Åsa Wedin i Literacy Practices in and out of School in Karagwe The case of primary school literacy education in rural Tanzania Åsa Wedin Centre for Research on Bilingualism Stockholm University ii Literacy Practices in and out of School in Karagwe Doctoral Dissertation 2004 Centre for Research on Bilingualism Stockholm University Abstract This study has investigated the question of relation between literacy practices in and out of school in rural Tanzania. By using the perspective of linguistic anthro- pology, literacy practices in five villages in Karagwe district in the northwest of Tanzania have been analysed. The outcome may be used as a basis for educa- tional planning and literacy programs. The analysis has revealed an intimate relation between language, literacy and power. In Karagwe, traditional élites have drawn on literacy to construct and reconstruct their authority, while new élites, such as individual women and some young people have been able to use literacy as one tool to get access to power. The study has also revealed a high level of bilingualism and a high emphasis on education in the area, which prove a potential for future education in the area. At the same time discontinuity in language use, mainly caused by stigmatisation of what is perceived as local and traditional, such as the mother-tongue of the majority of the children, and the high status accrued to all that is perceived as Western, has turned out to constitute a great obstacle for pupils’ learning. The use of ethnographic perspectives has enabled comparisons between inter- actional patterns in schools and outside school. This has revealed communicative patterns in school that hinder pupils’ learning, while the same patterns in other discourses reinforce learning. By using ethnography, relations between explicit and implicit language ideologies and their impact in educational contexts may be revealed. This knowledge may then be used to make educational plans and literacy programmes more relevant and efficient, not only in poor post-colonial settings such as Tanzania, but also elsewhere, such as in Western settings. Copyright © 2004 by Åsa Wedin. Typography by Niclas Abrahamsson. Printing by Elanders Gotab, Stockholm. Correspondance: SE–106 91 Stockholm www.biling.su.se ISBN 91-7265-952-1 Åsa Wedin iii Acknowledgements I am very happy that I got the opportunity to do this study and I want to express my sincere thank to all persons who have been involved in the process, from the first idea to the last finish. The study was made possible by a generous grant from SAREC/SIDA and by Högskolan Dalarna who generously supported me throughout this work. Also the support from Carlborgsons fond in Sundborn has been valuable. During the time of this study I have had the opportunity to be associated with the Centre of Research on Bilingualism at Stockholm University. This has been of great value for the whole study, particularly the response I have got on differ- ent parts of my work and all the chances this has given me to get in contact with important persons in the field of bilingual research. I am particularly grateful that I got the opportunity to work with Professor Kenneth Hyltenstam at the Centre. The support and the advice he has given me during the work has always shown sound judgement. In the initial stage of the study Professor Christopher Stroud gave me important suggestions for which I am also very grateful. I also highly appreciate all the support and inspiration I got from fellow doctoral students and researchers at the Centre. It has really been a favour to have the opportunity to work with you all! Professor Karsten Legère at the Institution for Afro-Asian Languages, Univer- sity of Gothenburg, has been particularly important for my work. As my supervi- sor and an expert on African languages, particularly in the East African context, he has been of invaluable help. The numerous times he read through my texts and gave me suggestions and response! Vielen Dank! For comments and suggestions on parts of the dissertation I also thank Ph D Ingela Edkvist, Professor Marilyn Martin-Jones and Professor Don Kulick. I appreciate that you took your time to give your discerning response. I also want to take this opportunity to thank my colleagues at Högskolan Dalarna, particularly at the department of Swedish language, for all support and stimulation you have given me at all times, both in times of despair and happi- ness. Let us continue to support each others! A special thanks to Antti Ylikiiskilä who has always been a good sounding board and who took his time to read through and comment on the whole text. Kiitos! Of invaluable help were also the personell at the library and the computer technicians