The afternoon after we visited the schools we attended a lecture on Africa’s colonial legacy given by Dr. Martha Murayo of Mwenge University and College of Education. She and one of her students talked to us about what lasting effects, both positive and negative, that the imperial powers (Belgium, England, Portugal, Germany, and France) left with Africa after colonization was over.

They focused on two main theories surrounding this issue: Modernization Theory and Dependency Theory.
Modernization Theory explains that the imperial powers came to Africa to “modernize it” in a European way, or to “civilize” Africa. This begs the question “what does it mean to be civilized?” Our speaker summed it up, and I agree, as the ability to live among each other. The imperial powers failed to recognize that many tribes already had sophisticated norms and rules among their society, and did not need to be “civilized”. Dependency Theory (also referred to as underdevelopment theory) refers to Europeans wanting to exploit African countries to develop their own countries.

Even though colonization began around 1920, understanding the legacy of colonialism is essential to understanding the culture, economy, and people of Africa today. Poverty across the continent is a major problem, and largely African economies have not been able to find their own power. Our speaker described it as a “set light” effect. The moon has a “set light”. When we look at the moon it appears to glow, but really the moon receives all of it’s light from the sun. This is much like many companies that appear successful in Africa. Coca Cola has a thriving business in many countries in Africa and practically everywhere you look you will see advertisements for Coca Cola. However, where is the real producer of Coca Cola located? The U.S.A. of course! When will Africa produce it’s own light?

African raw products (such as tea) are sold to the United Kingdom and other countries where they are processed, packaged, and then sent back to Africa and sold for a much higher price.

Our speaker also described many of the continent’s economic problems stemming from Africa adopting western tastes, but without western skills. They have adopted western consumption patterns, without western industrialized techniques.

One of the things that I found most interesting, was when the speaker addressed colonialism’s effect on tribal war. I feel that many people in our world have heard little about Africa except hearing on the news the violence that happens between different tribes who are at war. Our speaker told us that tribes were really not tribes at all, but rather most would describe themselves as independent nations, so when the imperial powers showed up and created new boundaries, splitting some tribes lands in half, or forcing some tribes to move off of land they had lived on for generations…..well, one can see where serious complications arise. The imperial powers also imposed “divide and rule” where (to prevent uprisings) they purposely turned tribes against one another.

The lecture ended with several discussion questions which I still don’t have the answers to. How come other countries who were colonized (such as India) have been able to become industrialized while Africa has yet to “find their own light”? Why is this information not taught in schools today? Where does the slave trade fit in to this discussion?

One thing that really stuck with me after the lecture was the way the presenters spoke about these issues. If my ancestors had faced such hardships I think I would be very bitter and hateful toward the people who had done these things to me. While our speakers recognized the harsh realities surrounding their past, they did not present the lecture from an angry perspective. They even pointed out some positive effects of colonialism such as public school systems and modern medicine. Would Africa be in a better place without colonialism? Probably. But we will never really know. What we do know is we must deal with our current reality, and one way to spread light on this issue is to educate people about colonialism. Sitting in on this lecture made me wish I had taken a graduate school course on colonialism. Fascinating! Feel free to post your own questions and ideas below!

We returned last night from four nights at the Ngorongoro Crater and the Serengeti with no internet access, so I will have to play catch up in my next few entries. I will start with our return to the primary school in Moshi.

There are a few days in your life that you know will have changed some small part of who you are forever. Those are the days that you just do not remember the events that took place, but the emotion you felt imprinted on your heart. Today was one of those days.

We returned to the school to teach a lesson. I was assigned with two other teachers to a 4th grade class. We had a little over 40 students who did not speak English. We introduced ourselves and showed them a world map to show where we were from and where it was in location to Tanzania.

I love singing songs with my 4th grade class in Athens, so I thought it would be fun to teach them a few songs in English – Head, Shoulders, Knees, and Toes and the Hokey Pokey. They already knew those songs and so they taught US how to sing them in Swahili! We ended up teaching them one of my classroom’s favorites – The Banana Song (or Wimbo Ndizi in Swahili!).

We gave the students index cards to write notes to our students back in America. I can’t wait to read over all of them! Despite the language barrier, the students participated in the lesson with such gusto. Their enthusiasm was contagious. Each child wanted so badly to put their whole heart into what we were doing.

Before we left, we each brought the students some simple gifts – gum, pencils, pens, bracelets, candy, etc. I was overcome with emotion by how grateful and excited the students were for each gift. They cheered and clapped with such thunderous applause for each present, you would have thought that we were giving them gold and diamonds. I felt incredibly selfish as I passed out the gifts – instead of worrying about cramming in that extra change of clothes for my trip, why didn’t I cram in more things for these children and their schools?

Visiting the school that day reminds me of why I love being a teacher and how much more I have to give not only the children of my school, but the rest of the world. Tears stung my eyes as the bus pulled away that day, wishing I could do more. The gifts exchanged that day seemed so unequal. I felt there was so much more I could give, and yet every child at that school was so quick to give me everything they had.

If you were as inspired by the story of these children as I was by spending time with them, you can join me in trying to send supplies to this school. I am hoping to start a pen pal program with my class in the fall and send boxes of supplies with the letters. The school could really use and supplies – from small ones such as pens, crayons, and paper to larger donations like computers.

Principal: Christopher J. Akaro of Moshi Primary School
P.O. Box 8446
Moshi, Tanzania

Our next excursion took our group to a fascinating and very important visit – the A to Z US Aid mosquito net factory. Prior to this trip I had heard of malaria – I am taking preventative pills as we speak! I also knew that while we had eradicated malaria in most of the western world, it continued to be a problem in Africa and many parts of Asia. What I did not understand (and I suspect many other people do not as well) is how greatly malaria has impacted the economy. The problem is not so uncomplicated as to think the only tragedy of malaria is that people die from it (although they do – a child dies of malaria every 30 seconds in Africa), but that people become so sick they are unable to go to work. This in turn affects their families, which in turn affects their communities, which in turn affects the whole country’s economy. It is estimated that Africa loses 12 billion in US dollars of GDP each year due to malaria. On average a child who contracts malaria will lose about 6 weeks of school.

