October 2014

Page 1

The

a University College Student Association Magazine

October 2014

Boomerang De Omnibus Dubitandum Est

HumCo and Enactus Collaborate in Kenya P03

UCU’s Hidden Jewel: the UCU in Africa Programme By RENS BAKKER

E

very year a group of UCU students travel to Tanzania and Kenya to study the lives and challenges of people living there. Afterwards, they all participate in a five-week internship at a local NGO. Participants unanimously praise the UCU in Africa program – many even call it ‘life-changing’. Still, many students seem to be unaware of the program, and last years’ editions suffered from a lack of participants. What is the UCU in Africa program exactly? And why is a program that seems so successful, threatened by a dropping number of applicants? The UCU in Africa program consists of three parts. In the spring semester, all participants follow a preparatory course. Then, during the summer term, the group travels to Tanzania for the field course. After that four-week experience, the group spreads out to do internships at local NGOs. Students use big words in their evaluations: “a unique and life-changing experience”, “just the best and most fun course I have ever done at UCU” and “simply amazing” are only a few examples of the unanimously positive responses to the field course.

More than a normal trip to Africa

On the morning of June 25th 2014, participants woke up in an unfamiliar setting. They had just spent their first night with an agricultural family in northern Tanzania, as part of their first, five-day homestay. Some had to get up at 5AM to cut grass for the cattle, while others were awakened by an elephant threatening to steal the crops. Everyone’s involvement in the local culture, of which they have already seen so much, has once again

reached new heights. This, in a nutshell, is what UCU in Africa is about: studying the East African life, not only by reading about it, but mostly through experiencing it. The program’s field course, of which the homestays are an important highlight, is an intense and intensive experience. The group drives around in their own big truck, sleeping in tents and eating meals prepared by the cooking staff. Days are filled with community visits, class discussions and lectures by local experts. Topics and locations alike are manifold, including a visit to a National Park in Kenya, the pastoralist Maasai in Tanzania and a slum in Nairobi.

“You get to know elements of yourself in the process of building intimate relationships with families.” Learning through immersion

The field course is co-taught by Corey Wright and Kimaren Riamit. Wright is an experienced Canadian scholar in sub-Saharan development while Riamit, an indigenous Maasai from Kenya, represents African indigenous peoples across the international arena. The teachers and their contacts take students to places and people that other visitors do not

Illustration by ALEXANDRA BARANCOVA reach — how many people conduct focus groups with local fishermen, witness centuries-old goat slaughtering rituals and talk to families about their polygamous marriages in only four weeks’ time? It is not only the mere access to such things that makes the program unique, Wright argues, but also “the degree of immersion into political economic contexts, professional environments, ecological landscapes, diverse cultural communities, and specific family milieus that is rarely achieved in other programs.” Government policies, NGO activities and questionable company practices are not studied distantly, but through active

discussions with stakeholders on all levels. Most importantly, immersion happens through the three homestays as Wright explains, “The homestays provoke degrees of discomfort that most students have rarely experienced.” Being thrown into a fundamentally different environment is not easy. The nomadic Maasai, for example, where students stay for two nights, do not have any sanitary facilities. “It is in these spaces of discomfort that important things happen: you get to know elements of yourself in the process of building intimate relationships with families.”

CONTINUES ON P06

Is Campus as International as a Dutch Milk Advert? P09

P02 P04 P05 P09 P11


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October 2014 by The Boomerang - Issuu