Knowledge, Renewal and Religion Repositioning and Changing Ideological and Material Circumstances Among the Swahili on the East African Coast

Total Page:16

File Type:pdf, Size:1020Kb

Knowledge, Renewal and Religion Repositioning and Changing Ideological and Material Circumstances Among the Swahili on the East African Coast Knowledge, Renewal and Religion Repositioning and changing ideological and material circumstances among the Swahili on the East African Coast Edited by Kjersti Larsen NORDISKA AFRIKAINSTITUTET, UPPsala 2009 ¨ Indexing terms: Indigenous knowledge Traditional culture Social anthropology Cultural anthropology Cultural identity Islam Social change Modernization Social History Cover photo: Kjersti Larsen Two ‘walimu’ in Vikotoni area, Zanzibar Town, on their way to read the Qur’an to someone who is ill. Language checking: Elaine Almén Index: Rohan Bolton ISBN 978-91-7106-635-0 © The authors and Nordiska Afrikainstitutet 2009 Contents Glossary ............................................................................................... 5 Preface ................................................................................................. 9 Chapter 1. Introduction Kjersti Larsen ................................................................... 11 Chapter 2. Kilwa and the Swahili Towns: Reflections from an Archaeological Perspective Felix Chami ..................................................................... 38 Chapter 3. Towards a Paradigm of Swahili Religious Knowledge: Some Observations Farouk Topan .................................................................. 57 Chapter 4. Royal Ancestors and Social Change in the Majunga Area: Northwest Madagascar 19th–20th Centuries Marie Pierre Ballarin ....................................................... 69 Chapter 5. Societal Change and Swahili Spirit Possession Linda L. Giles .................................................................. 85 Chapter 6. Contested Interpretations of Muslim Poetries, Legitimacy and Daily Life Polictics Francesca Declich ........................................................... 107 Chapter 7. Siku ya Arafa and the Idd el-Hajj: Knowledge, Ritual and Renewal in Tanzania Gerard C. van de Bruinhorst .......................................... 127 Chapter 8. Narratives of Democracy and Dominance in Zanzibar Greg Cameron.................................................................151 Chapter 9. Baraza as Markers of Time in Zanzibar Roman Loimeier ............................................................. 177 Chapter 10. The Impact of Religious Knowledge and the Concept of Dini Wal Duniya in Urban Zanzibari Life-Style Mohamed Ahmed Saleh ................................................ 198 Chapter 11. Understanding Modernity/ies: The Idea of a Moral Community on Mafia Island, Tanzania Pat Caplan ...................................................................213 Chapter 12. The Role of Islam in the Political and Social Perceptions of the Waswahili of Lamu Assibi A. Amidu .......................................................... 236 Chapter 13. “In the Olden Days We Kept Slaves”: Layers of Memory and Present Practices Ulla Vuorela ............................................................... 261 Chapter 14. Wonders of the Exotic: Chinese Formula Medicines on the East African Coast Elisabeth Hsu .............................................................. 280 Authors ............................................................................................300 Index ................................................................................................ 303 Glossary Below follows a limited glossary of Swahili terms. The glossary does not include all the words used in the volume, only terms that appear more than once or hold ethnographic or theoretical significance. Swahili words used in the notes are not included. In Swahili nouns have no gender; they are classified according to meaning. There are in all eight different classes. Prefixes are used to indicate noun classes in singular and plural form such as: m-/wa (human beings and animals); m-/mi (objects and plants); ki-/vi (objects); ji-/ma (objects and organic material); u-/u (objects and abstract nouns); mahali denotes places. Ku- is a prefix for verbal nouns. Hence, most Swahili words consist of a root to which prefixes and suffixes are ap- pended, for instance, Wa-, denoting people; M-, a person; U-, a place; and Ki-, a