXM[LZ]U[ and call and response singing. Contempo- The instruments used by the musicians are and tambourines. Contemporary Algerian rary music of South Africa includes what another common attribute of African mu- music includes a style known as Kabyle. is commonly referred to as Maskanda. sic. For instance, drums are commonplace This style of music includes violin, guitar, This includes singing, dancing and guitar in African music and can symbolize power banjo and double bass. playing. and royalty. The use of rhythm and percus- One Kabyle style band is Fantazia. The late Miriam Makeba was the best- sion are highly emphasized. Musician’s This band came about in the late 90’s and known artist in South African music until voices tend to be loud, open and resonant brought together the musical tradition of her sudden death in 2008. She was com- and can include other sounds such as clicks North Africa with the vibrant rhythms of monly known as “Mama Africa” around and grunts. Traditional African music was dance music. the world. Makeba started singing in her Taking Africa to the Classroom 7 church choir prior to becoming an inter- -I[\)NZQKIV5][QK siko, mangambe and bikutsi. However, the national singing sensation. She had been East Africa has a diverse set of music that most popular modern music is makoosa. all around the world playing her music and XZW^QLM[IVW\PMZ[QOVQÅKIV\QUXIK\WV\PM 7VMWN\PMUW[\[QOVQÅKIV\+IUMZWW- even played at President Kennedy’s birth- musical world. East Africa consists of many nian musicians is Manu Dibango. Dibango day party. Makeba was well known for her countries. Ethiopia is in East Africa and originally enjoyed classical piano but pop classic “The Click Song.” is usually associated with its widespread moved quickly to the saxophone. Dibango Zimbabwe has also become an impor- hunger problem. However, it also has a created his own version of Jazz called tant part of African music. Their music diverse and exciting musical style. With Soul Makossa, which was very popular in ZMÆMK\[UIVaNWZMQOVU][QK[\aTM[[]KPI[ over 75 ethnic groups in Ethiopia it is dif- Europe and America. American and African Jazz. This later ÅK]T\\WTQ[\ITTWN\PMU][QK[\aTM[0W_M^MZ The Democratic Republic of Congo has progressed to include rock n roll, Congo- Amharic-speaking people have dominated established its own history in West African lese rumba and South African township. In popular music. The musicians usually music. Its music traditionally consisted the 1970’s music revolved more toward its recite oral histories of the country. They of lots of drums being played with danc- original roots. Musicians tried to meld to- use varied musical instruments such as the ing. The modern approach to music has gether local rhythms, moods and melodies ÅLLTMÆ]\MIVLTaZM been called Rumba. It interplayed two or with popular sounds from other areas. Very Mahmoud Ahmed was born in Ethio- three guitars with some sounds of Cuban distinct guitar based sounds developed and pia. He worked in a night club as a young rhythms. Congolese musicians became became popular. However, over the past man. One night when a band’s lead singer well known in other countries and began several years in Zimbabwe music has taken did not appear, Ahmed convinced them to travel abroad where many stayed. Their a backseat to AIDS, political upheaval and to let him sing in his place. He wowed the music has made a strong impression on a failing economy. crowd and eventually became part of the European, American and Asian music. • Show the different styles of music from different parts of Africa and how they are similar to music in other countries. • Have lyrics to a popular song that deals with cultural issues and have children come up with their own lyrics that affect them in their towns. :MNMZMVKM[" National Geographic, Nat Geo Music: Listen to the World. www.worldmusic.nationalgeographic.com Additional contemporary musicians can be found at www.africanmusic.org. http://www.griot.de/miriammakeba.html 8 IROHIN language in africa by Zane Hassan Dr. Akintunde Akinyemi teaching a Yoruba language class at the University of Florida High school students learning Swahili in the Center for African Studies’ Jambo! summer institute. There are over 2,000 indigenous languages TIZOMTaQV6WZ\P)NZQKIL]M\W\PMQVÆ]MVKM a language as something having national spoken all over the continent of Africa. It of Islam. status, as written, as a standard form of Q[LQNÅK]T\\WXTIKMIVM`IK\V]UJMZWV\PM Taking Africa to the Classroom 9 intelligible, that is they are not understood from one region to the next. Therefore, they [PW]TLJMKTI[[QÅMLI[TIVO]IOM[0MQVMIVL Nurse 10). The differences in indigenous languages across the countries in Africa makes it LQNÅK]T\\W\MIKP[\]LMV\[JZWILKI[\WZ communicate to the citizens of the country. 10 IROHIN the abcs of south africa ))bIVQI – Name ap- The original Zulu word: umfundi meant the Zulu people. In 1994 ZwaZulu was plied to various parts of sub- ‘learner’. Fundi is also the name of some merged with Natal province to become Sahara Africa. In the 20th South African wine brands. A number of Kwazulu-Natal. Century the term was used South African wines will be sold under the in place of South Africa by Fundi label including premium red blends. 44QUXWXW - The Limpopo River is the opponents of the white-mi- -IKPXZWL]KMZQ[QLMV\QÅMLWV\PMJIKS second largest river in South Africa, after nority ruled South Africa. label. the Orange River, and is about 1,600 km TWVO1\ÆW_[\PZW]OP*W\[_IVIBQUJI- **QaMTI6\[QSQ //]O]TM\P]. - One of South Af- J_M;W]\P)NZQKIIVLÅVITTa5WbIUJQY]M ;W]\P)NZQKI¼[ÅZ[\JTIKS rica’s populous townships. It is located 15 _PMZMQ\ÆW_[QV\W\PM1VLQIV7KMIV1\ female winemaker. She kilometers from Cape Town. “Igugu lethu” forms the boarder between South Africa graduated in 2004 from Stel- in Xhosa, one of the major languages of and Zimbabwe on the North for 240 km lenbosch University where South Africa means, “our pride.” and South Africa between and Botswana on she studied winemaking on the Northeast for 400 km. The northern- a scholarship and joined the 00]OP5I[MSMTI is a famous South most province of South Africa is also known boutique Stellakaya winery African Musician and one of Africa’s best as Limpopo Province after the river. in the Cape Winelands. trumpeters. He has performed all over the Stellakaya produces 87,000 world. Masekela’s music vividly portrayed 55QZQIU5ISMJI. One of the bottles of wine a year. The the struggles and sorrows, as well as the joys most distinguished female singers of South wines are distributed in California and parts and passions of South Africa. In his music Africa and the whole of Africa. She was of Europe. Stellakaya and the wines have he has protested apartheid in his country among the top singers who populalized the won gold and silver medals in South Africa. and injustices against humanity. click songs, known for their clicking sounds. Among her most popular songs are: “Pata ++IXM Taking Africa to the Classroom 11 88ZM\WZQI. Pretoria in the north of mountain of about 3,563 ft overlooking the @@PW[I1\Q[WVMWN \PMWNÅKQITTIV- South Africa is the executive capital, where city. Thousands of visitors hike to the top guages of South Africa. It belongs to the the government administration is housed. of the mountain or take the cableway. Bantu/Nguni family of languages and is spoken by about 6.5 million people living in 9¹9WVOYW\P_IVMº Known as the ==J]V\]. Ubuntu is an African Eastern Cape Province, Orange Free State, Click Song is Miriam Makeba’s famous philosophy focused on people’s relationships Ciskei and Transkei in South Africa. click song sang in her native Xhosa which each other. Archbishop Desmond language. The song is popular for the Tutu is one of the proponents of the phi- A • Make a K-W-L chart for South Africa. • Show students a map of South Africa and compare its location to other • countries in Africa and other continents, distinguishing the difference. • Share information about South Africa’s history, people and culture. • Create a word wall with a vocabulary word added each day. • Assign each student a key term to research before giving definition. • Have students color a map of Africa. • Have students keep a journal of vocabulary words and definitions. • Have students create a vocabulary list about their own heritage. • Share information about themselves with pen-pals in South Africa. • Host a festival and have students prepare traditional South African foods. 12 IROHIN universal morality As Taught through African Cultures by Kyle Konkol Cultural Diversity moving across continents and climates from It is widely believed that the human species Africa to North America. Across these gen- began in Africa and spread throughout the erational shifts, there are connections that world. Therefore, we are all one people. are inherent to any community, anywhere, And yet we are different in culture, social at any point in time. Beyond the basic need organization, spirituality, and so many to survive, communities need to function other ways. African culture demonstrates within values, beliefs, and principles. These the diverse ways people come upon their morals have been passed on generation to worldviews with numerous languages, poli- generation just as we have learned them tics, and heritage across a varied geography from our parents, families, and communi- more than three times the size of the United ties. These basic principles have evolved States. Therefore, due to the size and dif- through time in the form of spiritual and re- NMZMV\XWX]TI\QWV[Q\Q[LQNÅK]T\\WOMVMZITQbM TQOQW][NWZUI\QWV[K]T\]ZITQVÆ]MVKM[OMW- how Africans’ modes of livelihood have graphic relocation, and so on. Therefore, a shaped their understanding and thinking way for our students to connect to African about the world. Yet, as educators it is our cultures is to look at the ways of passing on duty to connect students to Africa. information and principles that are all ours There is a long history of storytelling in as a human culture. African cultures. Folk tales and myths serve As in early African traditions, today’s in- as a means of handing down traditions and formation has been passed on through oral customs from one generation to the next. traditions of storytelling, ceremonies, ritu- This tradition has thrived for generations als, and proverbs. Some of these stories or because of the lack of printed material. sayings may differ in details and description There are many thousands of proverbs from from folk tales or quotes American children African stories. These folk tales prepare have heard. But even though the words young people for life, as there are many may be different, the messages are the same. lessons to be learned. Because of the his- Proverbs, among other ways of relaying tory of this large continent, which includes lessons, represent the universality of human the forceful transplanting of the people thought across cultures. Although it is into slavery on other continents, many of important to celebrate the diversity of these the same folk tales exist in North America, cultures and embrace how they may differ South America, and many other places. from our own, it is equally important in this effort to celebrate and embrace what we Making Connections share together. When we help our students see that we are lesson plan ON NEXT PAGE similar to others, it encourages understand- ing, tolerance, and promotion of others’ :MNMZMVKM[ _MTTJMQVO difference between you and your children Swahili Language and Culture – or you and your parents. However, you www.glcom.com/hassan/index.html and your child or parents do share common Education World – www.education-world.com beliefs and principles despite generational gaps. Now think of how cultures have changed over thousands of generations, The Baobab tree is common in Africa Taking Africa to the Classroom 13 lesson plan EDUCATIONAL CONTEXT EXERCISES Tell students that the languages of Africa are Ask students to write about a situation in which rich in proverbs. Explain that African proverbs they had a recent conflict with another person, express the wisdom of the African people and whether it be a friend, another student, teacher, are a key to understanding the African way of parent, or someone else. Have them describe life. when, where, why, and how, if possible, it was resolved. HOW TO START Out of the list provided below, have each State the following