sign in sign up
<<
Home , Education in Africa

January to December 2010 · Volume 6 African in Focus

A publication of the Center for African Education and the African Studies Working Group at Teachers College, Columbia

Journeys: 2010 in review DIRECTOR'S NOTE

eachers College has re- events have pointed to the challenges The Center encourages faculty newed its interests in glob- confronting African peoples as they members and students to undertake al affairs and brought into seek to overcome basic economic, research on African immigrants and playT its full range of expertise in educational and health problems. to lay on new related courses. the fields of education, health and This issue of African Education Professor Michelle Knight-Diop psychology. These interests lie not in Focus presents the range of events (together with two students, Ms. solely with the domestic; nor solely sponsored by the Center. It also Ramatu Bangura and Mr. Vaughn with the international. They involve attempts to cover the range of ac- Watson) is engaged in a fascinat- understanding education in both tivities of faculty members and stu- ing piece of research on civic and domains. The Center for African dents as they reach out to political life of African immigrant Education has been engaged in this metropolitan educators, undertake youth. While Professor JoAnne journey of exploration directed to- ward promoting interest in Africa "The Center provides a platform for the discussion of and African education in the Unit- African affairs and African education and disseminates ed States and providing assistance to information on Africa within the field of education." African countries. Together with the African Studies Working Group, a student organization, the Center has laid on events that have brought research on African immigrants and Kleifgen has turned her expertise in to Teachers College and Columbia establish professional connections linguistics to examine issues in Af- University an array of educators, with African . The Cen- rican and the Diaspora languages, practitioners and scholars who have ter provides a platform for the dis- Dr. Dominic Mentor from South spoken about African affairs. These cussion of African affairs and African Africa has developed an innova- education and disseminates infor- tive course on the use of the mobile mation on Africa within the field of phone. The Center has also encour- education. With the initial support aged faculty and students to go to of a Provost Grant, the Center has and report on their visits and in- embarked on a major project, the ternships in African countries. In Teaching Africa series. The intention this spirit Professor Judith Burton is to produce four basic texts on has provided us with a fascinating West, East, South and account of her journey in Ethiopia. for educators and the general pub- Several students have written about lic. The first volume on their internships in different Afri- is well on its way to completion. can settings. From these accounts «« Dr. George C. Bond, Director page 2 · African Education In Focus · 2010 in review DIRECTOR'S NOTE it is apparent that changes are tak- initiating of a program on . The Center will con- ing place in African countries. in Emergencies at the University tinue to promote the dissemina- The intrusion of the “cold ” of Nairobi in . These activi- tion of information about Africa in Africa obscured many of the ba- ties are undertaken in collaboration and African education primarily sic economic and social conditions with African academics and involve within the United States but also impeding the formation of an infra- the training of both local African in other regions of the world. structure for achieving a number of and Teachers College students. The n another note, the public goals. With the ending of the Center has also encouraged research. Center extends a warm “cold war”, and the growing oppor- Professor Helen Verdeli’s (together welcome to our new tunities for Africans to express their with her two students, Mr. Eric Coordinator,O Mr. Evan Hendon, demands, African leaders are being Lewendowski and Ms. Annie Feigh- a Master's student in International forced to recognize the will of the ery) collaboration with the Center Educational Development with a people and provide for their social in pursuing her research on Group concentration in Policy Studies. Mr. welfare. The problems are complex Interpersonal Psychotherapy treat- Hendon's experience and insights and multifaceted. During the ini- ment programs in Southern Ugan- will be a great asset to the Cen- tial phases of an anticipated “Afri- da, a region where Professor Joan ter. The Center would also like to can Renaissance”, Teachers College Vincent and I undertook research thank its two former coordinators, is in the position to provide basic on HIV/AIDS during the initial Ms Stephanie Bengtsson and Ms. assistance. Its faculty members and phases of the epidemic, is one ex- Melissa Cushman, for their dedica- students have the knowledge, expe- ample. A research project by Ms. tion to the Center and African-re- rience and expertise to assist African Janny Chang, a doctoral student, on lated issues. We wish them the best leaders in meeting the expectations the relation of Chinese and Zambian of luck in their future endeavors. and aspirations of their peoples. corporation managers in Chinese Steps are being taken to forge con- firms operating in Zambia provides nections between Teachers College another example. Thus, the Center and African institutions to provide encourages a wide range of research collaboration and assistance. Exam- topics stemming from different dis- ples are to be found in the joint ac- ciplinary perspective and interests. tivities of Professors Lesley Bartlett As this Issue illustrates, the Cen- and Frances Vavrus (University ter emphasizes the study of Africa of Minnesota) in holding teacher through academic training, research, training workshops at Mwenge practice and experience. It demon-

University of Education in Tanza- strates Teachers College’s ability to "Friends Alike," an art piece made from nia; Dr. Catherine Crowley’s devel- help African countries achieve their recycled plastic and wire, by Collin Sekajugo. This piece, along with others oping programs on speech pathol- goals by providing them with as- were on display at an event that was sponsored by the Center, Columbia ogy at Korle Bu Hospital in Accra, sistance in the fields of education, University's Committee on Global Thought, ; and Dr. Mary Mendenhall’s health, psychology and the social and the Institute for African Studies. See page 22 for more details. page 3 · African Education In Focus · 2010 in review Contents

A look at Dr. Crowley and TC's Speech Pathology Program in Ghana » pg. 8

INSIDE THIS ISSUE: 2-3ǀ Director’s Note

4ǀ Contents

5 African Studies Working Group ǀ 18-22 ǀ Past Events ONLINE :

6 CAE Offerings 23 Promised Land Review ǀ ǀ Center for African Education: - Teaching Africa Series http://www.tc.columbia.edu/ - Certificate in African 24 ǀ Fela! Review centers/cae/ Education 25 ǀ Living in South Africa during African Studies Working Group: 7-11 Faculty Highlights ǀ the World Cup www.tc.columbia.edu/stu- dents/aswg/ 12-13 ǀ Faculty Reflection 26 ǀ CAE Staff Profiles - Dr. Burton in Ethiopa 27 ǀ Affiliates 14-17 ǀ Student Highlights 28 ǀ Center Information Fela! A review of a show on-Broadway » pg. 24

page 4 · African Education In Focus · 2010 in review A.S.W.G. update ASWG Greetings

Hello to all those interested in educa- scheduled for this school year such as will be ready soon! Thank you for tion, international development, the ASWG Pot Luck Discussion on your interest and we look forward to Africa and the African Diaspora! We Student Work in Africa and the Dias- meeting you! are a group of dedicated individu- pora and a student symposium als interested in education and its co-hosted with fellow student orga- relevant issues in Africa and the Di- nizations here at Teachers College. aspora. Previously, we have hosted a Our listserv is a great way to stay variety of events such in touch and learn about upcom- as a student symposium on African ing events. To join our listserv, or education, panel discussions, and for more information about any of social events. As always, we have a se- our activities, please contact us at ries of exciting events [email protected]. Our website is currently under construction, but ASWG's 2010 Symposium

Held on March 26, 2010 at Teachers College, the ASWG Symposium, themed, "Rethinking Aid: Solutions, Strategies, and Innovations for and the Diaspora," attracted a gathering of students and faculty members, who came to hear guest speakers from different back- grounds. Found below is a flyer listing all the noted speakers and panelists who participated in the annual event.

page 5 · African Education In Focus · 2010 in review CAE OFFERINGS Teaching Africa Series Update by MELISSA CUSHMAN