language or also cultural manner, more generally. Ya-, is the genitive form such as in ngoma ya sheitani. Although Swahili is a Bantu language, many Swahili words are also related to Arabic, Hindi and Farsi and some to Portuguese or English. a – she or he adabu – manners ari – honour baraka – blessing, grace, prosperity baraza – a stone bench against the outer wall of the house binadamu (pl. wanadamu) – human being Chama Cha Mapinduzi – The Revolutionary Party chinja – slaughter chuo (pl. vyuo) – Qur’anic school daima – permanently, continually, always dawa (pl. madawa) – medicine, medicament, remedy dawa ya kichina – Chinese medicine desturi – custom, habit, practice dhikiri – sufi ritual, dikhir dini – religion dunia – the world (as it is experienced) fitina – chaos, discord, antagonism ghururi – arrogance, vanity, folly habeshia – spirit from Ethiopia hadharani – in public hatari – danger heshima – respect hitima – a Muslim service in conclusion of some event, i.e. a reading of certain parts of the Qur’an Ibilisi – Satan Idd-al-hajj – festival in commemoration of the pilgrimage to Mecca jahiliyya – ignorance jamaa – family, community member with whom you have family-like relations jini (pl. majini) – spirit, jinn khanga – colourful, rectangular cloth worn by women, shawl kibuki – spirit from Madagascar kikao – place to sit kikunde (pl. vikunde) – group, guild kilinge (pl. vilinge) – ritual group, a place for performance, secret meeting kimondo – satirical dialogue poetry kinyipesi – light (in weight) kitabu – book kizito – heavy (in weight) kufutana na wakati – going with the times kupindua – to overturn madrasa – Qur’anic school maendeleo – development, modernization maisha magumu – life is difficult, hard life mambo ya kisasa – modern ways, new developments mapinduzi – revolution mashindano – competition mateso – persecution, affliction maulidi – reading of Prophet Mohammad’s life mazungumzo – discussion, conversation mchawi (pl. wachawi) – witch mganga (pl. waganga) – specialist in matters of illness and health / traditional healer mila – traditions (often referring to traditional aspects of religion) mjomba – maternal uncle, mother’s brother msahafu – the Qur’an mstaraabu (pl. wastaraabu) – learned person mtalaamu (pl. watalaamu) – intelligent or knowledgeable person mungu – god mwalimu (pl. walimu) – teacher, a person learned in the Qur’an mwanadamu (pl. wanadamu) – human being mwele (pl. wele) – person to be healed during a ritual, patient mwenye elimu – a person with education mwenye maarifa – a person with knowledge or insight mzee (pl. wazee) – elder/old man mzungu (pl. wazungu) – European, foreigner, stranger pepo – spirit punga – to summon spirits; sway, move to and fro pungwa – summon spirits shamba – agricultural land, rural area shehe (pl. mashehe) – a person learned in Islam, religious leader of a mosque sheitani (pl. masheitani) – spirit shoga – female friend siku ya arafa – the day of Arafa simama – stand soko huru – the free market uadilifu – ethics uaminifu – honesty uchawi – witchcraft uganga – sorcery ujamaa – relationship, ‘community’ ustaraabu – civilized vikunde (sing. kikunde) – groups, parties, guilds vyama vingi – multipartyism wachochezi – agitators, troublemakers wafadhili – donors waganga (sing. mganga) – specialists in matters of illness and health / traditional healers walimu (sing. mwalimu) – teachers, persons knowledgeable in the Qur’an wastaraabu (sing. mstaarabu) – learned persons wawekezaji – outside investors wazee (sing. mzee) – elders wazungu (sing. mzungu) – Europeans, foreigners, strangers Preface This volume arises out of the sixth conference in an on-going series of inter- disciplinary workshops. It started out as an Anglo-French workshop held alternatively in London and Paris. The first of these took place in 1987 and its theme was “Social Stratification in Swahili Society” (Parkin and Constantin 1989). The following years the themes for the various workshops were “Networks and Exchanges in the Coastal Societies of East Africa” (le Guennec-Coppens and Caplan 1991), “Continuity and Autonomy in Swahili Communities: Inland influences and strategies of self-determina- tion” (Parkin 1994), “Authority and Power in the Coastal Societies of East- Africa” (Le Guennec-Coppens and Parkin 1998). Then, when the fifth workshop was to be organized, it was decided that it was time to invite scholars from a wider spectrum of countries. Hence, those who participated