proverbs from Africa. Ask student select two proverbs that could be use- ful in handling the conflict. For each proverb, for the meaning and explanation of the proverb the student needs to explain what it means to and how it could be useful in an individual’s life them and why it is helpful and applicable for the conflict. Common African Proverbs Conflict Proverbs It takes a whole village to raise a child. Your bad words against me actually benefit A chili pepper on its plant, how could it Everyone in a community should be responsible me. When you incite others against me, make you hot? for helping to raise a child. you actually benefit me. The issue is none of your concern, how could Rain does not fall on one roof alone. When someone goes around spreading bad it bother you? In other words, “This is none of Everyone encounters problems at one time or words against you, she may actually benefit you your business!” another. in a way. For example, the other people will re- A friend who loves you, you’ll always see After a foolish deed comes remorse. alize that the other person is really bad for what him/her when you’re in need. After you have done something foolish, you feel she says about you. Or, the other people will Compare with the English saying: A friend in sorry for doing it. come back to you and tell you what the person need is a friend indeed. is saying against you and you will know that she A roaring lion kills no game. If a fish goes bad don’t throw it away lest You cannot gain anything by sitting around is a person to avoid - hence a benefit to you. you regret when someone picks it up. talking about it. You must work for it. Little and little, fills the measure. It is a caution against making hasty decisions Small things, when combined together make up Knowledge is like a garden: If it is not culti- on things that affect us directly. big things. vated, it cannot be harvested. I value not your wallet but your morality. A patient person never misses (a thing). If you do not use the knowledge that you have, Good moral character is more important than With patience, you always stand to win. you cannot expect to gain anything from it. material wealth. A person, who digs a well, gets himself Life is like a shadow and a mist; it passes An eye is sharper than a razor. quickly by, and is no more. inside (first) A look can be extremely effective in sending a Life is short, and you only live it once. A person who sets a trap often times finds desired message across. It can be a friendly and himself caught in it. If you have bad intentions inviting look or a threatening one. Only a fool tests the depth of water with against others, chances are, you’ll be the first Don’t change your mind because of both feet. to be affected by those intentions directly or It is not wise to jump into a situation before indirectly. hearsay. People do speak lots of things that are not always thinking about it. You will be troubled with what you have no A person who wants you out of her/his the truth. This is a piece of advice not to take knowledge of. hearsay seriously. place will not tell you, ‘Get out!’ Normally said to discourage those who are so A single instant of hardship should not This proverb is just a reminder that people’s in- nosy about the affairs of others. make ner feelings are mostly communicated through A person missing this has that. you forget all the favors actions, attitude and behavior, and much less There is no useless person. Likewise, there is no through words. Any long-term relationship is bound to encoun- person that is absolutely perfect. Provocation is not good, you should choose ter some displeasing incidents which should I have betrayed a toe against a stone, let just as well be ignored in favor of so many good what to say. it be! things rendered over the whole long period A warning against those who use their words I am prepared to bear the consequences of my of relationship. That is how relationships are to incite misunderstanding and chaos between own mistakes. sustained. people. If you offend, ask for a pardon; if offended forgive. If you upset someone, apologize to him or her. If someone upsets you, forgive him or her. 14 IROHIN mali web quest by Lois Kubal Storytelling, mythology, exotic locations, IVL[MTNLQ[KW^MZa?PI\¼[VW\\WTQSM'-^MV though my students are teenagers, they still love hearing a good story. As students of world literature, they are acquainted with many oral traditions. The study of Ameri- can Indians, Aztecs, Incas, and Mayan – all – lend themselves to proverbs, life lessons, and oral histories. This coming year, Africa will become part of this rich study of how people communicate their norms and mo- res, histories, and religions via the spoken word. The vehicle for this study will be a WebQuest. Taking Africa to the Classroom 15 dents to enter into a self-directed learning ing them available makes the study much The story of Sundiata is full of magic experience. That is what a web quest does; easier. If this is an ongoing lesson plan, IVLUa[\MZa1[IVaWN \PI\ZMIT',WM[ITT it opens avenues for investigation, but it possibly the administrators and other teach- African storytelling draw on the supernatu- creates a safe zone that helps the students ers will want to make this a component of ZIT'1[\PQ[XIZ\WN \PMZMTQOQW][M`XMZQMVKM complete the task without a lot of wasted World Literature. Often one teacher can WN 5ITQIVLUIaJM)NZQKI',WM[\PQ[ time. WebQuests are time consuming for change the way an entire district looks at a aW]VOUIVÅ\QV\W\PMZWTMWN []XMZPMZW the teacher, but the rewards make the effort small piece of the curricula. Ja_M[\MZV[\IVLIZL[' 16 IROHIN http://www.oxfam.org.uk/coolplanet/ontheline/ Teacher Resources Harris, Joseph E. Africans and Their History. schools/magicmali/index.htm Mentor. Excellent Mali Interactive with pictures http://www.chesterfield.k12.va.us/Instruc- tion/SocialStudies/Elemss/Socsci/Third/ Northrup, David. Africa’s Discovery of Europe. http://www.fcps.edu/KingsParkES/technology/ Oxford University Press. mali/index.htm Docs3/200304/malisc.doc Mali SOL Scavenger Hunt Worksheet to print out Download and print these Matching Mali Cards Gilbert, Erik & Jonathan Reynolds. Africa in World is included http://www.lib.utexas.edu/maps/mali.htm History. Pearson Education Prentice Hall. http://www.careusa.org/vft/mali/ Print Adobe PDF Mali Maps Connah, Graham. African Civilizations: Precolonial Mali Virtual Field Trip http://www.africa.upenn.edu/K-12/AFR_GIDE. Cities and States in Tropical Africa. Cambridge http://www.galenfrysinger.com/mali.htm html A huge collection of information available to University Press. Mali Pictures teachers. Martin Phyllis M. & Patrick O’Meara. Africa. http://www.isidore-of-seville.com/mansa/5.html Indiana University Press. Study Guides/Research The lesson plans at this site will help you direct your study to a more manageable level. Don’t http://web.archive.org/web/20070427150112/ reinvent the wheel! Also, this has some books you Assorted readings: http://www.campbell.k12.va.us/CES/ might find useful. Third+Grade/mali_sol3.2.htm Abrahams, Roger. African Folktales. Pantheon http://www.vmfa.state.va.us/mali_arts_culture. Mali SOL Study Guide 1 Good Overview for 3.4 Books. 1983. pdf & 3.2 This is an extensive Adobe file that includes his- Arnott, Kathleen. African Myths and Legends. http://www.chesterfield.k12.va.us/Instruc- tory, math, and a good study of Sundiata! Oxford University Press, 1998. tion/SocialStudies/Elemss/Socsci/Third/ http://www.worldtrek.org/odyssey/teachers/ Assess3/32malisg.doc Asante, Kariamu Welsh. African Dance. Africa malilessons.html also helpful. Mali SOL Study Guide 2 Word Document World Press, 1994. http://www.worldtrek.org/odyssey/teachers/ Bennett, Martin. West African Trickster Tales. malilessons.html These are some of the learning Oxford University Press, 1994. Smartboard Activities achievement that can be accomplished. http://www.rockingham.k12.va.us/resources/ http://www.history.com/classroom/unesco/tim- Collins, John. West African Pop Roots.Temple elementary/files/malilesson.notebook buktu/vocabulary.html University Press, 1992. Mali Instructional Smartboard Notebook Lesson This site gives an extensive vocabulary and then Gambia and Senegal, The. APA Publications, 1988. some fun activities to try with your students. Heritage of African Poetry, The. Longman Group, Powerpoints http://www.wvpt4learning.org/lessons/pdf_ 1985. svtc04/mali.pdf This is a good example of the Nketia, J.H. Kwabena. The Music of Africa. W.W. http://www.spsk12.net/schools/nses/documents/ oral tradition using United Streaming. MaliMadnessGame.ppt Norton & Co., 1974. Mali Jeopardy SOL Review PowerPoint Game Literature Price, Christine. Talking Drums of Africa, Scribner, http://www.sps.k12.va.us/schools/npes/ 1973. Grade%20Level%20SOL%20activities/3rd%20 Achebe, Chinua. Things Fall Apart. Heinemann. Sandler, Bea. The African Cookbook. Diane & Leo Grade/SOL%203.2%20Mali_files/frame.htm Achebe, Chinua & Innes, C.L., eds African Short Dillon. New York: Carol Publishing Group,1993. Watch Mali PowerPoint Online Stories. Heinemann. http://www.alleghany.k12.va.us/TRT_elem/Ppts/ Selection of African Poetry, A. Longman Group, Dangarembga, Tsitsi. Nervous Conditions. Mali/MaliPPt.ppt 1976. The Seal Press. Excellent Mali Instructional PowerPoint Senghor, Léopold Sédar. Nocturnes, The Third Niane, D. T. Sundiata: An Epic of Old Mali. http://www.sps.k12.va.us/schools/nses/docu- Press, 1971. Longman. ments/MaliMadnessGame.ppt Senghor, Léopold Sédar. The Collected Poetry, 12 Question Mali Madness Jeopardy SOL Power- University Press of Virginia, 1991. Point Game Hard Copies Sow Fall, Aminata. The Begger’s Strike or The Kidspiration Templates Imbo, Samuel Oluoch. Oral Traditions as Dregs of Society, Longman House, 1981. Philosophy: Okot P’Bitek’s Legacy for African Wisniewski, David. Sundiat, Lion King of Mali, Philosophy Published 2002 http://www.rcs.k12.va.us/CTSOL/ct_sol/3_5/les- Clarion Books, 1992. sons/sundiata.kid Scheub, Harold. The African Storyteller: Stories Compare yourself to the Lion King of Mali from African Oral Traditions (Paperback). Pub- Video file:///RCPS/resources/elementary/www.united- lished by Rowman & Littlefield streaming.com United Streaming Movie Clip Scheub, Harold. Empire of Mali. African history on Africa (by Basil Davidson). RM Arts. Sketches of the World: A Roof Above Our Heads file. Facts on File, 1994, 4.02-4.03. A video history in eight 1-hour segments, each segment taking a different historical period. The http://streaming.discoveryeducation.com/ Brook, Larry. On the Banks of the Niger. Daily life New York Times called it “ a stunning piece of clickDirector.cfm/type/video/action/download/ in Ancient and Modern Timbuktu. Minneapolis: work”. guidAssetID/125a69bf-a153-4505-ab48- Runestone Press, Lerner, 1999 : 6-9. 