Work is continuing on the Cen- on West, East, South, and North Af- rently being designed by two TC ter’s exciting Teaching Africa series, rica. The first volume, which is cur- students. The will aim a project made possible by generous rently under development, is entitled to help teachers incorporate the ref- grants from TC’s Provost Office, the Teaching West Africa: A Reference Text erence text into their classrooms. Center for International Business for Public School Educators. This vol- Education and Research (CIBER), ume will consist of 16 chapters by Other TAS activities include an and International Global Centers. key scholars and graduate students online portal on our website which This project aims to provide infor- from a number of diverse fields on features resources on West Africa, as mation and guidance to educators issues of importance to the West well as the creation of the African who wish to incorporate Africa in African region, ranging from for- Education Speakers Bureau, which the classroom or who serve students mal and non-formal education, to offers TC students an opportunity to who have recently emigrated to the family life and gender relations, to teach about Africa in NYC schools. United States from the continent. indigenous science and technology. If you are interested in hearing A core component of this work is The text will also include a sup- more about this initiative, or would the production of four reference texts plemental curriculum which is cur- like to get involved, please contact us. Certificate in African Education The Center for African Educa- (B) an integrative paper or Master’s to take an African language, such as tion has been accredited by New York thesis or doctoral dissertation ad- Wolof, Swahili, or Zulu, which are State to grant a Certificate in African dressing an essential issue of concern offered through Columbia’s Institute Education to concentrators in Afri- in Africa or for African Educators. of African Studies. Many Teachers can studies. The Certificate Program College students work as interns for is open to all students. It allows stu- Of the 15 required credits, up a number of international agencies dents with an interest in Africa and to 3 credits may be fulfilled with an focused on Africa-related issues. They the Diaspora to broaden their knowl- internship or independent study. have the option to take the internship edge of and experiences with issues Courses on Africa and African Edu- for credit, and will work closely with related to Africa. Those who pursue cation at TC and Columbia-wide, a faculty member to monitor their this certificate will be prepared for determined in consultation with an own progress as an intern. Students further academic studies as well as advisor, can count towards the re- interested in the Certificate in African professional careers in teaching, pol- mainder of the credits. Students are Education should set up an appoint- icy-making, and international devel- encouraged to consult with one of the ment through the Center for African opment. faculty affiliated with the program or Education by email ([email protected]). staff at the Center for African Educa- Students pursuing the Certificate tion to select courses from other de- We are pleased to announce the in African Education are expected to partments at TC as well as from pro- first cohort of students who received gain a high degree of proficiency in grams at Columbia University. the Certificate in African Education African studies and African education in Spring 2010: Congratulations to through the completion of: Students interested in pursu- Kara Roop, Takako Shimizu, Chantal (A) 15-credits of coursework, and ing careers in Africa are encouraged McGill, and Carolyn Casale. page 6 · African Education In Focus · 2010 in review FACULTY HIGHLIGHTS Professors Lesley Bartlett and Frances Vavrus ǀ Destination: Tanzania The fourth Teaching in Action (TIA) utilization of new strategies to improve faculty and the seven members of the workshop took place at Mwenge Univer- student learning and critical thinking. U.S. team to prepare for the workshop. sity College of Education (MWUCE) A second objective of the TIA pro- In the final week, the group finalized the from Sunday, 4 July – Saturday, 10 July, gram was the professional development of design for a school-based qualitative re- 2010. Professor Lesley Bartlett, accom- Tanzanian teacher educators at Mwenge search project, practiced the observation panied by doctoral students Maria Jose University. These are faculty who seek to and interview techniques, and then field- Bermeo and Tamara Webb, joined Pro- use more critical-thinking and learner- tested the instruments. The doctoral stu- fessor Frances Vavrus and two doctoral centered in their college-level dents and MWUCE faculty then spent students from University of Minnesota classes, to learn how to conduct work- a month in six area secondary schools, in Moshi to collaborate with MWUCE shops for secondary school teachers, and collecting data on how teachers who faculty on the project. The 62 teachers in to understand how to conduct qualita- had participated in the workshop took attendance came primarily from the Kili- tive, classroom-based research. Through up and used learner-centered . manjaro and Arusha Regions in northern a three-week training program for the The team is now working on data analy- Tanzania. The primary objective of the MWUCE-TIA faculty to prepare for the sis and expects to hold a conference on TIA 2010 workshop was to enhance the workshop and to learn about qualita- the findings at Mwenge next summer. ability of Tanzanian secondary school tive research, the faculty members were teachers at the O- and A-levels to use able to connect the goals of the profes- critical-thinking and learner-centered sional development program and to take pedagogies to increase students’ ana- leadership in the TIA program. Dur- lytical and problem-solving capabilities. ing the first of these two weeks, Profes- Through an intensive week of demon- sor Lesley Bartlett led daily sessions on strations, modeling, and peer feedback the principles and practices of qualita- in the use of these teaching methods, tive research in education. In addition, the TIA participants made significant Professor Frances Vavrus facilitated daily progress in their understanding and sessions with the nine MWUCE-TIA Dr. Leslie Bartlett Professor Steven Dubin ǀ Destination: South Africa Steven Dubin, Professor of Arts tion's Community Art Centers," an book on the culture in South Administration, had a productive year essay for the exhibition catalog to Africa, which highlights controver- in 2010 with a number of publica- The Kuniyoshi Collection: The WPA sies over art, media, and social issues tions. He spent nearly three months Children's Art Project Through a such as same-sex marriage, will be in South Africa during the summer Modern Lens. published by Jacana in South Africa, break. He wrote four articles: "Im- His book Mounting Queen Vic- as soon as an American co-publisher perfect Pitch: Pop Culture, Consen- toria was the subject of a panel dis- can be found; and he is beginning a sus and Resistance during the 2010 cussion, "Dinosaurs or Dynamos: Is new book project on Hillbrow, a leg- World Cup," which will appear in there a future for museums in South endary, densely-populated inner city African Arts; "Exile's Return," about Africa?" held at the South African precinct of Johannesburg which went the repatriation of art taken out of National Gallery in Cape Town, and from a cosmopolitan mix of people in the country during the anti-apartheid he was the guest of the U.S. Consul the 1960s and '70s, to a "grey area" struggle, for the November 2010 is- General in Durban, who has invited (blacks and whites living together) in sue of Art in America; "Time Out," him to present a program there under the waning years of the apartheid era, 'taking the pulse' of the art scene in her auspices next year. to its present-day embodiment as a Johannesburg, for the current issue His review essay on two major haven for immigrants from through- of Art South Africa; and "Art Free for books on appeared in Art out the African continent, a vibrant All: The Work Projects Administra- in America in October 2010. His yet problem-laden district. page 7 · African Education In Focus · 2010 in review faculty HIGHLIGHTS Dr. Catherine Crowley and TC’s Program in Speech-Language Pathology in Ghana