came from different European countries, America, Kenya, Tanzania, as well as colleagues from Mexico, Canada, Zanzibar, Ghana and Kenya working in Europe. The publication resulting from this workshop is called Swahili Modernities: Culture, politics, and identity on the East Coast of Africa (Caplan and Topan 2005). The sixth workshop was held at the University of Oslo in the spring of 2005 and participants came from Tanzania, Zanzibar, England, France, America, Italy, The Netherlands, Finland, Sweden and Germany as well as colleagues from Zanzibar and Ghana working in Europe. The theme of the workshop was “Knowledge, Renewal and Religion.” The theme “Knowledge, Renewal and Religion” is meant to inspire us to consider the concepts of knowledge, experience and cosmology in relation to recent ideological and political changes in Swahili culture and society. How and to what extent have recent political, ideological and economic changes, including increased
Recommended publications
  • Music of Ghana and Tanzania
    MUSIC OF GHANA AND TANZANIA: A BRIEF COMPARISON AND DESCRIPTION OF VARIOUS AFRICAN MUSIC SCHOOLS Heather Bergseth A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTERDecember OF 2011MUSIC Committee: David Harnish, Advisor Kara Attrep © 2011 Heather Bergseth All Rights Reserved iii ABSTRACT David Harnish, Advisor This thesis is based on my engagement and observations of various music schools in Ghana, West Africa, and Tanzania, East Africa. I spent the last three summers learning traditional dance- drumming in Ghana, West Africa. I focus primarily on two schools that I have significant recent experience with: the Dagbe Arts Centre in Kopeyia and the Dagara Music and Arts Center in Medie. While at Dagbe, I studied the music and dance of the Anlo-Ewe ethnic group, a people who live primarily in the Volta region of South-eastern Ghana, but who also inhabit neighboring countries as far as Togo and Benin. I took classes and lessons with the staff as well as with the director of Dagbe, Emmanuel Agbeli, a teacher and performer of Ewe dance-drumming. His father, Godwin Agbeli, founded the Dagbe Arts Centre in order to teach others, including foreigners, the musical styles, dances, and diverse artistic cultures of the Ewe people. The Dagara Music and Arts Center was founded by Bernard Woma, a master drummer and gyil (xylophone) player. The DMC or Dagara Music Center is situated in the town of Medie just outside of Accra. Mr. Woma hosts primarily international students at his compound, focusing on various musical styles, including his own culture, the Dagara, in addition music and dance of the Dagbamba, Ewe, and Ga ethnic groups.
    [Show full text]
  • Trilingual Codeswitching in Kenya – Evidence from Ekegusii, Kiswahili, English and Sheng
    Trilingual Codeswitching in Kenya – Evidence from Ekegusii, Kiswahili, English and Sheng Dissertation zur Erlangung der Würde des Doktors der Philosophie der Universität Hamburg vorgelegt von Nathan Oyori Ogechi aus Kenia Hamburg 2002 ii 1. Gutachterin: Prof. Dr. Mechthild Reh 2. Gutachter: Prof. Dr. Ludwig Gerhardt Datum der Disputation: 15. November 2002 iii Acknowledgement I am indebted to many people for their support and encouragement. It is not possible to mention all by name. However, it would be remiss of me not to name some of them because their support was too conspicuous. I am bereft of words with which to thank my supervisor Prof. Dr. Mechthild Reh for accepting to supervise my research and her selflessness that enabled me secure further funding at the expiry of my one-year scholarship. Her thoroughness and meticulous supervision kept me on toes. I am also indebted to Prof. Dr. Ludwig Gerhardt for reading my error-ridden draft. I appreciate the support I received from everybody at the Afrika-Abteilung, Universität Hamburg, namely Dr. Roland Kießling, Theda Schumann, Dr. Jutta Becher, Christiane Simon, Christine Pawlitzky and the institute librarian, Frau Carmen Geisenheyner. Professors Myers-Scotton, Kamwangamalu, Clyne and Auer generously sent me reading materials whenever I needed them. Thank you Dr. Irmi Hanak at Afrikanistik, Vienna, Ndugu Abdulatif Abdalla of Leipzig and Bi. Sauda Samson of Hamburg. I thank the DAAD for initially funding my stay in Deutschland. Professors Miehe and Khamis of Bayreuth must be thanked for their selfless support. I appreciate the kind support I received from the Akademisches Auslandsamt, University of Hamburg.
