Browsing by Author "Mlama, Penina O."
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Item African Perspectives on Programs for North American Students in Africa: The Experience of the University of Dar es Salaam(2000) Mlama, Penina O.The University of Dar es Salaam' has a long history of links with universities in different parts of the world. Cur- rently it has formal link agreements with 61 universities in Africa, Asia, and Europe, including 12 in North America (11 in the United States and 1 in Canada). Seven out of the 12 include student exchange at undergraduate or graduate levels. These universities include Carleton, Brown, Connecticut, Hampton, Florida, Iowa, North Carolina (Chapel Hill), uni- versities in the consortium of American Lutheran colleges, and a number of others organized under the International Stu- dent Exchange Program (ISEP) and the International Recip- rocal Student Exchange Program (IRSEP).Item Digubi: A Tanzanian Indigenous Theatre Form(1981) Mlama, Penina O.Item Popular Theatre and Development‐Challenges for the Future: The Tanzanian Experience(Taylor and Francis, 2002) Mlama, Penina O.Popular Theatre or Theatre for Development created much excitement in the 1970s and 1980s. Theatre practitioners all over Africa were attracted by the potential in Popular Theatre to effect qualitative grassroots participation in the development process. Various versions of Popular Theatre were put into practice in the rural areas of Nigeria, Cameroon, Sierra Leone, Swaziland, Lesotho, Botswana, Zambia, Zimbabwe, Kenya and Tanzania. These practices have been extensively documented in a number of studies including Kidd (1979), Kamlongera (1987), Eyoh (1986,1991), Kerr (1981), Mlama (1991), Abah (1994), Bakari and Materego (1995).Item Pressure from within: the Forum for African Women Educationalists(2005) Mlama, Penina O.The provision and quality of girls’ education in sub-Saharan Africa (SSA) have attracted increasing attention over the past decade. The World Conference on Education For All (EFA), held in Jomtien in 1990, set the year 2000 as the target for reaching its goal. The Forum for African Women Educationalists (FAWE), created as a response to this challenge, has been at the forefront of promoting girls’ education on the continent. This chapter illustrates how FAWE has proceeded to fulfil its mandate, the challenges that it has faced, and the crucial role played by partnerships in the implementation of its programmes.Item Item Some Problems of Child-Rearing In Tanzania: A Contribution to the International Year of the Child (Iyc)(1979) Mlama, Penina O.This paper discusses the history of child-upbringing practices in Tanzania and how these have changed with the historical changes that the country has undergone. After a look at the pre-colonial societies where child-upbringing was a collective responsibility of the society, the paper shows how this pattern changed with urbanization and individualisation of society through colonial days to the present. The author comes to the conclusion that the breakdown of that collective child-upbringing is at the root of the social problems that face the children, and that it also has laid unnecessary burdens on the biological parents She poses the question as to whether there is anything that can be done to restore this collective responsibility, even though it will not be in its original form. But the author also notes that no substantial changes can be made to the existing situation without altering the socio-economic conditions in the society at large. Notes.Item Tanzania's Cultural Policy and its Implications for the Contribution of the arts to Socialist Development(1985) Mlama, Penina O.Art has always been an important tool for man's socio-economic development. Man of the pre-scie'ftific age, for instance, discovered how to use dance and music, as well as masks, in rituals that he hoped would bring rain and improve his crops or game.1 Art was, to him, an effective medium of communication with the supernatural powers which he believed controlled some aspects of his well-being