The program in speech language pa- especially for students with disabilities. expand the number of day schools for thology (SLP) has established strong re- In addition to the time actually spent in students with moderately severe to se- lationships in Ghana, West Africa. For Ghana, the TC team maintains contact vere disabilities and to increase funding the past four years, Cate Crowley, a lec- with their colleagues there throughout the for those schools, which the Minister of turer in the program, and Miriam Education agreed to imple- Baigorri, clinical supervisor, have ment at a meeting with the brought 15 TC SLP students to TC team this January; and Ghana to provide free speech and 4) Working at the behest language services to children and of the deans and provosts adults with communication dis- of the two major universi- orders. In the capital, Accra, they ties in Ghana, Dr. Crowley work with the University of Ghana developed a curriculum for teaching hospital, Korle Bu Hos- the first Ghanaian speech- pital, with Dr. Kitcher the chair language pathology pro- of the ENT Department and Dr. gram in Ghana. Paintsil the director of the hospi- In January 2011, the tal’s craniofacial clinic. In Kumasi, team returns for another the students work with Dr. Peter visit with 17 TC SLP Donkor, Provost of K.N.U.S.T. students. This year, two university and teaching hospital TC students on the Ghana Program working with Ghanaian colleagues in foundations--the Wyncote and director of that university’s one of the hospitals Foundation and CCCF-- craniofacial team. Near Kumasi, the TC year, creating sustainable outcomes. The provided materials for the work in Ghana, team works with teachers Belinda Bukari following are examples of this: 1) Central funding for conferences to disseminate in- and Clement Ntim in “unit schools” pro- Coast Children's Foundation (CCCF) formation, and funding for the TC stu- viding speech and language services to will provide Ms. Bukari with funding dents. With each visit the TC team creates students with moderately severe cognitive to attend international conferences and stronger ties with its colleagues in Ghana impairments, cerebral palsy, and autism. courses to acquire specialized strategies for and it becomes more effective. With the The Ghana program is well-integrated working with persons with communica- strong relationships developed over the into the TC masters’ program. The TC tion disorders in Ghana; 2) In December, years, the TC SLP team looks forward to students register for a two-credit seminar, teachers of students with special needs more successful projects in Ghana. taught in Ghana by Dr. Crowley that con- throughout Ghana will gather for the first siders Ghanaian culture, language, and conference on politics and how that might affect the ef- communication ficacy of the services. The seminar, which disorders based takes place in the evenings providing upon the work of speech and language services, is enriched the TC team; 3) by guest speakers and by the students own At the request of experiences there. While in Ghana, stu- the Division of dents keep daily journals reflecting their experiences and insights, which culmi- of the Ministry of nates in a final paper on the impact of the Education, and experience on them personally and espe- with input from cially on their development as SLPs. her Ghanaian One of the most important reasons colleagues, Dr. for returning to Ghana each year is to es- Crowley prepared tablish effective supports and services for a "White Paper" people with communication disorders, on the need to TC students involved in the Ghana Program working in a school page 8 · African Education In Focus · 2010 in review FACULTY HIGHLIGHTS Professor Michelle Knight-Diop The past year for Professor Michelle and old technologies of civic engage- lated to this topic at the American Edu- Knight-Diop has been intellectually ment. Professor Knight-Diop is also cation Research Association in Denver, rich and rewarding with opportunities working with two graduate students, Colorado in 2010. Recently, Professor to collaborate with faculty colleagues Ramatu Bangura and Vaughn Wat- Knight-Diop was awarded the Faculty as well as current graduate students on Diversity Research Award from the topics that she is extremely passionate Dean’s Office and the FEC subcom- about and which keep her grounded in mittee on Race, Culture and Diversity. addressing societal and educational in- She is conducting a pilot study with equities. She participated in a year-long Ramatu Bangura and Vaughn Watson interdisciplinary faculty seminar with to investigate how a community-based ten TC colleagues to examine notions immigrant women’s organization, Sau- of globalization, citizenship and edu- ti Yetu Center for African Women in cation. This seminar culminated in a , shapes the bicultural special issue for Teachers College Record resiliency of African immigrant ado- in September 2010. Professor Knight- lescent girls, and the implications these Diop's article is entitled, “It’s Already Dr. Michelle Knight-Diop findings have for extending notions of Happening”: Learning From Civically son on two research projects. The first bicultural resiliency and the strength- Engaged Transnational Immigrant project examines the civic and political ening of youth programming for the Youth." In this article she examined life of 20 second- and 1.5-generation organization. She sincerely hopes that the transnational life of an African im- African immigrants in New York. They you are also experiencing the joy of migrant youth as it intersects with new presented three conference papers re- your intellectual passions and pursuits. Professor Dominic Mentor The innovative Mobile phone change, the mPesa system is also eco SMS text messages from his sisters learning course offered at Teachers friendly. mPesa was also adopted in in South Africa through instant mes- College, the first of its kind in the South Africa and has made its way to saging during his studies in the USA. USA, gleans many lessons from Africa, the UK, Dubai and Afghanistan, where They had text message conversations ranging from mobile money transfers it is used to pay that countries police for hours at only 1 cent per sent text to mobile health projects. The most force. Money can be sent from the message. The mobile phone learning successful example of mobile mon- UK with no charge to the recipient. class is a non-technical course that ey transfers is the Kenyan M-PESA, The mHealth projects from Africa, caters for all students and exposes the which borrows from the Swahili word highlighted in the course, range from unique learning opportunities with for money. The M(obile)Pesa idea tracking nutritional child develop- the most basic of mobile phones. launched in 2007 became popular as a ment in (a UNICEF proj- way for city employees to send money ect), medical appointment remind- back to their families in rural areas. ers, drug adherence and peer support mPesa’s popularity spread phenom- for the terminally ill. These health enally throughout , Tanzania care and money transfer projects and , where it is used to pay provide enormous personal, eco- for school fees and taxi drivers. Apart nomic and developmental benefits. from the convenience of not having The course was conceived by Dominic to queue at the bank on a weekly or Mentor and developed and co-taught monthly basis, and for drivers not to with Nabeel Ahmad. Dr. Mentor drew deal with large amounts of cash, or inspiration from the ability to receive Dr. Dominic Mentor page 9 · African Education In Focus · 2010 in review faculty HIGHLIGHTS

Dr. Helen Verdeli, is an Assistant Professor of Clinical Psychol- ogy at Teachers College, Columbia University, where she has been teaching graduate psychology students on research and practice of empirically based treatments, specifically IPT and CBT with adolescents and adults. In terms of her work in sub- Saharan Africa, her focus has been in Uganda. In 2000 and 2005, she was a member of a team led by Paul Bolton of The Johns Hopkins University that studied interpersonal therapy (IPT) in AIDS-afflicted communities there. In 2010, she, along with two assistant student researchers, Eric Lewandowski and Annie Feighery, conducted a fascinating qualitative study in rural Uganda. The study, funded by World Vision Interna- tional, explored the long term impacts of a long-standing Group Interpersonal Psychotherapy treatment program for depression in Dr. Helen Verdeli communities that have been decimated by poverty and HIV and Assistant Professor of Clinical Psychology AIDS. Specifically, the study looked at both anticipated and unan- ticipated effects of the treatment program for people who partici- pated in the treatment, their families (in particular children), and also for the community at large.

Professor Marc Hill, an Associate Professor of English Educa- tion at Teachers College has undertaken research in Tanzania, studying the role of national literacy campaigns and local Eng- lish education projects. His interest in Africa is not solely aca- demic. He has worked in the non-profit sector, serving as a liai- son for the Sullivan Foundation, which promotes economic and educational development through out Africa and the Diaspora. His broader educational interest is exemplified in his research on Hip-Hop culture among urban youth in the United States. His work, which covers topics such as hip-hop culture, politics, sexuality, education and religion, has appeared in numerous journals, magazines, books, and anthologies. Dr. Hill has lectured widely and provides regular commentary for media outlets like NPR, Washington Post, Essence Magazine, and New York Times. He is currently a political contributor for Fox News Channel, where he appears regularly on programs such as The O’Reilly Factor, Huckabee, and Hannity. Prior to joining Fox News, Dr. Hill was a regular guest on CNN, MSNBC, and CourtTV. A nationally Dr. Marc Lamont Hill syndicated columnist, his writing appears weekly in metropolitan Associate Professor of English Education newspapers. For video clips and updates about his life and work, and political correspondent visit his website at www.marclamonthill.com.

page 10 · African Education In Focus · 2010 in review Ellen Livingston, With an Instructor and doctoral student in the Program in Social interests Studies, is teaching a course in the Spring 2011 semester entitled Teaching in Africa and About Africa Through Film and Service Learn- ing. This course is designed to help teachers beyond... find creative ways to integrate meaningful in- struction in African history, culture, and current issues into secondary classrooms. Ellen’s interest in Africa has taken her to Tanzania, , and South Africa over the past two summers with the US-Africa Children’s Fellowship, a New York-based organization that sends books and Professor school supplies to African schools. This past Monisha Bajaj,'s most recent July (2010), she spent a week working reseearch endeavor took her to India, with teachers and students in the Umz- where she was examining human rights ingwane region of Matabeleland education on a Spencer Fellowship. Prior South in Zimbabwe. to India, her intital research work was in Zambia, where she investigated the de- velopment and use of a human rights Dr. Portia curriculum in a secondary school. Williams is the Director of International Affairs and an Assistant Professor of International and Transcultural Studies at Teachers College Columbia University. Prior to join- ing the TC staff, she worked in international educational development in East and , Eastern Europe, and the United States. Most recently, Dr. Williams served as the regional programming and training advisor to U.S. Peace Corps programs in Kenya, Tanza- nia, Uganda, Malawi, and . She has also designed and directed education and other development programs in South Africa, Albania, and Washington D.C.