519e936db357/strRealname/Housing_in_Mali. Hamilton, Vicki. The Birth of Mali. Footsteps: Keita: The Hertiage of the Griot, 94 minutes. mov Housing in Mali 1 min. 35 sec. African American History. Sept/Oct. 1999. Vol.1, California Newsreel ,Order Department http://streaming.discoveryeducation.com/search/ No. 4: pg.4-5. P.O. Box 2284 assetDetail.cfm?guidAssetID=7551D786-BB05- South Burlington, VT 05407 Masoff, Joy. Mali : Land of Gold and Glory. Wac- 45F1-BC16-02ED647F5210 Islam Comes to Tim- phone: 877-811-7495 cabuc, NY: Five Ponds Press, 2002, pg. .8-11. buktu Excellent overview of Ancient Mali, trading fax: 802-846-1850 gold and salt, and Mansa Musa. 4 min. 15 sec. Bohannan, Paul & Philip Curtin. Africa and e-mail:[email protected] Africans. Waveland Press. Finally, please take a look at my Mali Web Assessments & Strategies Clark, Leon E. Through African Eyes: v.1 – The Past, Quest. Dr. Agnes Leslie at the University of http://www.chesterfield.k12.va.us/Instruc- the Road to Independence. Center for Interna- Florida will have access to the quest. tion/SocialStudies/Elemss/Socsci/Third/ tional Training and Education. (distributed by Assess3/32maltst.doc Mali SOL Test in Word Apex Press) Taking Africa to the Classroom 17 avoiding miseducation Teaching Traditional and Contemporary African Culture by Stephanie Paige Leander-Gionet Exposing students to the true history of various traditional and contemporary African cultures promotes social identity building in all students. In turn, it also chal- lenges students to understand the advanced cultural traditions of African heritage and the impact they make on African-Americans today. Initially assessing what students know should reveal that students of all ages know typically very little about the second largest continent in the world. Notice the number of inaccurate or stereotypical words your students use to identify with Africa. Ameri- cans in general remain poorly informed about the cultures and politics of African countries. They often rely on popular stereotypes of the continent to try to explain why certain crisis may be happening instead El Anatsui, Ghanaian, born 1944 Old Man’s Cloth | 2003 of trying to understand that situation in Aluminum and copper wire depth. The purpose of this research is to Collection of the Harn Museum of Art, University of Florida Museum purchase with funds from friends of the Harn Museum implement techniques to avoid stereotypes and miseducation in the classroom while studying the unique cultures of the African generalizations century after century, came comprehensive information. lands. to deform, invalidate and misconstruct Teaching with stereotypes can often Unfortunately, the miseducation students Africa. Burying it under layers of histori- promote negative connotations for some receive stems directly from the stereotypes cal fallacies that explorers, missionaries and students. A proper introduction focusing that mass media in the United States pro- 18th- and 19th-century scholars and think- on “ideas to remember when discussing duces. African history is often disinformed ers consecrated as historical truths. One sensitive subjects” should always lead the IVLNIT[QÅMLQV\ZIV[TI\QWV\W\PM)UMZQKIV way to foster knowledge is to elicit critical discussion. Begin class with a very stereo- youth. Occasionally, an article will appear thinking through the use of primary sources typical media piece to pull your students in in a newspaper, magazine, or television in your classroom. Show your students and then properly break down the history news program to inform Americans about African art from different countries/regions behind the stereotype. To avoid the media a crisis in Africa. Rarely, do these pieces and use these images to explain that African altogether will only promote miseducation. take the time to explain the social and culture is tremendously diverse. Expand on Teaching about the stereotypes fosters a historical context in which these crises arise. modern vs. traditional ideas about Africa strong desire for students to learn about Little news is ever reported on positive in your classroom. Teach your students to Africa in general. That desire will hopefully developments in Africa. Africa, a peacefully use technology. Explore the many resources spark interest in the different civilizations in exotic continent full of staggering beauty available online to learn the true identity Africa. In order to eliminate the improper will likely be overcast with child soldiers, of African cultures. Accessing accurate use of stereotypes, a good educator should hunger, and exotic tribes. The diversity information in your classroom and teaching always implement strategies for thinking among African civilizations will all be cast proper research techniques can transform diversely. Discussion centered around why as a hungry shadow. As educators we must how students learn about African cultures different stereotypes exist will foster social eliminate the stereotypes not representative and history altogether. Traditional and and academic growth. Eventually, the mis- of the diverse civilizations in traditional and contemporary African civilizations deserve conceptions students associate with African contemporary Africa. authentic representation in your classroom. culture should diminish. Early history shows the process in which Students in turn deserve to learn the proper The 21st century educator has an an abundance of misleading images and researching techniques to access the most abundance of resources focusing on African 18 IROHIN culture. Remember to advocate a feeling lesson of understanding and appreciation of other cultures and societies. So many people tend to judge other people’s actions and ways of 11 Small Tasks Can Equal Big Difference in Students life by their own cultural values. Steer away Comprehension of Africa from this ethnocentric view and teach that The purpose of these 11 tasks is to make students aware of the great diversity of to your students. When teaching, be aware countries, peoples and geography that exists on the African continent. that stereotypes and biases naturally creep 1. Provide each student with a journal to be used during the course of this lesson. (This may in. Be on guard to not perpetuate the beliefs be as simple as stapling some pages together.) One section should be reserved for questions that “seem to come to mind” and allow they have on the topic of Africa, and another section for what they learned about Africa. them to be interpreted as the truth behind 2. Ask students to take a few minutes and write on the first page of their journal what comes the entire continent. into their minds when they think of Africa. The following are some wonderfulre- 3. As a class, ask students to share what they wrote in their journals, and record students’ re- sources to help guide your planning! These sponses on chart paper. (Save students’ responses, as they will be used again in the lesson.) websites are full of great lessons, pictures, 4. After students have finished responding, go back to each response and ask the question, “Where in Africa?” (For example, if one of the responses is “elephants roaming free” ask [\WZQM[UIX[M\K°M^MZa\PQVOWVMVMML[ “Where in Africa? In what country(s) on the continent of Africa do elephants roam free?”) in order to foster a better understanding of 5. Ask students to give examples of the differences between the state they live in, and other African culture. states in the union. 6. Look at a world map to see how large Africaw is compared to the area of the United States. .]Z\PMZ:MILQVO 7. Ask students if there is such a difference in environments in the United States, how much Cartwright, Marguerite. “Teaching the Africa Unit”, Phylon (1940-1956), Vol. 13, No. 4, diversity must exist on the African continent? pp. 306-31 (4th Qtr., 1952). Clark Atlanta 8. Make certain that students are aware that Africa is a continent made up of 54 countries. University. 9. Initiate a class discussion about the different ethnic groups that make up the United Murphy, Sheila T. “The Impact of Factual versus States. Fictional Media Portrayals on Cultural Stereo- type,” Annuals of the American Academy of Political 10. Ask the class how much more diversity might exist on a continent the size of Africa. and Social Science, Vol. 560, The Future of Fact (Nov., 1998), pp. 165-178. Sage Publications, 11. Give the students a few minutes to write in the “What they learned” and “What they want Inc. to know” sections of their journals. Rich, Evelyn Jones. “Good News and Bad News: African Studies in American Schools, 1955-1975”, )2W]ZVITWN 7XQVQWV, Vol 6 No 2/3. 11 Websites for Teaching Diversity Among African Cultures in the Classroom African Studies Association. www.africaeducation.org/ www.foundation-partnership.org/links.php www.educationatlas.com/education-africa.html www.africaeducation.org/adl/ www-sul.stanford.edu/africa/africaneducation/teaching-africa-K12.html www-sul.stanford.edu/africa/culture.html ___XJ[WZO\MIKPMZ[[MIZKPZM[]T\[P\UT'Y%INZQKI`%a% www.exploringafrica.matrix.msu.edu/teachers/events/crisis.php www.educationworld.com/searchnew/adv_results.jsp www.si.edu/Encyclopedia_SI/Art_and_Design/AfricanArt.htm www.historyforkids.org/teachers/guides/africaguide.htm Current Events Websites Current Events in Africa http://exploringafrica.matrix.msu.edu/teachers/events/ UN Humanitarian News & Analysis http://www.irinnews.org 5IOLITMVM)VaIVOW67L]VLW British, born Kenya, 1950 >M[[MT;MZQM[1VWd :MLKTIaÅZMLWVKM +WTTMK\QWVWN \PM0IZV5][M]UWN )Z\ =VQ^MZ[Q\aWN .TWZQLI5][M]UX]ZKPI[M N]VL[XZW^QLMLJaNZQMVL[WN \PM0IZV5][M]U Taking Africa to the Classroom 19 healing women of africa: Past and Present by Marianne Medley From the dawning of time, there have been Nwaye writes in “The Image of a Healthy those who are the healers, the counselors, Woman in African Religion” (in Chepk- the keepers of traditional methods of heal- wong, Ed. 2007) that one key spiritual char- ing and maintaining harmony in society. acteristic is that the earth has the capacity They are known by various names: shaman, to serve as a source of strength and support medicine man, witchdoctor, herbalist, and to humans, animals, and plants. In order wise ones. While one often thinks of these for this to happen, we must obey its laws. as important men in a particular ethnic When we are out of harmony with the group, they are very often women. earth, the result is illness to self, community, In South Africa, the San women and their and planet. ancestors have been healers for more than 20 IROHIN in religion, medicine, and governmental trained for their roles as healers. In Zimba- organizations. In the Roho religion of bwe, for example, healers are trained from western Kenya, for example, women had childhood, or have close relationships from historically been pastors and elders in that tie with other healers. The learning church rule. Since the early twentieth process is long, complex, and cannot be rep- century, however, the effects of colonial- licated. The end result is a deeper knowl- ism have become embedded in the Kenyan edge than that of pharmaceutical. Spiritual culture, and only certain elderly women are guidance and power are important. considered laktars, or doctors. While this is Some work from a traditional, ritualistic an important function in the Roho religion, place in the Vodun religion. This religion elderly women were originally attracted to has spread across the Atlantic to become the religion in the hope of preaching. Men known as voodoo in the Caribbean. In now perform this, in addition to manag- it, the priestess still wields much power as ing administration and direction services bringer of health or harbinger of doom. (Hoeler-Fulton, 1996). There is great emphasis on ritual and traditional words, sounds, and actions. She is a practiced ventriloquist, as well as an :MNMZMVKM[" entertainer and spiritual conduit. Chepkwony, A. Ed. 2007 Religion and Health in )NZQKI":MÆMK\QWV[NWZ Taking Africa to the Classroom 21 kente cloth & adinkra symbols Ghana by Daisy Ayoka Jasey Sowa-la, D. Min. Africa: Cloth and Body Adornment Africa, the second largest continent in the world has many different ethnic groups and just as many different styles of clothing. Generally, “people in Africa seem to have started wearing clothing around 75,000 years ago. 22 IROHIN beautiful serve as gifts at important social shapes and bold designs of silk and cotton functions and as emblems of rank for title- narrow –band cloth often colored in blue holders, most of all they were given to the and gold to symbolize power and tradition- LMKMI[MLWV\PMQZÅVITRW]ZVMa ITTaZM[\ZQK\ML\WZWaIT\aIVLKW]Z\WNÅKQIT[ Weaving and the textiles are very Kente characterized by weft designs woven important to every African culture. The into every available block of plain weave is textiles include both men and women and called “adweneasa”. The Asante peoples the cloths made are unique to each ethnic of Ghana choose kente cloths as much for group through the patterns and spiritual their names as their colors and patterns. meanings behind them. )T\PW]OP\PMKTW\P[IZMQLMV\QÅMLXZQUIZ- ily by the patterns found in the lengthwise Ghana: Some Historical Facts (warp) threads, there is often little correla- Ghana, the area the British formerly called tion between appearance and name. Names the Gold Coast, is located on the west coast are derived from several sources, including of Africa housed between Togo on the east, proverbs, historical events, important chiefs, Cote D’Ivoire on the west, and Burkina queen mothers, and plants.” Webster’s New Faso to the north. Its major city and capital World Dictionary (1982) alludes that, Prov- is Accra. The name Ghana was taken erbs are wise sayings commonly understood Kente cloth is woven in strips from the empire of Ghana, a great ancient by many in a group, use to portray a truth civilization that arose in West Africa. The or experience or event. An