    [Show full text]
  • Cover Page the Handle Holds Various Files of This Leiden University Dissertation. Author: Lima
    Cover Page The handle http://hdl.handle.net/1887/85723 holds various files of this Leiden University dissertation. Author: Lima Santiago J. de Title: Zoonímia Histórico-comparativa: Denominações dos antílopes em bantu Issue Date: 2020-02-26 729 ANEXO 1: TABELA RECAPITULATIVA DAS PROTOFORMAS Nas protoformas provenientes do BLR (2003) e nas reconstruções de outros autores (majoritariamente, Mouguiama & Hombert, 2006), as classes nominais em negrito e sublinhadas, são sugestões da autora da tese. Significados Reconstruções Propostas Propostas do BLR e de de correções (De Lima outros autores Santiago) *-bʊ́dʊ́kʊ́ °-bʊ́dʊ́gʊ́ (cl. 9/10, 12/13) °-cénda (cl. 12/13) Philantomba °-cótɩ́ monticola (cl. 12/13) *-kùengà > °-kùèngà (cl. 11/5, 7/8) °°-cécɩ/ °°-cétɩ (cl. 9/10, 12/13) *-pàmbı ́ °-pàmbɩ́ (cl. 9/10) °-dòbò Cephalophus (cl. 3+9/4, nigrifrons 5/6) *-pùmbɩ̀dɩ̀ °-pùmbèèdɩ̀ (cl. 9/10, 9/6) 730 Significados Reconstruções Propostas Propostas do BLR e de de correções (De Lima outros autores Santiago) *-jʊ́mbɩ̀ (cl. 9/10, 3/4) °°-cʊ́mbɩ (cl. 9/10, 5/6, 7/8, 11/10) *-jìbʊ̀ °-tʊ́ndʊ́ Cephalophus (cl. 9/10) (cl. 9/10) silvicultor °°-bɩ́mbà °-bɩ̀mbà (cl. 9/10) °-kʊtɩ (cl. 9, 3) *-kʊ́dʊ̀pà/ °-bɩ́ndɩ́ *-kúdùpà (cl. 9/10, 7/8, (cl. 9/10) 3, 12/13) Cephalophus dorsalis °°-cíbʊ̀ °-pòmbɩ̀ (cl. 7/8) (cl. 9/10) °°-cʊmɩ >°-cʊmɩ́ °-gindà (cl. 9) Cephalophus (cl. 3/4) callipygus °°-cábè >°-cábà (cl. 9/10, 7/8) °°-bɩ̀jɩ̀ (cl. 9) 731 Significados Reconstruções Propostas Propostas do BLR e de de correções (De Lima outros autores Santiago) *-bengeda >°-bèngédè °-cégé (cl.9/10) (cl. 9/10) °°-àngàdà >°-jàngàdà Cephalophus (cl.
    [Show full text]
  • Kenya.Pdf 43
    Table of Contents PROFILE ..............................................................................................................6 Introduction .................................................................................................................................................. 6 Facts and Figures.......................................................................................................................................... 6 International Disputes: .............................................................................................................................. 11 Trafficking in Persons:............................................................................................................................... 11 Illicit Drugs: ................................................................................................................................................ 11 GEOGRAPHY.....................................................................................................12 Kenya’s Neighborhood............................................................................................................................... 12 Somalia ........................................................................................................................................................ 12 Ethiopia ....................................................................................................................................................... 12 Sudan..........................................................................................................................................................
    [Show full text]
  • Swahili and the Dilemma of Ugandan Language Policy*
    ASIAN AND AFRICAN STUDIES, 5, 1996, 2, 158170 SWAHILI AND THE DILEMMA OF UGANDAN LANGUAGE POLICY* Viera PAWLIKOVÁ-VILHANOVÁ Institute of Oriental and African Studies, Slovak Academy of Sciences, Klemensova 19, 813 64 Bratislava, Slovakia The language situation in East Africa is characterized by the widespread use of Swahili. While both in Tanzania and Kenya Swahili has been systematically promoted in all spheres of everyday life, Uganda has lacked a coherent government policy on language development and the position of Swahili in Uganda has always been very ambiguous. The continued vacil- lation over language policy and the Luganda/Swahili opposition threatening to carve the country into two major camps of language choice which is characteristic of the Ugandan lan- guage situation suggests that the language issue is not likely to be solved in the near future. Africa probably has the most complex and varied language situation in the world. It is a well known fact that the national boundaries of African countries drawn arbitrarily by the colonial powers at conferences in Europe during the time of the imperial partition of the African continent, pay little regard to the historical, cultural and linguistic affinity of the Africans. Few African states are known for their linguistic homogeneity.1 Given a very complex language situa- tion in Africa south of the Sahara with African languages co-existing and com- peting with European languages as well as with various lingua francas, Pidgins and Creoles, multilinguism and hence multilingualism is a feature of most Afri- can countries and it seems that it will remain the norm for a long time to come.