The Center for African Education's 2010 activities were generously sup- ported in part by:

the Vice President's Community and Diversity Initiative grant for Grants the Who is African event series and the Center for International and Research (CIBER) grant for the Teaching Africa series Funding the Vice Provost's Fund for the Teaching Africa Series

International Global Centers page 11 · African Education In Focus · 2010 in review FACULTY REFLECTION Hello Ethiopia! a personal account from an artist and educator who spent her sabbatical abroad by JUDITH BURTON Last Spring during my sabbatical its vast expanse. Scenically the land give narrow passageways to priests and I was fortunate enough to visit Ethi- combines a fertile high plateau with the faithful but admit little light. The opia where I had two cousins living grassy moorland and high sandstone rock itself is a soft pink which appears and working as Vetenarians. They had cliffs surrounded by thinly populat- to glow warmly as the sun moves its come north from Kenya several years ed desert; to the north-west the blue deep and dark shadows across each day. ago when the political situation had Nile escarpment is dotted by extinct Removing ones shoes and consign- deteriorated and had ing them to a shoe bearer fallen in love with the who transports them country and its people, from church to church, I was soon to see why. one steps gingerly into Arriving in Addis Ababa these dim and mystical I was quickly whisked interiors with their un- into the hot and dusty even floors covered by city by a cheerful driver traditional silk carpets navigating an ancient and as ones eye become Russian Lada stick accustomed to the dark, shift. Almost before I and with the assistance knew it, and still try- of tiny flashlights kindly ing to ground myself in provided by the priests, the warm and colorful one is transported by the exuberance of the city I Village town hall meeting. sheer beauty and decora- was airborne again this time in a small volcanoes, crumbling lava flows and tive artistry of these ancient architects, commuter plane en-route to the famed beautiful lakes. Ethiopia is a true rev- carvers and painters. For in spite of the rock-hewn churches of Lalibela, the elation. Lalibela itself is set high in the gloom all surface are decorated: the ancient medieval capital in the north. mountains and a one-hour drive from walls with carefully rendered biblical My cousins had told me much about the tiny airport up a tortuous narrow stories, and elaborately carved columns the churches which, as an artist, they mountain track with no guardrails; the and ceilings with an almost endless cor- thought would fascinate me and which setting is glorious. The rock churches nucopia of richly colored designs. Some were widely regarded by the Ethiopi- themselves while over one thousand of the churched echo early Grecian ans as the eighth wonder of the world. years old continue to be active Christi- temples while others are more mod- Ethiopia nestles on the east coast na shrines and the center of the towns est and cave like. Each church has its of Sub-Saharan Africa its borders en- religious life. There are two clusters of own priest, wondrously garbed, whose circled by those of , Djibouti, churches ranging in size from large to pride is to show to visitors the beauti- , Sudan and Kenya. There has exceedingly small, each built largely fully made crosses and recount one of been considerable political activity on underground and into the mountain the many legends which gives history the boarders and I was warned not to side and ringed by trenches and court- to the site. Of all the rock churches the venture too close; the center of the yards into which are carved baptismal one called Bet Giyorgis in perhaps the country, however, appears a model of pools, graves and hermit cells. The most startling. A monolithic construc- peaceful tranquility. The landscape is small churches that comprise the clus- tion close to 15 meters in height it is extraordinary and the small aircraft ters are joined by a tangle of rough- built entirely below ground level in a flew low enough for me to appreciate hewn pathways and tunnels which kind of sunken courtyard enclosed by page 12 · African Education In Focus · 2010 in review FACULTY REFLECTION sheer walls with no guardrails! Carved lassi within which is housed a fascinat- is best known and most captivating. in the form of a cruciform tower the ing ethnographic museum including The Mercato is said to be the largest church is dedicated to St. George. medieval to modern paintings with market in Africa; smelling of incense, While in Lalibela I was taken on which I was largely unfamiliar but de- spices and rotting vegetables, the area several excursions into the country- lighted to discover. The palace is sur- is lined with small shops and kiosks side to visit the villages and talk with rounded by lush and beautiful gardens and stalls where one can find and bar- the people. In one vil- gain for just about anything lage I was invited into the from DVDs to cement mix- school by the children— ers and where, for the un- a small round branch- wary, pick pocketing is rife! woven hut with thatched My time in Ethiopia was roof in which the young- all too short and I hope to re- sters sat on stones and turn. I had heard about fall- worked on slates; they ing in love with Africa now explained to me that they I know what this means. It had that day free because is not an uncritical love of their teacher was attend- course as one finds oneself ing a workshop but she reflecting on values, prac- had left them with a great tices, beliefs and ways of deal of math homework! life in terms unchallenged On another day I was in- by living in the West. The vited to sit with a group challenge is a two-way street Lalibela rock churches' burial sites of elders (men) while and profound; for myself as they discussed village affairs much like in which the university students sit an artist and educator, it offers a great our own town councils. I was quick- singly or in groups working on their deal for imaginative contemplation. ly aware of the cycle of activities that computers under the broad shade of gave purpose to village life: people rose acacia trees! I thought early to catch the light, the men head- of West 120th Street! ing in family clusters to the fields, and The National Museum the women to collect water from the of Ethiopia is fascinating parched streams as well as brushwood and has a great diversity to make the fires for cooking. Chil- of fine artifacts includ- dren appeared to be everywhere, crawl- ing a replica of the 3.5 ing, swinging from trees, skipping and million year old scull of running, whispering and giggling, and Lucy a hominid woman running after any visitors who came by. discovered in Ethiopia. In the evening families reunited, lights This discovery, of course, were lit and sparked in the dark clear precipitated a re-think- African night, and singing, story tell- ing of human genealogy ing and chattering marked the early setting it back some 2.5 evening before sleep. It was magical. million years than previ- Back in Addis I discovered a rela- ously supposed. Outside tively modern city center circled by the hushed interiors of traditional African life. I visited the the museums it is per- university of Addis Ababa now set in haps the vast commercial the former imperial palace of Haili Se- hub of the Mercato that Lalibela rock church entrance page 13 · African Education In Focus · 2010 in review STUDENT HIGHLIGHTS Summer Living: TC Students Head to Different Locales for Research and Work-Related Opportunities

Theresa received a Foreign Language and Area Studies Fellowship (FLAS) to study Elementary Amharic, one of the common languages spoken in Ethiopia. She conducted her fellowship at the Summer Cooperative African Language Institute (SCALI) where- -in addition to intensive language instruction--she is participating in several research forums, lectures, and cultural events. Her desire to learn Amharic was moti- vated by her interest in gender/humanitarian issues that impede and greater . A favorite experience for Theresa was connecting with African professionals and area researchers who have Theresa Yohannas shared their perspectives and country expertise with her. (International Education Development: In the future, Theresa hopes her language acquisition Humanitarian Issues) will support her goal to study and work in the region. Michigan State University