example of Gold Coast took the name when it became kente with a proverbial meaning commonly Symbolic meanings of the colors in \PMÅZ[\)NZQKIVKW]V\Za\WOIQVQ\[QVLM- seen in Ghanaian history is the Mmeeda Kente cloth: pendence in 1957. Osagefo Dr. Kwame (MEE-dah), which translates to “something black – maturation, intensified spiritual energy you know 6SZ]UIPJMKIUMQ\[ÅZ[\XZM[QLMV\QV! that has not happened before.” was worn blue – peacefulness, harmony and love The Akan states (includes many sub-ethnic by Kwame Nkrumah at the time he became green – vegetation, planting, harvesting, groups i.e. Ashanti) were created in the cen- \PMÅZ[\XZM[QLMV\WN /PIVIQV! growth, spiritual renewal tral area. The Nzema, Ahanta, Fante, Ga, gold – royalty, wealth, high status, glory, and Ewe people occupy the costal area. Akan Cultural Symbol spiritual purity Arthur and Rowe, 1998-2003 in speak- Adinkra, a white commercial cloth was grey – healing and cleansing rituals; ing of the adinkra symbols, says that “The traditionally dyed red, russet, or black, but, associated with ash Akan make extensive use of a system of now is dyed blue, green, yellow, and purple, maroon – the color of mother earth; ideographic and pictographic symbols. stamped with motifs (symbols).. There associated with healing Individually each symbol is associated with are some 700 adinkra symbols recorded pink – assoc. with the female essence of I[XMKQÅKXZW^MZJWZ[IaQVOZWW\MLQV\PM with meanings according to Philadelphia life; a mild, gentle aspect of red Akan experience.” Museum. Bruce Willis in The Adinkra Dic- purple – associated with feminine aspects of life; usually worn by women The “kente cloth” is of the Asante tionary, 1998 records that Adinkra symbols red – political and spiritual moods; people. Kente Cloth.” African Journey. have been in use for about two hundred bloodshed; sacrificial rites [email protected]. 25 Sep years or so. There are about seventy to silver – serenity, purity, joy; associated 2007 reports that, “It was a royal and sacred eighty symbols that are sometimes referred with the moon cloth worn only in times of extreme impor- to as the core symbols. These core adinkra white – purification, sanctification rites tance. Adinkra was traditionally worn for [aUJWT[ZMÆMK\\PMXPQTW[WXPaZMTQOQW][ and festive occasions funerals, ceremonial occasions, and times beliefs, social values, and political history of yellow – preciousness, royalty, wealth, for special dress. Kente was the cloth of the Akan people. Willis provides examples fertility kings. Over time, the use of Kente became of some core adinkra symbols. Adinkra is more widespread, however its importance an Akan word. Akan is the language of the has remained and it is held in high esteem Akan people, who comprise about one-half in the Akan family and the entire country of of the population of Ghana. Adinkra liter- Ghana. Kente comes from the word kenten, ally means “saying good-bye (farewell) to the which means ‘basket.’ The Asante peoples dead.” also refer to kente as “nwentoma” or ‘woven cloth.’ The icons of African cultural Examples: Akofena, interprets as, “The retiring great warrior always has a royal sword of rest; Gye heritage around the world, are the cowry Nyame interprets as, “This great panorama of creation dates back to time immemorial, no one lives shell and the Asante kente. The Asante who saw its beginning and no one will live to see its end, except God; Another popular adinkra is the SMV\MQ[QLMV\QÅMLJaQ\[LIbbTQVOU]T\QKWT- Sankofa interprets as, “It is not a taboo to return and fetch it when you forget.” ored patterns of bright colors, geometric Taking Africa to the Classroom 23 activities WHAT’S YOUR CHOICE? OBJECTIVES SUMMARY To help students become aware that African Although the adinkra symbols, kente cloth cultural symbols and colors have meaning. with their beautiful colors and the prover- To help students become aware of the inter- bial meanings associated with each, kente relatedness between cloths, symbols, and cloth and adinkra symbol were traditional in proverbs in the Ghanaian culture. their uses. Today, many use them as casual To help students recognize some Ghanaian dress and have little knowledge of their past kente cloths, colors, adinkra symbols, and meanings. However, they continue to provide their meanings. all with an understanding of the proverbial To help students become more consciously literature and a historical reflection of past, aware of their choices of colors and designs present and future events of the Akan people in clothing as they choose for themselves. of Ghana and Africans in general. Although ACTIVITY the Akans have been credited with devel- 1. Have students help prepare flash cards oping this art form, the historical basis for (one kente cloth, or color or adinkra symbol symbols and cloths extend back to the time on each card) with its name, meaning, or when language was reduced to symbols as related proverb on the back. found with the hieroglyphs (an ancient form 2. Discuss the various adinkra symbols and of Egyptian writing). Therefore, as an ever kente cloths and their interpretations with the developing form of art they are worthy of students. continued study and reflection by students all 3. Have the students select choices as it re- over. They can aide students educationally, lates to them; and learn ten related proverbs. artistically, socially, morally, spiritually, and 4. Have each student explain their choice(s) culturally connecting them to meanings of the and reasons for choice(s). past for the present and the future. adinkra symbols C\X[\ij_`g Jki\e^k_ 8[XgkXY`c`kp :fliX^\Jlgi\dXZp ?Xidfep @ek\cc`^\eZ\ Gfn\if]Cfm\ f]>f[ N`j[fdG\XZ\ KiXej]fidXk`fe Le`kp`e;`m\ij`kp Le`m\ij\ 24 IROHIN is science fostered in african schools for women? by May Steward Background Africans obtained British degrees in arts or The colonial system was often validated in sciences by 1920, however between 1930 terms of its “civilizing mission,” however and 1937 there was an annual average of 53 few colonists were willing or able to provide West Africans at British Universities other the Western education believed necessary to than law students. The average rose to 71 transform the African citizens into “re- JM\_MMV! IVL! _PQKPZMÆMK\[6Q- ÅVMLºXMWXTM5IZ\QVIVL7¼5MIZI geria’s provision in 1937 of scholarships for By the end of WWII, education was only study in Britain (229). By 1939 there were UILMI^IQTIJTM\WTM[[\PIVÅ^MXMZKMV\WN also about 12 students from East Africa in the school-age population in Africa; most Britain—though few were black (229). It is girls were excluded (142). During the initial unknown if these statistics include African phase of colonial rule, Catholic and Protes- women. tant missions provided the main schooling According to Martin and O’Meara, opportunities. In school, children learned education systems are often still preoccupied that European culture was “superior and with producing “government civil servants” were taught to reject their former religious (327). From the 1960s to the 1980s, reforms practices and cultural traditions” (142). Attempts are being made to reduce the gender gap in all fields. were established in several countries to Education prepared the people to take up make education more suited to African subordinate positions within the colonial were published. In 1935, schoolgirls aspired conditions and expressive of African cul- system. While Euro-Africans and educated to be teachers or nurses (Gaitskell). In the tures. However, this progress has been slow elites sought equality, they often regarded [IUMaMIZ\PMÅZ[\JTIKS_WUIVJIZZQ[\MZQV because of lack of funds. Education has the indigenous people as “backward and West Africa was called to the bar in Nigeria, shifted off of theoretical European tradition not ready for full political and civil rights while another Nigerian woman graduated and is transiting to improving agriculture. until they acquired a modicum of Western from Oxford the prior year. Unfortunately, there is a persistent discrimi- education and values” (142). Institutions for secondary and higher nation against women, especially in acquir- During colonialism, African women ML]KI\QWV_MZM[QOVQÅKIV\QV_QLMVQVO)N- ing higher education (Martin and O’Meara created “bonds of solidarity” (Roberts rican perspectives. Few schools for Africans 327). 254). In an effort to escape the economic provided classes beyond eighth or ninth dependence associated with Christian mo- grade (Zeleza 227). In 1938 there were Education for All nogamous marriage, the women of the elite about 5,500 Africans receiving secondary According to the New Encyclopedia of opened a girls’ school in 1907 (Mann 54). education in South Africa and probably Africa, in 1960, there was an estimated The elite were educated African assistants to about the same in tropical Africa (228). The 120,000 students in African universities. By the imperialists, who held positions as clerks, Union, the Gold Coast, and Sierra Leone 1995, there were 3,461,822 students. The interpreters, storekeepers, trading agents, approached “one-tenth of one percent of number of universities grew from less than teachers, and clergymen (Roberts 19-20). the total population” (228). Access to all 36 in 1960 to more than 400 in the 90s The goal of the school was to offer “a sound kinds of education was biased towards cer- (Zeleza 229). By the early 2000s, tertiary moral, literary and industrial education.” tain areas. Schools that offered post-primary education existed in all African countries, The building was donated by Mrs. Sisi instruction were likely to attract Africans for although the education systems varied in 7JI[I_PWM[\IJTQ[PML\PMKQ\a¼[ÅZ[\UW- farther away (228). size and development levels (229). How- tor transport company in 1913. “She was The development of higher education for ever, there were still gender differences in also a moving spirit in the Lagos Women’s South Africa and British colonial Africa was terms of access to higher education. “While League, which between the wars pressed the intended to halt study abroad. By the late several countries had managed to attain government on a variety of issues, includ- 1920’s, there were 60 African lawyers in the gender parity at the primary and secondary 2000, very few had managed to do ing women’s education, public health and Gold Coast and 60 more in Nigeria. Both levels by so at the tertiary level” (229). The excep- prostitution” (254). Very few women could countries had several lawyers from Sierra tions were Botswana, Lesotho, Swaziland, write, while some composed songs and Leone (229). In 1913, there were seven Namibia, and South Africa. Females made hymns (254). Few books by black women African doctors in Nigeria. Hardly any West Taking Africa to the Classroom 25 up 34 percent in primary schools, 22 per- cent in secondary schools, and 12 percent in tertiary schools (229). 