Fortunately A to Z net factory is doing a lot to reverse these statistics. Their nets, the Olyset Nets, are the first World Health Organization recommended net to be manufactured in Africa. They began manufacturing nets in 2003 and by 2009 were making more than 29 million nets a year – that’s more than half of the global Olyset Net output! The nets use a time – released insecticide that makes the nets good for at least 5 years. Not only is the company focusing on health responsibility, the company maintains a focus on socially responsibility as well. Their motto is Africans for Africa. They employ more than 5,000 local people and provide those employees with many benefits included health and housing. For more information about this important project and malaria you can visit www.olyset.net

While I have so much to say, it has taken me forever to sit down and write this blog. 1) Because we have been incredibly busy, and 2) I don’t think my writing in this blog can do justice to what I have experienced since I have landed in Kilimanjaro airport.

Yesterday we visited two schools – a secondary and a primary. It was life changing.

In Tanzania, primary school consists of k-7th grade, and secondary is 8-12th grade. The government gives very little money to the schools and so families have to pay schooling fees to keep the schools up and running. Schooling fees seem cheap at first glance, about 30,000 shillings (around 20 US dollars) per student. However, when some families make only 1,000 shillings a week, it is easy to see how many families never make payments.

You always hear the heartbreaking rumors and see the graphic images on TV surrounding schools in Africa. After seeing it in the flesh, I can say that everything I heard was more heartbreaking in person – and surprisingly elevating.

At the secondary school there are around 1400 students and 60 teachers. We visited classrooms with over 50 students in them. The school cannot afford enough desks or textbooks for each student, and so 20 students would share one textbook and some students would stand during lessons. There is no provided transportation to and from school, and some students walk or ride a bike up to 25 km (one way) to school each day.

At the primary school there were over 400 students and 16 teachers. The school had one computer. Again, students were sharing textbooks. The classrooms had no electricity. Some students walked up to 5km to get to school each day.

These two schools are located in an urban location and were some of the better schools in the area. We were told about some schools in rural areas that have around 400 students – and one teacher.

One might think it would be completely depressing to visit these campuses – but I found it one of the most inspirational, uplifting, and humbling days of my life. From the moment we set foot on each campus we were warmly greeted by the students. The children waved and called out “Karibu!” (welcome) to us. At the elementary school they had prepared a song to sing to us. When we walked by a classroom students would run to the doors and windows to wave hello. After completing our school tour at the secondary school, the Headmaster and teachers prepared tea and snacks to honor our visit.

Visiting the campus, I could feel guilt swirling around in my stomach. Who was I to complain about my double digit salary when teachers here could get paid less than five hundred dollars a month? How about all the times I have moaned about not having enough computers on my campus when here 400 students will learn technology from a book and occasional group visits to view one computer. I can’t believe how I have argued over the necessity for more nutritious lunches in our school cafeterias when schools here provide no food at all and some students do not eat every day as a result.

As I laid in bed that night revisiting the schools in my mind I realized that perhaps that guilt I felt wasn’t really about how much “better I have it“ in the good ‘ol USA. Yes, it is incredibly unfair that students in the United states have one computer per classroom versus one per school. However, don’t ALL children deserve better?

I think my guilt came from wondering if I have ever displayed the passion for education that these school communities do day in and day out.. These teachers, despite overwhelming odds ( and meager pay), come to school everyday without complaint. They thanked us for our visit, and provided us with the utmost hospitality. Without textbooks, paper, desks, rulers, glue, or staples, they courageously teach each day never stopping to think that their work can’t get done because they do not have supplies many teachers in the U.S.A. deem necessary. They love their jobs.

While going to school is mandated by the Tanzanian government, it is difficult (again due to funding) to enforce. Despite this, and all the insurmountable odds, children still choose to go to school – even if it means walking 25 km to get there. These children see school as a privilege. The work they showed me in their notebooks and the way the spoke to me about their learning showed such pride and dedication. In the eyes and voices of these children I am reminded of the reason I chose teaching as my profession.

These students and teachers make me proud to call myself and educator.

Well, I didn’t expect my first entry on my trip to Africa to be about Holland, but due to a delayed flight, we spent the first night and day of our journey exploring Amsterdam. I had not known that Amsterdam is called “the Venice of the North” due to its many canals. We spent the afternoon on a boat touring the city. Many people had houses literally on the water or lived in houseboats! It was fun to watch people ride down the canals on their boats grilling out, having drinks, and socializing. World cup fever was in the air and the canals were a sea of bright orange t-shirts for team Netherlands.

This schedule is subject to change, but for now here is where I will be and when I will be there:

June 18th Depart for Tanzania; connecting flight in Amsterdam

June 19th Arrive in Tanzania, Kilimanjaro International Airport

June 19th – 26 In and around Moshi, Tanzania (Swahili classes, invited lectures, market visits, visit local schools, etc.)

June 27th – 28th Ngorongoro Crater

June 29th – July 1st Serengeti Wildlife Camp

July 2nd – Return to Moshi and prepare for Rwanda trip

July 3rd – July 7th Rwanda (staying at the Des Mille Collines Hotel!)

July 8th – Return to Moshi

July 9th – 12th Arusha and Dar Es Salaam

July 13th – 16th Zanzibar

July 17th – 18th Moshi

July 19th Depart Tanzania to return to the United States 🙁