Janny's research situates itself on the intersection of "China" and "Africa" in Zambia. She is interested in the interactions among Chinese and Zambians across multiple work settings, Janny Chang including the telecommunications, construction, and textile indus- (Applied Anthropology, Ph.D. candidate) tries. Specifically, she wants to know how larger political, economic, Zambia and China and historical processes shape the Chinese and Zambian experi- ence, bringing them together in the most unlikely of circumstances, and how they themselves negotiate their positions, understand and construct their experiences within these larger processes. In previous fieldwork, she closely examined Chinese and Zambian interactions at a Chinese-owned multinational telecommunications company. Next year, she hopes to do long-term fieldwork using the data I previously collected and comparing the data to Chinese and Zam- bian interactions in the construction and textile industries. Janny's research aims to localize studies on China and African relations and try to ascertain how people are relating to each other on the ground. Janny's summer field work research was graciously funded by the following sources at Columbia University: the Weatherhead East Asian Institute's Sasakawa 2010 Young Leaders Fellowship Program Award, the Weatherhead East Asian Institute's Daniel and 2010 Mariane Spiegel Fund, and the Institute of African Studies' Leitner 2010 Fellowship Program. page 14 · African Education In Focus · 2010 in review STUDENT HIGHLIGHTS

Samantha received a Foreign Language and Area Stud- ies (FLAS) Fellowship to learn Swahili. After taking an intensive Swahili course, she used her stipend to fund a one-month research trip for her IP to Rwanda and the Democratic Republic of Congo. Her data collection goal was to capture the personal narratives of natives because she wanted to find out what relationships and expe- Samantha Basile riences shape daily life in eastern Congo and western Rwanda in or- (International Education Development: der to understand how her interactions with these stories could be Policy Studies, M.A. candidate) used in development discourse to initiate relevant positive changes. Democratic Republic of Congo and Rwanda She started in Kigali, Rwanda, where she stayed at a local guest- house owned by an American man and his family. Samantha took the bus to Goma, DRC where she traversed the volcanic-rock-ridden “streets” that resembled mountain passes rather than roads to inter- view school teachers, domestic servants and children selling peanuts at the port. She then talked with a group of boys who made their liv- ing doing freelance photography for special occasions and girls sell- ing corn. She also walked inside homes of displaced people from the recent civil war to see their suffering and hear their voices. During a day trip to the small village of Kitchanga with the head of a Congo- lese NGO, Samantha interviewed the Mayor about the major prob- lems and solutions to development in his area. In the beginning weeks of August, Samantha took a 7-hour ferry ride on Lake Kivu from Goma to Bukavu, where she toured the city and met UN troops. Samantha continued 15 minutes over the border to Kamem- be in Cyangugu, Rwanda where she stayed with her Swahili teach- er’s Uncle Jacques, a doctor at a local hospital, and his family. Here she toured schools and watched the Rwandan elections unfold. She then flew out of Kigali to return to New York and begin consolidat- ing her research for her IP. She is currently working on a short video and picture presentation to show to New York high school students. Samantha will integrate these videos and pictures into her IP.

Sharon spent her summer working in Uganda for BRAC, a southern development organization whose mission is to empower people and communities in situations of poverty, il- literacy, disease and social injustice. Her focus was on under- Sharon Kim standing the context of the complex gender issues that are (International Education Development: hindering the rights of young girls and women in Uganda. Policy Studies) Through BRAC's Empowerment and Livelihood for Adoles- Uganda cents (ELA) program, Sharon was able to engage in qualita- tive research to help identify key issues in the girls' commu- nities and to use this information for the development of a new program/intervention to help mitigation such issues. page 15 · African Education In Focus · 2010 in review STUDENT HIGHLIGHTS

Melissa, a 2nd year student in the International Edu- cation Development program, spent this last summer in Rwanda doing research on language policy in educa- tion and the use of learner-centered teaching practices. She volunteered for the American-based NGO, the Inter- national Education Exchange, where she helped with the monitoring and evaluation of their school-based teacher training pilot program. This program placed teacher train- ers at schools across the country in order to provide Rwan- dese teachers with daily training in English and learner- centered teaching strategies. Melissa also guest taught on human rights at the Akilah Institute for Women. Akilah is a vocational school for women, which offers certificate programs in hospitality, tourism, and leadership. Melissa Cushman (International Education Development: , M.A. candidate) Kigali, Rwanda

Ellen Frierson (International Education Development: Language, Literacy, and Technology, M.A. candidate) Limbe, Cameroon

Ellen interned with two local community-based NGOs in Limbe, a coastal city in the Southwest region of Cameroon. One of the NGOs is the Martin Luther King Jr. Memorial Foundation (LUK- MEF), which has program areas in peace, social justice, and sustainable development. LUKMEF brought Ellen on to develop a new initiative within the social justice program called the Media Justice Project. Her primary goal this past summer was laying the groundwork for that proj- ect and trying to find sustainable funding for it. Once the project gets off the ground, it will provide support and training for journalists and attempt to promote a free, reliable, and independent media sector in Cameroon. Ellen's also interned with the Eden Media Group, a program of the Centre for the Environment and Rural Transformation (CERUT), a lo- cal agricultural development NGO. Eden Media is LUKMEF's partner for the Media Justice Project. Their projects include the Eden newspaper and radio station, and they focus on using the media for peace, rural de- velopment and community outreach. Ellen worked with the Eden journal- ists to produce the weekly Social Justice Radio Program, assist with editing for the newspaper, write a column on children's issues, facilitate workshops on human rights, and write proposals for the Media Justice Project. page 16 · African Education In Focus · 2010 in review STUDENT HIGHLIGHTS

Eric Lewandowski, MS candidate, and Annie Feighery, MPA/EdM candi- date, were in Masaka, Uganda for three weeks in May 2010 as part of an inter- departmental collaboration between the departments of Counseling and Clinical Psychology, International and Transcultural Studies, and Health and Behavior Studies. The collaboration was supported by World Vision International and the Provost's Fund at Teachers College. The research project explored the long-term impact of a Group Interpersonal Psychotherapy (IPT-G) program for the treat- ment of depression in rural communities of southwestern Uganda. The regions of Masaka and Rakai were devastated by the Tanzania War first, and then by the Eric Lewandowski M.S. candidate, Counseling and rapid spread of HIV/AIDS--with local prevalence rates as high as 30% at one Clinical Psychology point. Qualitative research in the region established a strong link between HIV/ AIDS prevalence in a community and high rates of depression. In 2002, Dr. Hel- ena Verdeli, who is Eric Lewandowski's mentor at Teachers College, collaborated with colleagues at Johns Hopkins University and World Vision International to implement the IPT-G. Preliminary findings of Eric and Annie's work suggest that in addition to the treatment of depression, the IPT-G program had impor- tant impacts more broadly on communities as a whole. The implications for this research are critical to global health, as depression emerges as the single great- est cause of disability adjusted life years (DALYs) worldwide and impoverished communities have disproportionately high rates of all mental health problems, Annie Feighery particularly depression. M.P.A. and Ed.M. candidate, Counseling and Clinical Psychology

Reflections from former CAE Coordinator and Ed.D. candidate, Stephanie Bengtsson

As I find myself edging ever closer to opportunity to co-write a chapter with 2010. (For a more detailed description of crossing the finish line of the marathon Professor Bartlett entitled “From Child- the study, please see the previous issue of that is the dissertation process, it seems as Friendly Schools to Child-Friendly African Education in Focus). Through my good a time as any to pause briefly, reflect, Research Methods: Lessons Learned on dissertation research – a critical analysis and take stock of what has taken place Child-Centred Research from UNICEF’s of the global education aid discourse over the last year (though I can’t pause for around fragile states – I examine the too long, or this dissertation will never get terminology that is used to talk about finished…). 2010 has proven to be quite Africa and the so-called developing world the year! Spring 2010 was my final semester in aid, consider the potential impact of as coordinator of CAE, and thanks to that terminology, and aim to bring about the passion and dedication of the CAE a positive linguistic change within the staff – Melissa, ThienVinh, Katie, and discourse in order ultimately to improve Vusa – and the leadership and direction aid mechanisms. With the support of Dr of Professor Bond, it was a semester to Mary Mendenhall and Professor Bajaj, I remember, with book breakfasts, panel was able to put together a shorter chapter discussions, film screenings and more. It based on this research for a special issue has been quite a treat returning to TC this Learning Plus Initiative” for a book, of the Oxford Studies in Comparative fall as I can now attend the multitude of Education in Conflict: A Tribute to Jackie Education. As I said before, 2010 was fabulous CAE events as an interested and Kirk to be published in 2011. The chapter quite the year. I should now really get engaged spectator instead! African issues is based on a mixed-methods study for back to that marathon, but I look forward have proven central to my own research a UNICEF initiative in five African to crossing paths again with you all in the as well. This year, I had the wonderful countries we worked on from 2008 to years to come! page 17 · African Education In Focus · 2010 in review PAST EVENTS WHO IS AFRICAN?: Writing About Africa and the Diaspora A three-part event series Part I: Book Talk with Beasts of No Nation Author, Uzodinma Iweala