26 IROHIN OZW]X[IZMVW_ÅOP\QVOIOIQV[\\PQ[LQ[KZQU- guided in these choices by preexistent social :MNMZMVKM ination (Nare). Rathgeber says that the issue expectations. that has to be addressed is how to change Some researchers have found a correla- Acker, D.G., McBreen, E.L., and Taylor, S. (1998). “Women in Higher Education in Agriculture the entire culture of university learning to \QWVJM\_MMV[WKQITKTI[[WZQOQV[IVLÅMTL with Reference to Selected Countries in East and make it more women-friendly, especially of study. In Egypt middle- and upper-class Southern Africa”. The Journal of Agriculture Educa- tion and Extension, 5(1),13-22. in the natural and physical sciences (83). _WUMVIZMUWZMTQSMTa\W[\]La[KQMV\QÅK Cochran, J. (1992). “Western Higher Education She says that evidence exists that says that and professional subjects, while lower- IVL1LMV\Q\a+WVÆQK\" Taking Africa to the Classroom 27 african literature The Impact of Colonialism on Traditional African Societies by Nella F. Taylor Purpose trading posts on the sub-Saharan African least 177 ethnic culture areas, dividing Africa is the most stable of the Earth’s shoreline. And, though a few ports became pre-existing economic and social units continental landmasses - the most ancient permanent settlements, most served as and destroying the development of entire rocks, a fount of life itself, the cradle of little more than entreats for the exchange regions. humanity - and, yet it is, also, the most of goods between the two continents. Over divided continent on Earth. Today Africa the next four hundred years Europeans Result of Colonial Rule on Africa Q[LQ^QLMLQV\WÅN\aNW]Z[\I\M[UWZM\PIV acquired ivory, slaves, gold, and agricul- The transition from self to colonial rule three times the number in Asia (whose ture commodities from African rulers brought dramatic change - often at consid- _PWTMTIVL[]ZNIKMQ[ITUW[\ÅN\aXMZKMV\ and coastal traders. With the exception of erable cost to human lives and, certainly, larger) and nearly four times the number in South Africa and a handful of Portuguese to African traditional culture. In several South America. holdings, they made few attempts to settle instances individuals and groups found Also, no country in Africa today is free or otherwise control the interior. themselves obliged to neglect or forfeit from problems of access, security, economic By the second half of the nineteenth their language, accept a new religion, des- stability, and interrupted cultural tradi- century, however, the rapidly industrialized ert long-held traditions, accede to govern- tions that are directly attributable to the countries of Europe demanded reliable ment demands for labor, adopt European boundaries (and results thereof) that they access to natural resources, new markets for forms of education, and submit to the rule inherited from the colonial era. their manufactured goods, and new sites of foreign law. In other words, colonial- My purpose for writing this short paper NWZQV^M[\QVO\PMQZÅVIVKQITKIXQ\IT 28 IROHIN imported from imperial nations and, writ- to romanticize African culture as perfect :MNMZMVKM[ ten from a colonial perspective, served the or to vilify European cultures as entirely purpose of advancing the colonial agenda corrupt. Furthermore, Achebe’s work Achebe, Chinua. Things Fall Apart: 50th Anniver- sary Edition. Anchor Books, N.Y., 1994. through stereotypical plots, characteriza- _I[X]JTQ[PMLL]ZQVO\PMÆIQTQVOKWTWVQIT tion, and themes.Furthermore, since these period in 1958, and it would be interesting Appiah, Kwame A. & Gates, Henry Louis, Jr., eds. Africana: The Encyclopedia of the African and books were in the language of the coloniz- to do research on what changes have taken African American Experiences, 2008. ing power, the language itself became an place in that part of the world during these Delange, Jacqueline. The Art and Peoples of Black instrument of subjugation that fostered TI[\ÅN\aaMIZ[ Africa. E.P. Dutton & Co., Inc., 1974. a sense of inferiority and lack of pride in The events in Achebe’s book take place Hochschild, Adam. King Leopold’s Ghost. Hough- African language, culture, and history. in Nigeria (the most populous country in \WV5]NÆQV+W6M_AWZS6A!! Africa) among the Igbo people, a large Critical Perspectives on Postcolonial African Children’s and Young Adult Literature. Ed. Meena Khorana. Literature in the Post-Colonial Periods ethnic group located in the eastern section Westport, CT: Greenwood, 1998. of the country. (More than two hundred It was only after the colonial ideology had Little, Greta D. “Vicarious Culture Shock: been weakened and colonialism was no ethnic groups live in present-day Nigeria, Children’s Books about North Africa.” Critical Perspectives on Postcolonial African Children’s and longer seen as the horizon of expectation each with its own language, beliefs, and Young Adult Literature. Ed. Meena Khorana. that African literature emerged out of the culture.). Some of the themes explored by Westport, CT: Greenwood, 1998. shadows of the colonial library. Chinua Achebe in Things Fall Apart include the Reader, John. Africa. Alfred A. Knopf. New Achebe’s Things Fall Apart; Camara complexity of Igbo society before the ar- York, 1999. Laye’s The Dark Child; Yacine Kateb’s rival of the Europeans, the clash of cultures Nedjama; Assia Djebar’s La Soif; and at both a personal and a societal level, Naguib Mahfouz’s The Cairo Trilogy are the universality of human motives and examples of classic Afro-centric African emotions across cultures and time, and the literature produced during the period of need for balance between individual and transition from colonial to self-rule. community needs. After independence African authors were naturally deeply concerned about providing the continent’s youth with books _ZQ\\MVM[XMKQITTaNWZ\PMUZMÆMK\QVO\PMQZ experiences, sociocultural environment and worldview with the purpose of inculcating in them pride in their culture and heritage. Therefore, two very popular genres for SUGGESTED TOPICS the young in the post-independent period FOR TEACHING THINGS FALL APART included retellings of folktales and narra- \Q^MÅK\QWV[]KPI[,<6QIVM¼[\ZQ]UXPIV\ 1. Have students think of a culture and language that is distinctly different from theirs. story of Sundiata. Also, easily recognizable Brainstorm and list how their lives would change if people representing this culture were to and globally celebrated forms of African take control of their community and nation. writing, associated with the works of Nobel 2. Use a map to locate Nigeria and Igbo peoples. Prize winners such as Nadine Gordimer, 3. Use the internet to research facts about Nigeria and the Igbo at the time of colonialism. Wole Soyinka, and I.M. Coetzee emerged Write facts or draw images to explain the findings. only after decolonization. 4. Why may Okonkwo not be a typical Igbo? 5. At what stage in the novel can you see that Umuofia is doomed to fall apart? Using African Literature as a Tool for Teaching 6. Describe the British’s gradual takeover of the village. Chinua Achebe’s groundbreaking work, 7. Ask students, as they read, to think of ways in which Things Fall Apart is a universal Things Fall Apart, is only one of many story. examples of African literature that is par- 8. Discuss the readers’ reaction to the role and treatment of women in Igbo society and ticularly good for introducing young people how their perception contributes to the final tragedy of Okonkwo. (8th grade and above) to the changes that 9. Inquire as to which characters and events should be included in a subsequent book on have been brought about in African his- this topic. tory and culture through the process of 10. Have students work with partners to discuss the character with whom they are the European colonization. This is particularly most sympathetic. Why? true since, writing from an Afro-centric 11. Do research to compare how different aspects of the Nigeria (Igbo) society has perspective, Achebe makes no attempt changed during the past fifty years. Taking Africa to the Classroom 29 IROHIN 2009 ARTICLES 30 IROHIN how can we deactivate our own colonial mindsets as teachers? by D. Alvarez Caron Perhaps you are looking at the title of urbanization, and industrialization that teachers that it acts as a virtually inaudible this article and thinking any number of changed the face of the United States in the background noise that informs and con- things that may include, but certainly is last decade of the 19th century.” (DuFour structs our paradigmatic understandings of not limited to: “She isn’t talking to me.” et al. 17). This push for a particular accul- the world. of the United States in the last ¹?PI\LWM[[PMUMIV»KWTWVQIT¼'1¼UVW turation was in no way hidden or under the decade of the 19th century.” (DuFour et al. colonizer!” “This lady doesn’t even know radar. Ellwood Cubberly, Dean of Stanford 17). This push for a particular accultura- UM#PW_KIV[PM[XMISWVUa»UQVL[M\¼' º University and NEA president, stated in tion was in no way hidden or under the These are all very acceptable (and under- 1909 that “illiterate immigrants” were de- radar. Ellwood Cubberly, Dean of Stanford standable) responses. No one, especially ÅKQMV\QV¹[MTNZMTQIVKMIVLQVQ\QI\Q^MºIVL University and NEA president, stated in teachers who give to the children through so the educational system’s priority should 1909 that “illiterate immigrants” were de- their hearts as well as their minds, would be to: ÅKQMV\QV¹[MTNZMTQIVKMIVLQVQ\QI\Q^MºIVL want to accept that they (no one is immune) so the educational system’s priority should participate in a relationship of colonizer/ “…assimilate and amalgamate these people as part be to: colonized. But we do. Renowned Kenyan of our American race and to implant in their children philosopher Ngugi Wa Thiong’o states: so far as can be done, the Anglo-Saxon conception of “…assimilate and amalgamate these people as part righteousness, law and order, and popular government of our American race and to implant in their children “The real aim of colonialism was to control people’s and to awaken in them a reverence for democratic so far as can be done, the Anglo-Saxon conception of wealth…but its most important area of domination QV[\Q\]\QWV[ º righteousness, law and order, and popular government was the mental universe of the colonized, the control, and to awaken in them a reverence for democratic through culture, of how people perceived themselves Though the overt mission statements QV[\Q\]\QWV[ º IVL\PMQZ\PMQZZMTI\QWV[PQX\W\PM_WZTL º of contemporary school systems have certainly changed and the persons who Though the overt mission statements He further explicates that colonialism are responsible for educating our society’s of contemporary school systems have LWM[Q\[_WZSJa¹°QUXW[QVOINWZMQOVTIV- KPQTLZMV_W]TLÅVL\PMINWZMUMV\QWVML certainly changed and the persons who guage, and suppressing the native language antiquated “priority” problematic, the are responsible for educating our society’s I[[XWSMVIVL_ZQ\\MV°º contemporary educational system un- KPQTLZMV_W]TLÅVL\PMINWZMUMV\QWVML The role of education in a culture is, equivocally lies upon this “assimilationist” antiquated “priority” problematic, the simply, to acculturate the people. In the bedrock. Paradoxically, as educators, we contemporary educational system un- =;[XMKQÅKITTa¹ Taking Africa to the Classroom 31 than denying its correctness. It is so deeply TMIZVMLUIVVMZ' Our sense of being ill-equipped, however, embedded in the creation of our role as Dr. Jacob Gordon in an African history should motivate us to learn, critically teachers that it acts as a virtually inaudible lecture emphasized that paramount to the examine what we “know”, and in turn background noise that informs and con- delivery of any content is the mindset of teach this process to our students. Concur- structs our paradigmatic understandings of she/he who delivers it. This falls neatly rently, my hope is that we recognize what the world. Consider for a moment you are into the category of non-verbal commu- a rich resource our students are for us as doing a unit on “Great Leaders of Africa’s nication—what we are communicating in we continually take the risks necessary to Independence.” You are teaching your the spaces between and around our words. deactivate our own minds from the colo- [\]LMV\[IJW]\8I\ZQKM4]U]UJI\PMÅZ[\ Perhaps, discussing Kente cloth or yams nial mindset. Perhaps the greatest gift we Prime Minister of independent Congo, as and how we can see their existence in the can give them is the sweet fruit of critical they read the following powerful quote in diaspora falls well within our comfort inquiry: What we know to be “true” may his last message to his wife: zone. But what of the history of how these be wrong. items made their way to the South/ North “No brutality, no agony, no torture has ever driven me American continent or the Caribbean :MNMZMVKM[ to beg for mercy, for I would rather die with my head 1[TIVL['+IV_MVIZZI\M\WW]Z[\]LMV\[ high, my faith unshaken, and a profound trust in the DuFour, Richard. Whatever It Takes: How Profes- in an honest, informed, and cognizant sional Learning Communities Respond When Kids LM[\QVaWNUaKW]V\Za\PIVTQ^MQV[]JRMK\QWV Don’t Learn. Bloomington, Ind: National Educa- manner how Africans, First Americans, tional Service, 2004. Seeing principles that are sacred to me laughed to IVL-]ZWXMIV[ÅZ[\KIUMQV\WKWV\IK\' Fanon, Frantz. The Wretched of the Earth. New [KWZV0Q[\WZa_QTTPI^MQ\[[IaWVMLIa¸VW\\PM 32 IROHIN sugar, chocolate & peanuts Three Crops that Changed African History by Carol B. Faas Carol Faas is a media specialist at Eastside High School in Gainesville, Florida. She developed a reading program specifically for the students in the EHS Institute of Culinary Arts magnet school. This program was recognized at the 2008 American Library Association convention for the 100% graduation rate, and won the Gale TEAMS Award