at Högskolan Dalarna. What would I have done without you all and your willingness to help with all types of impossible tasks? Carrying out a linguistic study like this you are also faced with the global language ideologies that have so great impact in different discourses, also the academic. Although my mother tongue, Swedish, is a minor language globally iv Literacy Practices in and out of School in Karagwe and the mother tongue of the subjects of the study, Runyambo, is another minor language, we have been able to communicate through Swahili, the language spoken all over East Africa. Still the thesis has had to be written in Kimombo, ‘English’, according to existing language ideologies. In this context, this seems quite symptomatic. As my own proficiency in English has many shortcomings, I want to express my gratitude to Jonathan White, who so sensitively helped me with the English text. I want to express my gratitude to COSTECH, the Tanzania Commission for Science and Technology, for kindly giving me permission to carry out this research. As my field study was carried out in Karagwe, which is central in the West-Lake Region but in many ways peripheral when you think of access to academic advice, the contacts I could get at the University of Dar-es-Salaam were very important. Of particular importance was the feedback and help I got from Professor Casimir M. Rubagumya. Although he is always busy with lots of work he never hesitated to find time for me and my never ending questions. Shukran! Also Professor Frederick Kaijage and Mwalimu Mihogo John Bosco helped me with parts of the dissertation and PhD Josephat Rugemalira was invaluable for his deep knowledge in and on Runyambo and for the numerous e- mails from me he answered. The late Professor Israel Katoke unfortunately left this earth too early but still gave some important information on the history of Karagwe. (Mungu amulaze pema peponi) It is impossible for me to mention here all the people in Karagwe who have helped me during the study. It is also impossible for me to explain the great value of their various contributions. I simply have no words to express this. Before I set out on this study I could never imagine the extent to which people would help me. People have quite simply been fantastically supportive and helpful. Mwatesa Abanyambo mwena! There are some persons in Karagwe who have been of particular importance both for the study and for me personally. First I want to mention Ma Paskazia Tinuga, my mother in Karagwe who has supported me through all the struggles and who has encouraged me in times of despair. How she endured my emotional ups and downs! Always when I was in doubt or wanted to give up she soothed me with her: We will pray for you! Without all her wisdom and experience this study would not have come to this result. I can not mention Ma Pas without mentioning her children, Heneri, Jonesia, Tumaini, Mulokozi, Fadhili, Eliza, Paskazia, Lea, Huruma, Yosi, Furaha and all the others who have come and left during the years. (Neema, where did you go?) Mwaokora muno muno! My dearest friends who opened their homes for me, Furahiska Eliakimu (Ma Edda) and Clementrida Nyeme (Ma Sera), and all their children, Edda, Eriki, Byera, Kamlisha, Bara and Ivo; Sera, Anethi, Yoseline, Maryam, Tuki, Tinti and Ossa; Zam, Milika, Kleopa, Anesta, Erika, Sera, Ribe and all others who come and went.(Ranstan, where are you?) I am afraid I never managed to make you understand how much you mean to me. I also want to thank Mzee Coronery Åsa Wedin v Maganya who always offered me something to drink when I came down the hill with my bike after a day’s work. And Yasintha, my dear, good luck! Twabonan- gana! The help I got from Eliakim Paulo who always saw to it that I was comfortable and all other Wanakaradea who helped me in variable ways I will never be able to express. All our discussions at dinnertime taught me so much about our ways to understand life. You had to endure a lot of my feelings! Invaluable have also members and employees of KARADEA been, particularly Librarian James Rwegerera. I also want to express my sincere thank to Mwalimu Novati Boniphace and his family (Mama Katunzi, Dogo, Rebeka, Viktor, Bintiana and all other children), Muzee Furugence Kubmayezu and his family (Ma Mgisha and Maritete) and Mwalimu Martiale K Mbehoma and his family (I wish you good luck with your books!) Of invaluable importance were of course the five involved schools which during the study became seven, and all teachers, head masters, pupils, board members and parents that gave me information in so many ways. Your willing- ness to share with me your perspectives on learning and life in Karagwe was of invaluable importance for the outcome.