Literacy Practices in and out of School in Karagwe : the Case of Primary School Literacy in Rural Tanzania

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 anthropology, 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 educational 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 interactional 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.

The village that vanished : The roots of erosion in a Tanzanian village

In the village'of Citing in the northern highlands of Tanzania, the factors: social stratification, land tenure, production strategies, investment patterns and the economic uncertainties of society are studied and their relationship to land degradation is examined. The main assumption of the study is that the causes of land degradation are so complex that a methodology that emphasises contextualisation has to be used. A methodological framework that considers inter-linkages between all these factors is developed and tested. The result of the test shows that contextualisation gives a more in-depth and complex explanation than conventional, positivist research. The study gives a detailed account of the relationship that various wealth groups have to land and land degradation in the village. It is found that all wealth groups are destructive to the land but in varying ways. The rich farmers are over-cultivating land marginal to agriculture, the middle peasants have too many cattle in the village while the poor peasants are so marginalised socially that they hardly influence land management. Those identified as having economic as well as social incentives to maintain soil fertility are the middle peasants, while the rich farmers are shown to be consciously soil-mining the former grazing areas.