for collaboration between teachers and media specialists. An old Spiritual song has the refrain “He’s be burned after harvest, and the new crop got the whole world in His hands, the whole would grow from the underground roots. wide world, in His hands.” A microcosm ;M^MZITPIZ^M[\[KIVJMUILMNZWUIÅMTL of the world that can be held in a person’s before it needs to be replanted. hand is the candy bar. The chocolate, sugar While sugar moved from east to west, and peanuts combine to tell a story of a myriad of New World foods were being adventure, tragedy and treasure that had an transported east to Europe and Africa. Pep- irrevocable effect on world history. pers, peanuts, corn, chocolate, beans, and ;]OIZKIVM;IKKPIZ]UWNÅKQVIZ]U manioc transformed the cuisines of Africa is a member of the grass family. Native to and Asia—indeed it is hard to imagine what Southeast Asia, sugar cane was brought to the typical foods were before the introduc- the Mediterranean area by Alexander the tion of these New World stapes. Great from India in 327 BCE. The juice +PWKWTI\M is made from the fruit seeds from these “reeds which produce honey of the Theobroma cacao tree, which thrives without bees” was originally used like honey. in tropical climates within 20 degrees north By 300 CE the reeds were being pressed and south of the equator. The cacao tree and boiled to create sugar. originated between southern Mexico and By the 13th century CE sugar was the Amazon River basin, but most of the widely available in England, France, Spain, world’s cacao beans now come from the and Italy. Sugar was grown and exported west coast of Africa. In 2006, the world from West Africa and the Canary Islands. production of cocoa was 3.5 million tons In 1493, on Columbus’s second trip to (International Cocoa Organization). The the New World, sugar cane plants were leading cocoa producing countries in- carried from the Canary Islands to Santo clude: Ivory Coast 1.3 million tons (37% ,WUQVOWIVL\PMÅZ[\[]OIZKIVMXTIV\I- of the world total); Ghana 720 thousand tions were established in the Americas. By tons (20.7%); Cameroon 175 thousand the mid 1500s, sugar cane manufacture was tons (5%); and Nigeria 160 thousand tons widespread, and the demand for laborers (4.6%). [\QU]TI\ML\PM)NZQKIV[TI^M\ZILM Taking Africa to the Classroom 33 Cocoa beans Peanuts literature of other countries! the peanuts were incorporated into African :MNMZMVKM[ The machinery to make chocolate candy and Asian recipes upon the crop’s introduc- Albyn, Carole Lisa and Lois Sinaiko Webb. The was developed in Holland and 0s, Swit- tion in the 1600s. 5]T\QK]T\]ZIT+WWSJWWSNWZ;\]LMV\[. Oryx Press, zerland in the early 1800s. In the 1870s In 2008 the leading peanut produc- Phoenix Arizona. 1993. \PM 34 IROHIN the trickster as scientist The Scientific Method and Western African Folktales by Timothy S. Hinchman 1NI\ÅZ[\IVQLMILWM[VW\[W]VLIJ[]ZL\PMV\PMZMQ[VWPWXMNWZQ\¸)TJMZ\-QV[\MQV Introduction Oral Traditions LIaIVLQ\[aUJWTQbM[PQ[[W]T¼[ÅZ[\IXXMIZ- This is a simple story and as simple stories Ananse’s biography is too long to tell in ance on this earth. Kweku was turned into go, one has to have the right frame of mind. the short time we have so I will keep the a spider because of all his mischief and AW]IZMÅZ[\OWQVO\WVMML\WJMIKWUNWZ\- back-story of oral traditions to a minimum. constant aggravation of his father. This able place, maybe your favorite comfy chair, Africa is the cradle to civilization and as mischief made him very headstrong and linen dressed bed, island resort or backyard such the history pre-dates written language. determined and had to rely solely on his under a nice tall Oak. Next you will have Africans did not invent an alphabet for mental facilities in life. This change in form to be dressed casually without any cloth reading or writing and as such do not have and function allowed Kweku to transform restrictions that might negate the necessary a written history. They passed on infor- from mischievous man to a spider “Keeper MTMUMV\[\WaW]ZJZIQV Taking Africa to the Classroom 35 with a very important cause: making sense Ananse wondered aloud, “what about.” Ananse just sat there for of the world around him. [PW]TL1LW_Q\P\PQ[SVW_TMLOM'¹ awhile and thought. Then he pushed After several seconds of deliberation, his pot off the branch. The pot Ananse decided that the wisdom smashed on the ground below and his Ananse and the Scientific Method belonged to him and him alone. An- wisdom scattered all over the world. The trickster utilizes a methodology when he anse was very afraid that someone or encounters a problem. This method can be something would try to steal his pot. )VIV[MKWUXTM\ML\PM[KQMV\QÅKUM\PWL “What should I do” he asked himself. and through a burst of a pot shared his con- characterized by the steps we identify as the ¹?PMZM[PITT1PQLMUaXW\'º0M ;KQMV\QÅK5M\PWL 36 IROHIN uneasy justice Apartheid, Truth and Reconciliation in South Africa by Diedre Houchen 1V!! ;W]\P)NZQKIV[WN ITTLQNNMZMV\M\PVQKOZW]X[ expanded to 15,000 people and the Dutch “Homelands” were established as inde- TMOIKQM[IVLXWTQ\QKITINÅTQI\QWV[\WWSXIZ\QV\PMKW]V- moved further inland. They became known pendent states for Black South Africans. \Za¼[ÅZ[\N]TTXIZ\QKQXI\WZaMTMK\QWVTQJMZI\QVOQ\[MTN NZWU Blacks could vote within their own home- \PMOZQX[WN \PMXWTQ\QKIT[\ZI\MOaWN )XIZ\PMQL6MT[WV as Trekboers, Dutch for wandering farmers, 5IVLMTITMILMZWN \PM)6+_I[MTMK\MLXZM[QLMV\ which was often subsequently shortened land but not on national policies. Suppos- by an overwhelming majority toppling a century old to Boers. They call themselves, Afrikaners, edly Africans were assigned to homelands ZMOQUMWN PI\ZMLIVLPWIZLQVO Taking Africa to the Classroom 37 and guerilla warfare to topple the ruling \PZW]OP\PMKWVÆQK\[WN \PMXI[\#\WZM[\WZM Aftermath and Ramifications paradigm. More violence ensued and the to victims their human and civil dignity by ANC was banned in South Africa. letting them tell their stories and recom- Over 800 people were granted amnesty The South African Struggle was now mending how they could be assisted; and as a result of the TRC (Ntsebeza). Over being played out on the world’s stage. to consider granting amnesty to those per- 5000 people applied. Many people in Increasing opposition to Apartheid in the petrators who carried out their abuses for South Africa were disheartened by the lack form of international economic sanctions, political reasons and who gave full account- of culpability by the national Police, and pressure from the anti apartheid movement ings of their actions to the commission (The the apathy with which whites viewed the abroad caused F.W. de Klerk, president of Department of Justice and Constitution process as a whole. Some individuals to the ruling National Party to announce the Development South Africa 1).” This was by whom grievous harm had been done felt unbanning of the African National Con- no means a small task and the commission as though the TRC usurped the pursuit of gress and the release of Nelson Mandela took two full years to hear the stories, create justice by giving amnesty to their perpetra- on 2 February 1990. In 1992, a referendum reports, grant amnesty and close the doors tors. There are those who feel that individu- passed that called for the dismantling of on the TRC. als effectively “milked” the system by simply apartheid through negotiations. In 1994, The work of the TRC was carried out giving an account of the crimes they had Nelson Rolihlahla Mandela was elected by three committees: the committee on done; without remorse, emotion or apology. president. Human Rights Violations (HRV), the Com- All these are serious claims and weaknesses mittee on Amnesty, and the Committee on implicit in the TRC’s makeup. However, no Truth and Reparation and Rehabilitation. A total of one can deny that this mighty undertaking, Reconciliation seventeen commissioners and two judges \PMÅZ[\M^MZWN Q\[UIOVQ\]LMIVLL]ZI\QWV worked on behalf of this monumental proj- help a nation to confront its past and begin On July 1995, the Promotion of National ect. the long journey toward healing and justice. Unity and Reconciliation Act was signed into law by President Nelson Mandela. The Stories :MNMZMVKM[ Within this legislation was the call for the formation of the Truth and Reconcilia- Approximately 22,000 victim statements Elsabe Brink, Gandhi Malungane, Steve Lebelo, Dumisani Ntshangase and Sue Krige. Soweto: 16 tion Commission which was to, “provide were processed covering 37,000 violations June 1976. Cape Town: Kwela Books, 2001. for the investigation and the establishment (Graybill). Over two years hearing in the Graybill, Lyn S. Truth and Reconciliation in South of as complete a picture as possible of the Human Rights Violation committee were Africa. Boulder: Lynne Rienner Publishers Inc., nature, causes and extent of gross violations held in tall halls, hospitals, and churches 2002. WN P]UIVZQOP\[KWUUQ\\ML°MUIVI\QVO around the country. The stories that were Dir. Francis Reid and Deborah Hoffman. Long Night’s Journey Into Day: South AFrica’s Search For NZWU\PMKWVÆQK\[WN \PMXI[\IVL\PMNI\M told by survivors of the worst kinds of Truth and Reconciliation. 2000. or whereabouts of the victims of such viola- abuses are startling and chilling. However, Ntsebeza, Terry Bell in collaboration with tions; the granting of amnesty to persons in the telling, many victims felt as though Dumisa Buhle. =VÅVQ[PML*][QVM[[";W]\P)NZQKI who make full disclosure of all the relevant they were beginning to heal as their stories Apartheid & Truth. RedWorks, 2001. facts relating to acts associated with a politi- were being heard. One thought that under- The Department of Justice and Constitution Development South Africa. TRC Legal. 17 KITWJRMK\Q^MKWUUQ\\ML°X pins the philosophy of the TRC is that as June 2009 38 IROHIN the role of women in the african economy Past to the Present by Heather McKeever It is important to look back at the history clearing and military duty to defend the pastoral and agricultural groups women’s of African women. Women empowerment land they acquired. In a few of these societ- work included food production, storage, in Africa is nothing new to them, women ies they participated in an intensive form and preparation. They also manufactured have always been a key element in Africa’s of hoe agriculture where the women and pottery, baskets, mats, clothing, and other economic system. Many western views on men combined their efforts. Employment household goods. the “African world” presented in the media for women in Africa is characterized by Women’s economic roles became more and literature is quite misleading. Many small-scale farming, and their participation complex in state societies because the of the pre-colonial African societies were in informal trade is connected to agricul- household duties intersected with the differ- matrilineal. Most women lost their prestige ture, as opposed to what might be normally ent classes with in these societies. Women’s because of colonialism which gave men understood as paid labor. This “unpaid” economic roles varied with the class posi- the upper hand in their daily affairs. Prior work is typically tied to women’s duties as tion of their husbands. Among the Tutsi to colonialism women’s activities were not mothers and wives, and to their community in Rwanda, if the wife was considered of limited to the domestic lifestyle. Women and their extended family relationships. the noble class she merely supervised the were very prominent in the market place, In Yoruba culture, women in many cases agricultural labor. If the woman was of the as sellers and buyers that enabled them worked in food processing, trade, and hand- commoner class the wife had to clean the to acquire control over important sectors icrafts. In Ethiopia, men took over most of cattle kraal, make butter, and participate in of the local economy. This control is so the agricultural labor because of the inven- the farming. In many patrilineal societies central to production and ex-change that it tion the oxen-plow. Common in Central, women’s economic security was unstable XZW^QLM[KWV[QLMZIJTMXW_MZIVLQVÆ]MVKM Eastern, and Southeastern Africa women’s because the wife farmed her husband’s land for women. Women in Africa have played farming system dominated. In these areas IVLLQLVW\PI^MÅZUZQOP\[ZMOIZLQVOTIVL and continue to play vital roles both in