    [Show full text]
  • By Martin Sturmer First Published by Ndanda Mission Press 1998 ISBN 9976 63 592 3 Revised Edition 2008 Document Provided by Afrika.Info
    THE MEDIA HISTORY OF TANZANIA by Martin Sturmer first published by Ndanda Mission Press 1998 ISBN 9976 63 592 3 revised edition 2008 document provided by afrika.info I Preface The media industry in Tanzania has gone through four major phases. There were the German colonial media established to serve communication interests (and needs) of the German administration. By the same time, missionaries tried to fulfil their tasks by editing a number of papers. There were the media of the British administration established as propaganda tool to support the colonial regime, and later the nationalists’ media established to agitate for self-governance and respect for human rights. There was the post colonial phase where the then socialist regime of independent Tanzania sought to „Tanzanianize“ the media - the aim being to curb opposition and foster development of socialistic principles. There was the transition phase where both economic and political changes world-wide had necessitated change in the operation of the media industry. This is the phase when a private and independent press was established in Tanzania. Martin Sturmer goes through all these phases and comprehensively brings together what we have not had in Tanzania before: A researched work of the whole media history in Tanzania. Understanding media history in any society is - in itself - understanding a society’s political, economic and social history. It is due to this fact then, that we in Tanzania - particularly in the media industry - find it plausible to have such a work at this material time. This publication will be very helpful especially to students of journalism, media organs, university scholars, various researchers and even the general public.
    [Show full text]
  • Wildlife and Forest Biodiversity Conservation in Taita, Kenya Njogu, J.G
    Community-based conservation in an entitlement perspective: wildlife and forest biodiversity conservation in Taita, Kenya Njogu, J.G. Citation Njogu, J. G. (2004). Community-based conservation in an entitlement perspective: wildlife and forest biodiversity conservation in Taita, Kenya. Leiden: African Studies Centre. Retrieved from https://hdl.handle.net/1887/12921 Version: Not Applicable (or Unknown) License: Leiden University Non-exclusive license Downloaded from: https://hdl.handle.net/1887/12921 Note: To cite this publication please use the final published version (if applicable). Community-based conservation in an entitlement perspective African Studies Centre Research Report 73 / 2004 Community-based conservation in an entitlement perspective Wildlife and forest biodiversity conservation in Taita, Kenya James Gichiah Njogu This PhD project was part of the research programme Resources, Environment and Development Research Associates (REDRA) of the Amsterdam Research Institute for Global Issues and Development Studies (AGIDS). It also formed part of Working Programme 1, Natural resource management: Knowledge transfer, social insecurity and cultural coping, of the Research School for Resource Studies for Development (CERES). The Netherlands Foundation for the Advancement of Tropical Research (WOTRO) jointly with the Amsterdam Research Institute for Global Issues and Development Studies (AGIDS) of the University of Amsterdam funded this research. The School of Environmental Studies of Moi University (Eldoret, Kenya) provided institutional support. Published by: African Studies Centre P.O. Box 9555 2300 RB Leiden Tel: + 31 - 71 - 527 33 72 Fax: + 31 - 71 - 527 33 44 E-mail: [email protected] Website:http://asc.leidenuniv.nl Printed by: PrintPartners Ipskamp B.V., Enschede ISBN 90.5448.057.2 © African Studies Centre, Leiden, 2004 Contents List of maps viii List of figures viii List of boxes viii List of tables ix List of plates x List of abbreviations x Acknowledgements xii PART 1: THE CONTEXT 1 1.