With collaboration from TC's Gottesman Libraries, on April 8th, 2010, Nigerian-American author Uzodinma Iweala came to TC to read from and discuss his debut novel, Beasts of No Nation (Harper Collins, 2005), as well as his forthcoming nonfiction work on AIDS/HIV in Nigeria. The former tells the story of a young boy soldier, Agu, who is forced into the army in an unnamed country in West Africa. Despite his love for school and dream to become a doctor, Agu enters a guerilla war that he finds both horrifying and fascinating. He faces a series of despicable crimes that begin with the killing of an unarmed soldier, ultimately causing him to lose his religious faith. Noted for its direct and idiosyncratic use of the first person narrative, as well as provocative content, Iweala's book has received critical acclaim in numerous sources, including The New York Times, Time Magazine, Rolling Stone, and The London Times.

Part II: Student Writing Workshop

On April 23rd, the Center for & Transcultural Studies Department African Education and the African at Teachers College. Studies Working Group organized an event, where participants were given Participants had the opportunity a unique opportunity to work on dis- to hear from a number of students at pelling commonly-held views of Afro- various stages of the writing process, pessimism, and to broaden the range watch clips and engage with readings of channels through which people on current representations of Africa think and converse about Africa by in the world arena, and work together participating in a writing workshop, in groups to identify and attempt to facilitated by Dr Mary Mendenhall, address some of the pitfalls associated Dr. Mendenhall served as the workshop a former lecturer in the International facilitator. with writing about Africa.

page 18 · African Education In Focus · 2010 in review PAST EVENTS Part III: Panel Discussion and Reception

The three-part "Who is African?" event series culminated in a panel discussion and reception event on April 29, 2010. The goal of this event was to explore how Africa is represented in a number of different spheres including academic writing and re- search, jorrnalism, and documentary making and the impact of these representations on public opinion of the continent. The event endeavored to promote new knowledge, tolerance, and respect for the diversity of linguistic, racial and ethnic differences that exist in Africa and diasporic communities around the world and invited participants to critically engage with representations of Africa.

Yoruba Richen, a director, showed a trailer of her upcoming documentary, "Promised Land." (See page 23 for a review of the film). As a filmmaker, she spoke about the ways in which media images paint a portrayal of a homogeneous, struggling Africa. She challenged the audience to watch films Professor Bond introduced the event. that showed Africa as a complex place, full of divr- sity and complex peoples.

The audience

Kambale Musavuli of Friends of Congo discusses the ways in which the conflicts that take place in the Congo are quite complex. He elaborated on how American corporate interests, and America's need for miner- als (like coltan, a mineral used in many electronics) perpetuate the cycle of violence and corruption in the Congo. Laura Heaton, a writer/editor for the Enough Project -- a project of the Center for American Progress, which aims to end genocide and crimes against humanity -- talks about how journalism can tend to oversimplify or dramaticized Africa. page 19 · African Education In Focus · 2010 in review PAST EVENTS

Oct.19th: "Higher : "Higher Education in A Panel Discussion with Students and Staff of Generation Rwanda Rwanda" panel and the Akilah Institute for Women"

Also co-sponsored by the African Studies Working Group and the Gottesman Libraries, this panel discussion on the topic of high- er education in Rwanda. The panel consisted of the following guest speakers: Gisele Bahati and Anita Umutoni, students from the Akilah Institute for Women; Patricie Uwase and Phillip Mu- lari, students involved with the organization Generation Rwand; and Executive Director of Generation Rwanda, Michael Brotchner.

Jane K. Boorstein, Teachers College alum- nus; Director of the Partnership for Sustain- Oct. 19th: Jane able Families and Communities at Teachers Boorstein on her inno- College; and Trustee of the International Institute of Rural Reconstruction, spoke vative approach to family on the innovative approach to family plan- planning , funded by Bill and ning that she developed and implemented Melinda Gates in Ethiopia. Funded by the Bill and Me- linda Gates Foundation, the Learning Our Foundation Way Out project was implemented in fif- teen villages, reached some 90,000 people, and became a model, bottom-up multi-dis- cipline learning approach. This event was also co-sponsored by the African Studies Working Group and Gottesman Libraries.

For a video excerpt of Jane Boorstein's talk, please visit the Gottesman Video Collective, at http://gvcollective. pressible.org/ and search for the event page 20 · African Education In Focus · 2010 in review PAST EVENTS

Dr. Cream Wright's lecture, titled "On Being African: The Political Ideology of Oct. 21st, Dis- Self Identity and Conferred identities" cussion with Dr. focused on a range of factors influenc- Cream Wright, former- ing identity and the making of the modern African (e.g. legal, geographic, ly, Global Chief of Edu- language, history, genealogy, etc). He cation and Associate also discussed the role of education and culture as determinants of what it Director in the Pro- means to be an African in today's global grammes Division environment. He is currently the Head of REDI4Change LLC, a Think Tank at UNICEF & Consulting Firm.

Dr. Sigamoney Naicker, the Chief Director of Curriculum Development at Western Cape Department of Education, discussed the imple- mentation of educational policy as a complex

Education Department and difficult task in post-apartheid South Africa.

photo courtesy: Western Cape photo courtesy: Western The paradigmatic nature of change in South Africa post-1994, which involved the unpacking of a new way of thinking that departed from the apartheid doctrine, was a unique challenge. Sup- Nov. 4th: port for policy implementation varied depending Dr. Sigamoney Naick- on the audience, the context, etc. Despite these complexities, much has been achieved over the er, on "The Education last 18 years. However, there remain challenges Challenge in South that still have to be resolved concerning social Africa" class, race and class.

Dr. Erica N. Walker, a professor of in the De- partment of Mathematics, Science, and Technology, lectured on selected findings from a three year study of Nov. 9th: African American mathematicians TC Professor Erica and discussed the networks that Walker facilitate their mathematics success across the lifespan, from early child- hood through adulthood. page 21 · African Education In Focus · 2010 in review PAST EVENTS

Nov. 16th: Film screening and dis- cussion with director, Molly Blank

With a packed house, Dr. Honwana began her lecture by tell- ing a story about a boy whose initiation to becoming a child soldier involved killing his father. From there, Dr. Hon- Nov. 29th: wana deconstructed the definition of a child solider, from its oxymoronic label to the many reasons why a child takes Talk with Dr. Alcinda up arms. She further elaborated on how the phenomenon Honwana, author of of child soldiers aren't endemic to Africa, and that there are female soldiers who are forced into conflict as well. Through- Child Soldiers in Africa out her lecture, Dr. Honwana told heartbreaking true stories that made the lecture vivid in detail, while providing a strong photo courtesy: International Institute of Social Studies context for theorizing about child soldiers.