the farming was combined with cattle keeping. ownership. On the other side of the coin, domestic and economic worlds. For example in the Congo women took the matrilineal societies gave women economic entire responsibility of agricultural develop- and social security and were usually able to 8ZM+WTWVQITQ[U ment, while the men herded the cattle and access land through male relatives. These Women made up 70% of agricultural work- cleared the land. In many nomadic societies land rights could be exercised when they ers in Africa yet they were very limited to like the Masai of East Africa men herded were single, during marriage, upon divorce land ownership. In food farming or shifting and the women milked and produced or widowhood and women could inherit the hoe culture, women were responsible for butter. In hunting and gathering peoples land and pass it on to their children. Mar- breaking the soil up, planting, weeding, and such as those in the forest dwellings, men ried women whose husbands stayed in the harvesting with little male assistance. The hunted and women collected roots, berries, wife’s village were able to acquire land over men’s role in this culture was heavy land and fruit for their regular diet. Among the which their husbands had no rights. They Taking Africa to the Classroom 39 did not have to leave their maternal village land through cooperation with traditional Recently an African woman was appointed and if a divorce should occur the children leaders especially single women, divorcees, I[\PMÅZ[\NMUITMIUJI[[ILWZ\W\PM)N- would stay with their mother. Among the and widows. Women’s economic problems rican Union. Amina Salum Ali, a lifelong pastoral societies that were mostly patrilin- are directly related to the changes that took Tanzanian civil servant and politician, was eal groups, each wife had her own one room place in their nations, and are struggling born and raised on the island of Zanzi- house inside the village compound. In this with the strongly rooted socioeconomic bar. She was educated in India where she particular society the women were respon- traditions pre-colonialism. Women have earned a bachelor’s degree in economics, sible for house building and the men built several challenges to overcome , their family and within two years a master’s in business the fences that surrounded the compound burdens which limit opportunities and time administration and marketing. She also held and kept the cattle safe. for women to do business, thereby causing the position of minister of the state for the most women to go into micro-businesses as KPQMN ¼[UQVQ[\MZ¼[WNÅKMQVBIVbQJIZ +WTWVQIT8MZQWL opposed to larger or more complex busi- Another recent appointment is Eliza- Colonial conquest dramatically changed the nesses, property laws which make it more beth Mataka as United Nation Secretary pre-colonial economies. Under the colonial LQNÅK]T\NWZ_WUMV\WW_VXZWXMZ\a\PIV General Ban Ki-moon’s new Special Envoy rule many Africans were forced to produce men in Africa. NWZ)1,;QV)NZQKI;PMQ[\PMÅZ[\)NZQKIV raw materials that the Europeans wanted There are future development programs IXXWQV\MLI[I[XMKQITMV^Wa;PMQ[\PMÅZ[\ peanuts, cocoa, palm kernels, cotton, and QVZ]ZITIZMI[\WUISMQV^M[\UMV\[\WJMVMÅ\ woman to be appointed at such a high level coffee. The Europeans ideas about the ap- women and children equally with men, and to respond to the challenge of the HIV/ propriate economic and domestic roles for have the delicate process of removing the AIDS pandemic in Africa. She is also the women basically destroyed the economic patriarchal constraints on women without ÅZ[\VI\QWVITWN *W\[_IVI\WJMKITTML\W independence and the traditional form demolishing their traditional community. such a high post. of social authority they exercised prior to Education will be a major factor for women The founder of the handicraft company colonialism. Not only did African women pursuing new employment opportuni- Gahaya Links, Janet Nkubana, has an annu- lose their economic independence their ties. There are also new opportunities for al revenue of $300,000 dollars. She has over workloads increased tremendously. The women to produce vegetables for urban 3,000 employees. Her business spans Africa colonial extraction of economic surpluses markets on the fringe land using intensive IVL\PM=VQ\ML;\I\M[:_IVLI_I[\PMÅZ[\ from Africa and removal of men to work at labor practice. In some locations like Nige- African country to enter the top ten reform- European plantations or as forced labor- ria and Ethiopia, women are in seclusion ers’ list in the Doing Business project. This ers in mines was the main reason for the which prevents them from working outside incorporates the Hutu and Tutsi women sit- women’s rising labor burdens. Everyone’s the home, they engage in food processing ting under one roof creating peace baskets labor was diverted from food and craft and trade with the assistance of young girls. and earning an income. labor to colonial crops. The colonial powers ;WUMUISMIXZWÅ\Ja][QVO\PMQZ\QUM\W The owner of Uganda’s largest juice pro- recognized the role of patriarchal power establish businesses in their homes, using cessing factory, Julian Omalla, is known as W^MZ_WUMVNWZ\PM[ISMWN KWTWVQITXZWÅ\[ their children as retail agents. Technological “Moma Cheers” after her fruit drink brand The production of export crops com- advances in food processing such as cassava Cheers which has 45% of the local market. pletely altered the sexual division of labor. XZWKM[[WZ[Å[P[UWSMZ[IVLWQTXZM[[MZ[ Annually the company makes over 4 million Many men found themselves leaving their PI^MJMVMÅ\\ML_WUMVOZMI\Ta 40 IROHIN SUGGESTED QUESTIONS :MNMZMVKM[ James, Valentine Udoh, and James Etim. The Feminization of Development Processes in Africa: 1. Before the class reads the materials relating to women in the African Current and Future Perspectives. Westport, Conn: economy, ask them what they think African women do as means of income Praeger, 1999. in the past and in the present? Kahne, Hilda, and Janet Zollinger Giele. Then ask them to explain what type of gender roles did women have in Women’s Work and Women’s Lives: The Continuing 2. Struggle Worldwide. Boulder: Westview Press, Africa’s economic system? 1992. Lawson, Lesley, and Helene Perold. Working 3. Why would women have different roles in the economy in different regions Women. A People’s college book. Braamfontein, of Africa? South Africa: Ravan Press, 1985. Mbilinyi, Marjorie J. The Participation of Women 4. After they have read the material provided ask them what roles did women in African Economies. Dar es Salaam: Economic control in the economy? Research Bureau, University of Dar es Salaam, 1971. What changes had taken place over the years during colonialism? O’meara, Patrick and Martin, Phyllis. Africa 5. Third Edition. Bloomington and Indianapolis: Indiana University Press, 1995. 7VTQVM:M[W]ZKM[ 6. What kind of future do you see for African women in the economy system? The Washington Diplomat http://www.washdip- lomat.com/August%202007/a4_08_07.html 7. Do you think African women will encounter any economic challenges as Harvard Human Rights Journal http://www. they progress in the future? law.harvard.edu/students/orgs/hrj/iss19/re- bouche.shtml#Heading72 Eastern Africa Social Science Research Review, Sunshine State Standards: Volume 18, Number 1, January 2002, pp. 35-61 (Article) http://muse.jhu.edu/search/results SS.A.3.4.3 Understands the significant economic, political, and cultural interactions Foundation for the Development of Africa www. pawib.com among the peoples of Africa, Europe, Asia, and the Americas during the Age of Discov- ery and the European expansion. Doing Business: Women in Africa www.doing- business.org SS.A.1.4.2 Identifies and understands themes in history that cross scientific, economic, www.ccic.ca/e/docs/004_news_African_Wom- en_and_the_WTO.pdf and cultural boundaries. http://www0.un.org/ecosocdev/geninfo/afrec/ bpaper/maineng.htmt SS.A.1.4.4 Uses chronology, sequencing, patterns, and periodization to examine inter- pretations of an event. Taking Africa to the Classroom 41 the impact of african cultures on the music of the caribbean, cuba & latin america by Juanita Nelson Somos una Gente … M`KMZX\Ja;PMZMPMAIUIQ[PI:WbM5IZKP ?Pa[PW]TL+QVKWLM5IaWIVL5M`QKIV0Q[\WZaUI\\MZ\WUM' Porque somos una gente,. Whose blood has been shared and shed In the name of sisterhood and brotherhood Once before,there existed no borders between us Somos Familia*, and I seek to reclaim the parts of me They tried to divide and conquer Hermanos*,stand with me, united and remember Sherehe Yamaisha Roze, recites “Somos religious ceremonies done in the homeland. Una Gente,” [We are One People] and “So- Brazil, although in South America, holds mos familia” [We are Family] signifying that the second largest population of Africans we are all closely related either through our other than Africa itself. heritage or simply through the African in- For this author, exposure to the Afro- Æ]MVKMWN \PMU][QK 42 IROHIN AFRICA’S INFLUENCES ON VARIOUS MUSICAL GENRES GENRE COUNTRY/CITY Conga Cuba Merengue Dominican Republic Reggaeton Cuba/Puerto Rico/Panama Rumba Cuba Salsa Cuba/Puerto Rico/New York Samba Brazil music. Percussion and wind instruments are The Afro-Cuban, Afro-Caribbean, and the primary instruments played and are the Afro-Latino are all descendents of African most popular. lineage and although these people are not The maracas have a similar sound to established in one land, the music and the the axatse, although the axatse is a gourd or memory of our ancestors gives them sup- pumpkin covered with a net made of beads port as a people. This connection allows and has pebbles or seeds in them. The them to keep their individuality within their major difference between the axatse and ma- W_VKWUU]VQ\QM[ Taking Africa to the Classroom 43 igbo uli art in nigeria by Mike Oyenarte Nigeria is a country located in West Uli art tradition. Before the Nsukka years was made from charcoal, reddish brown Africa. It shares a border with the Republic during his training years he created works from the camwood tree, yellow from either of Benin in the west, Chad and Cameroon with Christian themes, one such work was soil or tree bark, and white from clay. When in the east, and Niger in the north. In the based on his father’s funeral in which the the British arrived in the area at the turn south, Nigeria‘s coast lies on the Gulf of boy Uche, wears black clothes as a sign of of the twentieth century, they brought with Guinea. Nigeria has a population of over mourning, carries a cross, and is surrounded them a commercial laundry additive which 148 million, making it the most populous by his mother, family members and their some painters used to create blue pigment. country in Africa and is about twice the size friends. His catholic religious background =TQ_I[VW\UMIV\\WM`XZM[[I[XMKQÅKUM[- of California. There are 36 states and some is not the main catalyst in his later years. sage; instead, it was meant to beautify the 250 ethnic groups with varying languages 5]KPWN PQ[_WZSM`MUXTQÅML\PM[XIZ[M female body and buildings to which it was and customs. It is a former British colony. use of the elements, some time only giving applied, as beauty is equated with morality Western art. as well. Designs would last about a week. http://en.wikipedia.org/wiki/Nigeria#Early_ The work associated with European art is Most uli designs were named, and many history called easel art with with emphasis on natu- differed among various Igbo regions. Some ralistic subject matter, portraits, landscapes, were abstract, using patterns such as zigzags or as we know it two- dimensional art, work and concentric circles while others stood for XZWL]KMLWVIÆI\[]ZNIKM 44 IROHIN the british askari of wwii by Byron David Prugh 1\_W]TLJMNITTIKQW][\WLM[KZQJM\PM¹KWUUWVº their French peers, other than NCOs experiences of any soldier from any country in any war, 6WV+WUUQ[[QWVML7NÅKMZ[\PM*ZQ\Q[P and so I will not claim that the British askari soldier Q[]VQY]M#\PMM`XMZQMVKM[WN ITT[WTLQMZ[IZM]VQY]M UQTQ\IZaXZWUW\ML_PQ\M[\WÅTTXW[Q\QWV[ Rather, I will focus on some of the British askari con- I[WNÅKMZ[)[,I^QL3QTTQVOZIaXWQV\[ tributions to the British war effort during World War out in Time to Kill, “Race was a point of II with the understanding that I am only showing small facets of the complex roles these colonial soldiers