    [Show full text]
  • The Lamu House - an East African Architectural Enigma Gerald Steyn
    The Lamu house - an East African architectural enigma Gerald Steyn Department of Architecture of Technikon Pretoria. E-mail: [email protected]. Lamu is a living town off the Kenya coast. It was recently nominated to the World Heritage List. The town has been relatively undisturbed by colonization and modernization. This study reports on the early Swahili dwelling, which is still a functioning type in Lamu. It commences with a brief historical perspective of Lamu in its Swahili and East African coastal setting. It compares descriptions of the Lamu house, as found in literature, with personal observations and field surveys, including a short description of construction methods. The study offers observations on conservation and the current state of the Lamu house. It is concluded with a comparison between Lamu and Stone Town, Zanzibar, in terms of house types and settlement patterns. We found that the Lamu house is the stage for Swahili ritual and that the ancient and climatically uncomfortable plan form has been retained for nearly a millennium because of its symbolic value. Introduction The Swahili Coast of East Africa was recentl y referred to as " ... this important, but relatively little-knqwn corner of the 1 western Indian Ocean" • It has been suggested that the Lamu Archipelago is the cradle of the Swahili 2 civilization . Not everybody agrees, but Lamu Town is nevertheless a very recent addition to the World Heritage Lise. This nomination will undoubtedly attract more tourism and more academic attention. Figure 1. Lamu retains its 19th century character. What makes Lamu attractive to discerning tourists? Most certainly the natural beauty and the laid back style.
    [Show full text]
  • Service, Slavery ('Utumwa') and Swahili Social Reality
    AAP 37 (1994}. 87-107 SERVICE, SLAVERY ('UTUMWA') AND SWAHILI SOCIAL REALITY CAROL M. EASTMAN Introduction A basic dichotomy between what is civilized (uungwana) and what is barbarian (ushenzi or 'foreign, strange') has existed for centuries on the East African Coast. The concept of utumwa 'slavery, service' may be seen to mediate the opposition between the civilized and the uncivilized over time In this paper, I invoke a sociolinguistic approach to complement the historical record in order to examine the use of the word utumwa itself as it has changed to reveal distinct class and gender connotations especially in northem Swahili communities. To explore utumwa is difficult. There is no consensus with regard to what the word and its derivatives mean that applies consistently, yet it is clear that there has been a meaning shift since the nineteenth century. This paper examines the construction and transformation of a non-Westem-molded form of service in Africa. Oral traditions and terminological variation will be brought to bear on an analysis of utumwa 'slavery, service' as an important concept of social change in East Africa and, in particular, on the northern Kenya coast What this term, its derivatives, and other terms associated with it have come to mean to Swahili speakers and culture bearers will be seen to mirror aspects of the history of Swahili-speaking people fi-om the 1Oth-11th century to the present Utumwa functioned in contrast to notions of civilization (uungwana) and, later, Arabness (uarabu or ustaarabu). The construction
    [Show full text]
  • Swahili Culture Reconsidered: Some Historical Implications of the Material Culture of the Northern Kenya Coast in the Eighteenth and Nineteenth Centuries
    Swahili culture reconsidered: some historical implications of the material culture of the Northern Kenya Coast in the eighteenth and nineteenth centuries http://www.aluka.org/action/showMetadata?doi=10.5555/AL.CH.DOCUMENT.sip200024 Use of the Aluka digital library is subject to Aluka’s Terms and Conditions, available at http://www.aluka.org/page/about/termsConditions.jsp. By using Aluka, you agree that you have read and will abide by the Terms and Conditions. Among other things, the Terms and Conditions provide that the content in the Aluka digital library is only for personal, non-commercial use by authorized users of Aluka in connection with research, scholarship, and education. The content in the Aluka digital library is subject to copyright, with the exception of certain governmental works and very old materials that may be in the public domain under applicable law. Permission must be sought from Aluka and/or the applicable copyright holder in connection with any duplication or distribution of these materials where required by applicable law. Aluka is a not-for-profit initiative dedicated to creating and preserving a digital archive of materials about and from the developing world. For more information about Aluka, please see http://www.aluka.org Swahili culture reconsidered: some historical implications of the material culture of the Northern Kenya Coast in the eighteenth and nineteenth centuries Author/Creator Allen, James de Vere Date 1974 Resource type Articles Language English Subject Coverage (spatial) Northern Swahili Coast, Tanzania, United Republic of, Kilwa Kisiwani Source Smithsonian Institution Libraries, DT365 .A992 Relation Azania: Journal of the British Insitute of History and Archaeology in East Africa, Vol.
    [Show full text]
  • Kwaheri Ukoloni, Kwaheri Uhuru! Harith Ghassany
    Kwaheri Ukoloni, Kwaheri Uhuru! Harith Ghassany [email protected] SOMA HAPA KWANZA Usambazaji wa kitabu hichi kwa mfumo wa Free Electronic Downloading unafanyika chini ya mkataba wa Creative Commons Attribution-NonCommercial-ShareAlike 3.0 ambao uko chini ya Sharia za nchi ya Marekani. Kwa mujibu wa Mkataba na Sharia hii, mtu anayekichukuwa kitabu hichi kupitia mfumo huu ana uhuru pia wa kukigawa, kukirudufu na kukisambaza chini ya masharti yafuatayo: • Kulitaja jina la mwandishi wa kitabu kwa njia isiyohalalisha matumizi binafsi ya kitabu • Kutokitumia kwa makusudi ya kibiashara wakati kinauzwa katika mfumo wa kitabu • Kutokubadilisha, kugeuza, au kuongeza chochote kwenye kitabu hichi Kwa maelezo zaidi, tafadhali tembelea: http://creativecommons.org/licenses/ by-nc-nd/3.0/us/ Kitabu hichi kinatolewa bure katika mfumo huu ili msomaji anufaike na baadaye naye akipendekeze kwa mwenzake ili hatimaye ujumbe wa kusimamisha amani uliomo kitabuni uwafikie walio wengi. Hata hivyo, mwandishi wa kitabu hiki anafahamu kwamba raha hasa ya kitabu ni kuwamo mikononi mwa msomaji, maana kitabu ni miongoni mwa vitu adhimu na vikongwe kabisa katika urathi wa mwanaadamu. Kwa hivyo, licha ya kutolewa fursa hii ya mfumo wa kukisoma bure kitabu hichi kupitia kwenye mtandao, ni matarajio ya mwandishi kuwa wako watakaopendelea wawe nacho mikononi na kukisoma kwa nafasi zao. Kwa vile walengwa wa mfumo huu wa Free Electronic Downloading ni Wazanzibari na Watanganyika wa kawaida, basi ipo haja kwa wale wenye uwezo, wakiwa ndani ama nje ya Jamhuri ya Muungano wa Tanzania, kutoa mchango wa kuvinunua vitabu ama kupitia mtandao wa kitabu, http://kwaherikwaheri.com, au moja kwa moja kutoka http://lulu.com na kuwafikishia walimu na wanafunzi walioko kwenye skuli na vyuo vya Jamhuri ya Muungano wa Tanzania.
    [Show full text]
  • Learning Swahili Morphology, with Fidele Mpiranya. 2018
    Learning Swahili morphology John Goldsmith and Fidèle Mpiranya July 23, 2018 1 Introduction In this paper we would like to explain some of the things that we have learned from a project on the learning of morphology. “Learning of morphology” in this context means using an algorithm which takes a large amount of text from a language, and draws conclusions about what are the roots, affixes, and principles of word construction (from roots and affixes) in this particular language. The crucial fact to bear in mind is that the algorithm is to have no prior knowledge of the language that we give to it. If the language is English or is Swahili, the learning algorithm starts from the same point; any differences that it draws between the two derive entirely from the data, and not from anything that we have given to the algorithm. That sounds like a tall order, and in some ways it is. But we can offer the following as motivation for this work. When we teach an introductory course on linguistics, we always reserve the second class on morphology for an experiment. We begin by putting a word on the board: ninasema, but we do not tell them this is from Swahili. We ask if anyone knows what it means or what language it comes from; if someone does know, we tell them to be quiet for the rest of the class. Then we ask everyone else to divide it into morphemes. There is silence, of course, because the students think they have no idea what the right answer is.
    [Show full text]