In collaboration with Columbia University's Committee on Global Thought and the Institute for African Studies

page 22 · African Education In Focus · 2010 in review REVIEW "Promised Land" documentary tackles the land reform issue in post-apartheid South Africa

by NICOLE WASHINGTON In the new documentary, Prom- with resources and attorneys, received This movie is a definite must-see ised Land, director Yoruba Richen land back from the government after for anyone interested in the politics of highlights the tensions of land reform a white landowner was expropriated. post-apartheid South Africa. I found through the lens of two African com- After receiving the land, the family the film both moving and humbling munities who are seeking the return continued to demand more from the because I wasn’t aware of the level of of land, and, on the other hand, the government by way of materials and complexity of land reform in South white farmers and developers who training, while the land lay unused. Africa. The film is critical of the gov- contend to be the rightful owners of The film also provides the pro- ernment’s strategy, but also shows the the land. Fif- difficult posi- teen years tion they find post-apartheid, themselves in South Africa trying to redis- finds itself en- tribute land. In trenched in a reality 15 years tangled web of post-apartheid, ownership and the govern- land claims be- ment is far tween blacks, from its prom- whites and the ise that 30% g ov e r n m e n t of land would that are “un- be returned sustainable” to blacks and and a “ticking there is a real time bomb.” potential for The documen- backlash from tary gives an these commu- outsider a par- A scene from the film: Protesters demanding that the government fulfill their claims of land reform for nities. The en- black South Africans. ticularly acute mity between look at the issues of race, space, and spectives of the white landowners, the black and white South Africans power in the juxtaposition of an im- some of which have organized in and the government is almost palpa- poverished tribe and a middle class opposition to the land claims, oth- ble. educated family contending for land. ers who claim to have deeds of sale Promised Land was available for The 9,000 member large Mekgareng pre-dating apartheid, who adamantly viewing last spring (2010) in Harlem community, with only one letter to contend that they should not have to as part of the “Harlem Library Cin- prove their forced expulsion, still give up their land because of a historic ema Series,” as well as other locations struggles to reclaim 40,000 acres of wrong-doing. Only one landowner, around the US and South Africa. land from which they were displaced Roger Roman, freely gave up his land The film was also broadcasted on PBS. 40 years ago. While the middle class when faced with evicting a 103-year- For more details about the film, visit descendants of Abram Momamu, old “squatter.” http://www.promisedlandfilm.com. page 23 · African Education In Focus · 2010 in review REVIEW Fela! On-Broadway, with special guest Michelle Obama by THIENVINH NGUYEN

By chance of discounted importantly, it told the tale of a man so much, and his beats were innova- student-rush tickets, my out-of-town who was complex: a Black Panther tive and captivating. friend got her wish of seeing Fela!, supporter and pan-Africanist; a radi- And then, imagine this whole a Broadway show about the life of cal activist who argued against corpo- story unfolding in this beautifully the Nigerian musician, Fela Kuti, rations, government corruption (es- decorated stage with dancers shak- when she came to visit me in New pecially in Nigeria), and the forces of ing their body ferociously in beaded York City. She and I sat in a sold- ; a ladies' man and polyg- costumes, with Michelle Obama, the out Thursday night show of Fela! on amist; and a loving son who adored First Lady, in the audience. Her very November 18, presence there 2010. Even was interest- though this ing, for when was a wish-list Fela declares tourist item that he will be for Rosa, she the first Black didn't know p r e s i d e n t , much about eyes gravi- Fela or what tated towards the show was her. When he going to be declares that about. She he loves Afri- told me that can-American she had heard women, eyes that there was again gravitat- good mu- ed her again. sic and good Mine includ- dancing. The stage of Fela! on-Broadway ed. We both All of this got more than we bargained for. The his mother. He was the father of is to show that his history, his music, biography-driven plot of Fela!, played Afrobeat, who influenced musicians continues to make us think and ques- wonderfully by Kevin Mambo, fol- throughout Africa and the world. tion our very place in this world, a lows his burgeoning musical career He was a man who cried when his world that is divided by race, and a in Nigeria, to his political activism in mother (played by Patti LaBelle) world where his themes of corruption the United States, to his sensational was brutally murdered in the hands and oppression still resonate. And a shows throughout the U.S. and the of the Nigerian army when they in- world in which a Black president is world, to his return and ultimate vaded and burned down his autono- pioneering, and his wife's presence at death in Nigeria. It tells the tale of mous compound in Lagos, probably a particular Broadway show is very his life, through his music, manner because he was seen as threat. sensational indeed, in more ways of presentation (including his ridicu- Imagine this whole story unfold- than one. lously flamboyant stage pant-suits), ing before you, but mostly through and sensational dance moves. More dance and songs. His lyrics conveyed page 24 · African Education In Focus · 2010 in review WORLD CUP SOCCER Living in South Africa during World Cup Fever by MARY CLAIRE ABBOTT Four boys. Two girls. (Not a try less than two decades free of apart- few people roll down the windows to one over the age of twenty-one.) heid? Was the kind of development tak- tell us we were being downright suicidal. One two-bedroom craigslist apart- ing place in South Africa for the sake of Still, it was during our adventures ment. Six weeks in Johannesburg. tourists like me going to have any mean- navigating the city that we were able to What may read as a plug for Real ingful and lasting impact on its citizens? see more than just the football-crazed World South Africa turned out to be my To the latter question, I have come side of Johannesburg. Limited to a stu- summer 2010. Two dent-sized budget, we found our- high school friends selves in a Jo-burg suburb with- and I went in on the out a car. To us, this naturally first World Cup ticket meant that we would take public lottery. To the dis- transportation. In one light, our appointment of my experiences can be read as hostile bank account (and un- and uncomfortable: the shared forewarned parents), taxis consisted of a dizzying un- I won, the boys lost. spoken code of hand gestures Over the next year, and etiquette. Sometimes we fence-sitting friends would ask if we were confused, were wooed and gaps but most of the time we tried in our ticket itinerary to learn by observation, which were filled (at the cost meant that most of the time we of many babysitting were doing something blaringly hours). We secured Fans cheering at a World Cup soccer game. wrong. On more than one occa- an apartment posted sion we found ourselves in a “no- on craigslist (the owner was a member to no satisfying resolution. There is a go-zone” at a “no-go” hour. Still it was of the Lion King Las Vegas produc- fair argument to be made that the World aboard the minibuses that we learned tion, confirmed face-to-face by one of Cup was in fact a massive waste of na- bits and pieces of South African culture. our own trip-mates) and we booked our tional spending, better appropriated to- We learned that instead of “excuse me,” transcontinental flights. For all intents wards HIV/AIDS prevention and treat- South Africa says “sorry.” We learned and purposes, we were ready for kick-off. ment, education, and the improvement Zulu catchphrases and how to click in Still, something didn’t sit quite of living conditions in slum conditions. Xhosa. We were invited to braais (the right. I have been fortunate enough, at The pricetag for the stadiums alone South African variation of a backyard my young age, to have traveled far and amounted to over $1.3 billion, nearly six BBQ), reggae nights, college parties and frequently, but never before had I trav- times the original estimate when South concerts. We gave our phone numbers elled for the sake of a sporting event. Africa won its bid in 2004. Overall out to more people than I have in my ad- Despite my countless saving (I started government spending rounded out to a dress book on my phone here in the States. budgeting four years earlier, while still in less-than-pretty $6billion, not including I have no misperceptions about the high school) and unguarded enthusiasm hefty contributions made by host cities. extent to my understanding of South about watching a real, live, professional My concern over the difficulty of Africa: limited. But I do know that cup match, this trip reeked of worrying meaningful interaction was in fact wor- despite the cautionary tales of crime contradictions: what kind of meaningful thy of anxiety: Johannesburg proved and racism (not to belittle anyone’s ex- interactions could take place when we itself to be an indoor city. When we perience of either), the Johannesburg I were going to be living in a distanced self- walked (which we had to do every saw was willing to share a seat, eager to contained suburb? What are the ethical time we left the confines of our apart- share their city with a few scruffy Ameri- implications of being a privileged, white ment complex), we were the subject of can college students on the public bus. traveler staying for a brief visit to a coun- many quizzical stares, and even had a page 25 · African Education In Focus · 2010 in review Cae staff PROFILES

Dr. George Clement Bond is the Director of the Center for African Education and William F. Russell Professor for Anthropology and Education at Teachers College, Columbia University. His interests include education and elite formation in the United States and Africa; African studies; African religions and politics; agrarian transformations; and cultural dimensions of urban and minority populations. He has conducted research on political and religious change among the Tumbuka-speaking peoples of Zambia and Malawi; social dimensions of AIDS in Southern Uganda; and privatization, democratization and the plight of the poor in northern Zambia. Dr. Bond has been the Director of the Institute of African Studies at Columbia University and President of the Association for Africanist Anthropology. His most recent publications include Contested Terrains and Constructed Categories: Contemporary Africa Professor George C. Bond, in Focus (2002) and Witchcraft Dialogues: Anthropological and Philosophical Exchanges Director (2001). He holds a Ph.D. in Social Anthropology from the London School of Economics.

Evan is a MA student in International Educational Development with a concentration in Policy Studies. Before matriculating at Teachers College, he was a corps member with Teach For America-Kansas City, where he had the opportunity to teach both 6th and 10th grade students in Economics and African American history, respectively. During his undergradu- ate career, Evan focused on black liberation philosophy and Pan-Africanism, with particular attention given to the U.S., Caribbean, and African context. Currently, his academic in- terests center around post-colonial education and endogenous development and their re- lationship to national development throughout the African Diaspora. Evan graduate from Evan Hendon, Brown University where he double concentrated in Africana Studies and Political Science. Incoming Coordinator Melissa is a MA student in International Education Development with a concentration in Peace Education. She co-founded and co-directed Umubano Sister School program which fa- cilitated relationships between students in Rwanda and the United States. Melissa has worked for the Washington State Holocaust Education Resource Center as an Education Assistant. She has consulted on education projects, guest taught on human rights, and conducted research in Rwanda both in 2010 and 2007. Her interests include critical pedagogy, human rights, conflict Melissa Cushman, resolution, global citizenship education and arts for social changes. Her area of interest is the Outgoing Coordinator central east region of Africa. Melissa graduated magna cum laude from the University of Wash- ington Bothell with a BA in Global Studies and minors in African Studies and Human Rights. ThienVinh (pronounced TIN-vin) is a MA student in the Anthropology andEduca- tion program and a graduate assistant with the Comitas Institute For Anthropologi- cal Study. She has studied and conducted research on eco-villages and government atti- tudes toward sustainability in Ghana. In addition, she has traveled throughout West Africa (Togo, Benin, Cote d'Ivoire, , ). ThienVinh's interests include food, agriculture, sustainability efforts, , tools of empowerment, ThienVinh Nguyen, and the meanings of space and place. ThienVinh holds two BA degrees from UCLA— Graduate Assistant one in Geography, the other in Sociology—as well as a minor in Education Studies.

Staci is a MA student in International Educational Development with a concentration in Peace Education. She taught at a public high school in the Marshall Islands for three years before beginning her studies at Teachers College. Staci’s undergraduate research sur- rounded questions of identity and linguistic colonization in . She has lived and worked across the United States, France, Senegal and the Marshall Islands. Her current research interests include critical peace education and college access initiatives for migrant populations, as well as post-colonial education and language policies. She graduated cum Staci Johnson, laude from Colorado College with a BA in French culture and an emphasis on linguistics. Graduate Assistant page 26 · African Education In Focus · 2010 in review AFFILIATES

Mohamed Mbodj David Hansen CAE Advisory Associate Professor of History & Professor of Philosophy & Education Director of African Studies, (Arts & Humanities) Committee Manhattanville College Marc Lamont Hill George C. Bond Janice Robinson Associate Professor of English Education William F. Russell Professor of Executive Director (Arts & Humanities) Anthropology & Education President’s Office for Diversity & Com- Director, Center for African Education, munity. JoAnne Kleifgen Teachers College Associate Professor of Linguistics & Peter Rosenblum Education Monisha Bajaj Clinical Professor of Human Rights, (International & Transcultural Studies) Assistant Professor of Education, Columbia University Teachers College Michelle Knight-Diop Meredith Turshen Associate Professor of Education Yuusuf Caruso Professor of Urban Studies, (Curriculum & Teaching) Africanist Librarian, Rutgers University Columbia University Nancy Louise Lesko Affiliated Professor of Education Mamadou Diouf (Curriculum & Teaching) Leitner Family Professor of African Teachers Studies, Janice Robinson School of International & Public Affairs, Executive Director Columbia University College Faculty President’s Office for Diversity & Com- Monisha Bajaj munity. Farah Griffin Assistant Professor of Education, Director of the Institute for Research in (International & Transcultural Studies Kristine Roome African-American Studies & Department) Special Assistant for Academic Develop- Professor of English & Comparative ment Literature & African-American Studies, Lesley Bartlett Columbia University Associate Professor of Education Philip Saigh (International & Transcultural Studies) Professor of Psychology & Education Macartan Humphreys (Counseling and Clinical Psychology) Associate Professor of Political Science, Cate Crowley Columbia University Lecturer, Lena Verdeli Coordinator of Bilingual Extension Assistant Professor of Psychology & Manning Marable Institute Education Professor of Public Affairs, (Counseling and Clinical Psychology) Political Science & History, Steven Dubin Columbia University Professor of Arts Administration Portia Williams (Arts & Humanities) Director, International Affairs, Joseph Paul Martin President’s Investment Fund Former Executive Director, Seynabou Diop Center for the Study of Human Rights, Online and Intensive MA Programs Columbia University Coordinator Center for Technology & School Change page 27 · African Education In Focus · 2010 in review ANNOUNCEMENTS Center for African Education Mission Statement The Center for African Education pro- study of African education in different ing to undertake joint activities with motes research and teaching about edu- programs at the College. It also pro- educational institutions and interna- cation, broadly defined, in Africa and motes linkages with African universi- tional organizations in New York City the African Diaspora. Its central aim ties by hosting visiting scholars, policy and with universities, research centers is to create a community of students, makers, practitioners, and activists who and non-government organizations faculty, and staff with common inter- will present their research and experi- in Africa, Latin America and other ests and commitments to the fields of ence from different disciplinary and regions of the world. In accordance Education and African Studies. Inter- theoretical perspectives. The Center with Teachers College's main focus disciplinary study and discussion across provides a forum for students to dis- on education, psychology and health, Teachers College and Columbia Uni- cuss their research and interests with the Center will pursue problems versity are promoted through research African scholars, Africanist faculty, and within these domains as well as con- projects, conferences, lecture series, colleagues at conferences, public lec- tribute to the College's understanding and courses. The Center integrates the tures, and seminars. It is also prepar- and promotion of educational equity.

Mailing address: We're proud to announce that we've received the Teachers Center for African Education College Vice President's Diversity and Community Teachers College, Columbia University Initiatives Grant for the 2010-2011 year. We will be 525 West 120th Street, Box 217 organizing a three-part series that explores the theme of New York, NY 10027-6625 "Everyday Africa." Phone: The following acitivities are currently being planned: (212) 678-8139 • Food-Tasting Event • Movie Night Online: • Panel Discussion & Reception [email protected] www. http://www.tc.columbia.edu/centers/cae/ +find our fan page and "like" us on facebook.com

Newsletter Editorial Team Please check out our website for updates on events, programs, internships, and other resources! Editor-in-Chief ThienVinh Nguyen

Editorial Team Professor George C. Bond Melissa Cushman Evan Hendon Staci Johnson

This publication was printed in January of 2011 page 28 · African Education In Focus · 2010 in review