played KWVÆQK\IVLQ\_I[ZMKWOVQ[ML[QKMIZTa QV\PMM^MV\]IT)TTQML^QK\WZa on in the war that it was vital, as far as it _I[XW[[QJTM\WMUXTWaWNÅKMZ[_PW_W]TL -^MVQVI[QUXTMLMÅVQ\QWV\PMI[SIZQ work within the acknowledged racial no- reveal their complexity. According to the tions that underpinned the colonial order 3IU][Q8ZWRMK\\PM;_IPQTQLMÅVQ\QWV[NWZ but without descending to the kind of over askari (same either in singular and plural racist behaviour(sic) widely seen in South form) are mercenary; plainclothesman; African troops and the white settler colo- Home Guard; soldier; or police. nies.” (Killingray, 103) Wikipedia.org, attempts to simplify mat- Under the British system, askari could \MZ[_Q\PILMÅVQ\QWV\PI\LMÅVM[I[ISZQI[" expect to have white British commanding “an Arabic, Turkish, Somali, Persian, and WNÅKMZ[J]\Q\LQLVW\UMIV\PI\I[SIZQ Swahili word meaning “soldier” - were passive soldiers who did not resist (Arabic: ωαϙέϱ»I[SIZÜ1\_I[VWZUITTa the status quo. “Black and coloured(sic) used to describe local troops in East Africa, Photo of an askari taken sometime between 1914 and 1918 South African troops resented racial abuse Northeast Africa, and Central Africa NZWUWNÅKMZ[IVLZM[XWVLMLJaLM[MZ\QVO Asia. One of the Axis powers, the Italians, serving in the armies of European colonial strikes, and more violent forms of protests. invaded Ethiopia in 1935. When the United powers. The designation can however also )NM_]VXWX]TIZWNÅKMZ[_MZMU]ZLMZML ;\I\M[RWQVML\PM)TTQM[WVMWN\PMÅZ[\ describe police, gendarmerie and security by their own men (called fragging in the theaters of operation for the US, outside of guards.” US), something that was NOT peculiar to \PM8IKQÅK7KMIV_I[6WZ\P)NZQKI Taking Africa to the Classroom 45 replace British, French, Belgian, Portu- )[SIZQI\?IZ Itote remembers important conversations guese, and independent Ethiopian rulers During World War Two, the askari served he had with foreigners during the war, with their own colonial governments; in many types of operations. The Kenya including an Indian and African-Ameri- British askari soldiers, though, successfully )NZQKIV:QÆM[ITWVM[MZ^MLQVKIUXIQOV[ can. The words of the Indian, which Itote thwarted the plans of the Germans and against the Italians in Ethiopia, against the remembered years later, and had a lasting Italians. Vichy French in Madagascar, and against impression on his life, were “You were colo- the Japanese in Burma. During the Burma nized because you had no education and 2WQVQVO\PMI[SIZQ campaign alone, several askari demon- no weapons to match the Europeans. Now Just as each askari had his own personal strated heroism in battle and were awarded some of you have got education and some identity, so too did each soldier have a rea- UMLIT[NWZ\PMQZMNNWZ\[¹?IZZIV\WNÅKMZ of you know how to use European weap- [WVNWZJMQVOQV\PM*ZQ\Q[PIZUaQV\PMÅZ[\ Platoon Commander Salika of 2 KAR won ons – is there anything else you have got place. One reason for volunteering to be- the Distinguished Conduct Medal for di- \W_IQ\NWZ'º;PQZWaI 0W_UIVaUWZM come a soldier in the British Army was, in recting three consecutive assaults at Long- askari were to ask themselves the same sort effect, to have some more control over one’s stop Hill in spite of being badly wounded; WNY]M[\QWVQVÅOP\QVONWZ\PM*ZQ\Q[PL]ZQVO own life. Conscription was used across the Sergeant Jowana Odinga of 4 KAR earned ?WZTL?IZ11' continent as a means providing a workforce to supply raw materials for the war effort and as such, a soldier would receive better pay and potentially avoid working on large European farms or in mines if he enlisted. Africa’s wealth of natural resources needed a labor force to extract it, either on the ground in the form of crops, or below it, in mineral form. Enlisting in the army, then, not prevented conscrip- a Military Medal for leading an attack Individual soldiers, such as those tion into forced labor, but it also provided on a Japanese bunker. Sergeant Mwanza mentioned previously – Kimanzi, Odinga, higher wages. For those Africans forced Kimanzi of 5 KAR died while protecting Salika, Itote, Masego, and Masaki – all into labor, however, resistance was possible. PQ[*ZQ\Q[P4QM]\MVIV\NZWU[PMTTÅZM_Q\P have unique contributions to the story of Desertion was the most common way for his own body.” (Parsons 34) British askari the Britsh askari experience during World KWV[KZQX\[\WÅOP\JIKS were also present in the Italian campaign War II. Their accomplishments, as well as Money was a powerful motivator for WN! ÅOP\QVOIOIQV[\\PM1\ITQIV[IVL those of thousands of other British askari, joining the askari as well. Timothy Parsons Germans on European soil, while their played an important, nay vital, role in help- writes in The African Rank and File that: French counterparts landed in Provance to ing the Allies to defeat the Axis powers liberate France from German control. during World War II. Army clerks earned up to 150 shil- lings per month, as compared to their :MNMZMVKM[ )N\MZUI\P civilian counterparts, whose wages Addison, Paul, and Angus Calder. Time to Kill: usually topped out at 90 shillings. O. J. Shiroya, in his book Kenya and The Soldier’s Experience of War in the West, 1939- The military also offered uniforms, World War II: African Soldiers in the Eu- 1945. London: Pimlico, 1997. housing, full rations, medical care, ropean War, concluded that “soldiers in Killingray, David, and Richard Rathbone. and rapid promotion. A trained Africa and the Second World War. New York: St. African artisan in the Kenyan Public World War II were impressed by what the Martin’s Press, 1986. Works Department would have had Germans, Italians, and Japanese had done Moore, Bob, and Kent Fedorowich. Prisoners of to work for seven to ten years to earn to the British power and prestige. Above War and Their Captors in World War II. Oxford the same pay as an army tradesmen [England]: Berg, 1996. with the rank of corporal. It would all, they were proud of themselves because have taken twenty or thirty years to they had enabled the British to defeat their 8ILÅMTL8M\MZ0QUUTMZ6M_AWZS"52. Books, 1996. qualify for a sergeant’s pay. (Parsons enemies. They began to feel that they had 75). Parsons, Timothy. case of Waruhiu Itote, who served in Asia. http://www.bild.bundesarchiv.de/ 46 IROHIN sportsmen of africa by Donna M. Reid 2WPV6O]OQKZW[[ML\PMÅVQ[PTQVM\W_QV\PM UM\MZOWTLUMLITI\\PM! ;MW]T7TaUXQK[0ISMMU)TIR]_WVQ[\PM “only player in National Basketball Association (NBA) history to rank among the top ten in scoring, rebounding, blocked shots IVL[\MIT[NWZ\PZMM[MI[WV[º*ZWKSUIV1V :WOMZ.MLMZMZWVMWN \PM\WX\MVVQ[XTIaMZ[QV\PM_WZTL_PW[MUW\PMZQ[ South African and who maintains South African citizenship, raised the Wimbledon trophy, his fourth consecutive win at one of \PMOIUM¼[XZMUQMZM^MV\[ Taking Africa to the Classroom 47 5000 meter races. John Ngugi of Kenya Yannick Noah went on to win men’s singles the genocide in Darfur. He started the Ring won the world cross-country championships title at the French Open in 1983 and was 48 IROHIN EXTENSION ACTIVITIES FOR LESSON PLANS 1. Compare and contrast the biography of one of the sportsmen named in the article with a sportsman of your choice. You may wish to consider Yao Ming or Michael Jordan, both of basketball fame, Tim Tebow the American football player, or Andy Roddick the number one ranked tennis player in the US. In the comparison you may wish to consider the athlete’s ethnic heritage, their history in the sport, their greatest achievements and their impact on the sport both nationally and internationally. Prepare a presentation for the class. 2. Consider the making of an international athlete. Look at what is involved in becoming a professional athlete. Choose one athlete and follow his growth and development from the beginning of training for the sport to the present. You could follow him/her as he trains and plays for a memorable year in his career. See if it possible to obtain a primary source by actually writing to the athlete and explaining to him what you are trying to achieve. Prepare a paper on your findings and make a presentation to the class. 3. Write your own autobiography. Compare it to the autobiography of another student in your class or a personality of your choice. Prepare a report for presentation to the class. 4. Choose one of the sports discussed in the article. Research the rules and guidelines. Prepare a report, including illustrations of the court and other related items, and present it to the class. Use the report as a tool to convince your classmates to try to learn the sport if they are not already familiar with it. 5. Identify an interesting African sportsman not mentioned in this article and prepare a biography. Present to the class. TEACHING ACROSS THE CURRICULUM 1. After reading and discussing this article, work with the Social Studies teacher to place the athletes in their countries of origin. Students could have their own maps as well as keeping a large map with the faces of the athletes in their African countries of origin. 2. Consider the making of an international athlete. Look at what is involved in becoming a professional athlete. Choose one athlete and follow his growth and development from the beginning of training for the sport to the present. You could follow him/her as he trains and plays for a memorable year in his career. See if it possible to obtain a primary source by actually writing to the athlete and explaining to him what you are trying to achieve. Prepare a paper on your findings and make a presentation to the class. 3. Look at some of the terms used in this article like apartheid, Sudan, and Wimbledon and suggest to the Language Arts teacher that students be assigned to research and write about the topics related to these terms. 4. Work with the Physical Education teacher to relate activities in PE class to sports played by Africans. Taking Africa to the Classroom 49 teacher’s summer institute The Center for African Studies at the University of Florida is offering a two-week Summer Institute for ten K-12 teachers. The objective of the institute is for participants to increase their knowledge about Africa, including its geography, history, and culture. Participants will develop lesson plans for use in their classrooms. Participation in the summer institute is free. In addition participants will receive a stipend of $500. Alachua county teachers will receive continuing education credit. Participants are responsible for their accommodation. HOW TO APPLY SEND APPLICATIONS TO Complete the application below and include the following items: Dr. Agnes Ngoma Leslie • A brief statement of at least one page outlining Outreach Director - What you teach 427 Grinter Hall, P.O. Box 115560 - How you would benefit from the institute University of Florida, Gainesville, FL 32611-5560 - How you would incorporate those benefits in your teaching CONTACT P 352|392 2183 • A complete curriculum vitae F 352|392 2435 E [email protected]fl.edu • A letter supporting your application from your school www.africa.ufl.edu/outreach TEACHER’S SUMMER INSTITUTE APPLICATION Name DOB Telephone: Office / Personal E-mail School Affiliation & Address Grade & Courses you teach Home Mailing Address Highest Degree Discipline Institution JAMBO! an african language & arts summer institute for high school students at the university of florida Thisexcitingtwo-weekdayprogramwillintroduceaselectgroupofhighschoolstudentstoanAfricanlanguageandcon- temporaryAfrica.IntheSummer2011thefocuswillbeonSwahili,alanguagethatiswidelyspokeninCentralandEastern Africa. The students will also take part and enjoy African music and dance. Allstudentswillreceiveat-shirt,language&studymaterialsaswellasacertificateofcompletion.Theprogramispar- tiallysponsoredbytheCenterforAfricanStudieswithfundsprovidedbyaU.S.DepartmentofEducationTitleVIgrant. Cost: FREE Rolling admission. Apply early as there are only a few slow slots available. PROGRAM DESCRIPTION During the two weeks the students will be immersed in learning the basics of the Swahili language as well as contemporary issues of African culture. Each morning students will be engaged in fun ways of learning includ- ing videos, popular music, poetry and drama. In the late mornings students will be engaged in creative activities including music and dance. TO APPLY Go online to and download the application at www.africa.ufl.edu/outreach/JAMBO/admission_procedure.html A Publication of the: