Pitzer student extended rolling admissions for spring 2020 until September 15, 2019.
The Pitzer in Southern Africa program: continuity and change in Tanzania, Southern Africa and Zimbabwe is a multi-country comparative studies program. The Fall 2019 program will take place in Tanzania, South Africa and Zimbabwe (conditions permitting). The program provides students with an opportunity to learn about the multiple ways governments, NGOs and local communities in the region choose to approach issues that are common across borders, such as the colonial legacy, development, race, power, human rights and reconciliation, big game conservation, ecology and tourism, health care, education, and poverty alleviation. Students live with host families, participate in community service projects, study local cultures and languages, and work with scholars and experts in each country. During the final month of the program, students will pick one topic to pursue in depth for an independent study project, culminating in a major paper.
With over 100 different languages, Tanzania is one of the most culturally and linguistically diverse countries in the region. Students will study Kiswahili (spoken by 90% of the population) and community development while living and working at the Janada L. Batchelor Foundation (JLBF) MainSprings campus, in Kitongo, near Mwanza, on the shore of Lake Victoria. MainSprings is a community-based organization that takes a holistic approach to addressing extreme poverty in East Africa, with four main areas of focus: refuge for abandoned and abused girls (with students being involved in mentorship and one-on-one tutoring); quality primary and secondary education (where students serve as assistant teachers in the Joseph and Mary school); economic advancement through agriculture and a restaurant-training business (with students involved in planting, watering and harvesting crops, working in their restaurant, etc.); and healthcare (where students provide administrative support in a newly instituted health clinic). A study trip to nearby Serengeti National Park will allow students to study Tanzania’s approach to wildlife conversation, environmental issues and tourism.
Since the overthrow of Apartheid and the historic 1994 election, the Rainbow Nation has tried to strike a balance between the expectations of the hitherto marginalized black population and those of the white minority. A vibrant democracy and progressive constitution has resulted in a socio-economic and political transformation that has ushered in a new era of prosperity for the non-white marginalized groups that were excluded by Apartheid policies. Nonetheless, after two decades of post-Apartheid efforts, the country still struggles with high unemployment and poverty rates, and with major challenges around issues of healthcare disparities, housing, and education. Students live with host families in Soweto, the center of anti-apartheid movement, which, in combination with a series of lectures, study trips and community service projects, allow students to begin to unpack the complex issues behind South Africa’s recent history and transformative agenda.
Once the breadbasket of southern Africa and a model of post-colonial transformation, Zimbabwe has struggled politically and economically in recent decades. Despite these challenges, the country still has the highest literacy rates on the African continent and continues to play a significant role in environmental conservation efforts. Students live with host families in Harare while studying issues related to land and agriculture, politics, natural resources, ownership and management with University of Zimbabwe faculty. A week long study trip to Southern Zimbabwe provides insights into rural life and development while allowing students to explore the ecological, cultural and linguistic diversity of the country.
The program has affiliations with the University of Zimbabwe, and University of Johannesburg, as well as with a number of private and government organizations in each location.
|TSZ107 PZ Core Course: Socio-political Change in Tanzania, South Africa and Zimbabwe|
|TSZ15 PZ Intensive Kiswahili Language|
|TSZ103 PZ Independent Study Project|
Coursework in Southern Africa area studies or development studies.
Students must be in good academic standing and have a 2.0 or higher GPA on a 4.0 scale.
Grades for this program will be recorded on a Pitzer College transcript and included in the Pitzer GPA. Students are required to participate fully in all program components and are not allowed to withdraw from individual courses. Students must take all courses for a letter grade.
Fall: Mid-August to mid-December
Spring: Mid-January to late May/early June
Full Year: Mid-August to late May/early June – contact the Office of Study Abroad for details
The Core Course
Core Course: Socio-political Change in Tanzania, South Africa, and Zimbabwe. The core course is designed to provide students with a broad overview of the region and each of the countries where the program operates, including history, politics, culture, religion, and important current issues, within which students are asked to place and analyze their personal experience. Through community engagement and rigorous academic study the course provides an opportunity for students to develop a comparative and regional perspective on important issues and topics covered in the course. Additionally, the course provides a focus on human development, with opportunities to learn how to understand, implement and evaluate effective community-based work in each location. Students engage in homestays, participate in service learning projects, engage in a series of lectures and discussions given by university faculty and specialists from governmental and non-governmental organizations, and take study trips to areas of historical, cultural and environmental importance.
An important part of the core course is a series of writing assignments, known as the fieldbook, which ask students to integrate readings and lectures with the more experiential components of family stays, internships, and study trips to explore important issues from the host culture perspective and to deepen their cross cultural learning.
In order to gain firsthand experience with issues explored in the core course, students will work with a local or international organization in each country. A variety of opportunities are available, including, but not limited to work in a hospital or clinical setting, teaching in a government school, participating in an organization that advocates for human rights, working in wildlife conservation with a government agency or a non-profit organization.
Intensive Kiswahili Language Study
The program realizes the importance of learning the local language as a way to honor the host community, connect more deeply with locals, and open windows into the host culture. Students will study intensive Kiswahili during the first month of the program in Tanzania, where it is spoken as a first or second language by 90% of the population. The course emphasizes proficiency in speaking and listening through a highly communicative, interactive language curriculum that is closely connected to the community engagement work students are involved in at the Janada L. Batchelor Foundation (JLBF).
Independent Study Project
Students explore a topic of interest in depth. Capstone projects are guided by university scholars, local specialists, or program staff and may take the form of a research project, an apprenticeship, an internship with a school, clinic, government department, or non-government organization.
- Study Trips
To better understand important local and regional issues, students participate in a number of study trips while in each country. While locations may vary slightly from semester to semester, study trips in Tanzania include visits to cultural and historic sites in and around Mwanza on the shores of Lake Victoria, and a safari to the Serengeti to study Tanzania’s approach to wildlife conversation, environmental issues and tourism. In South Africa, students explore Pretoria and Johannesburg, study race relations, reconciliation, and post-Apartheid South Africa through visits to Soweto, the Apartheid Museum, the Voortrekker Monument and Freedom Park, attend a rugby or soccer match (schedule permitting), and visit Krueger National Park and/or Madikwe Game Reserve to study contrasting styles of big game management. In Zimbabwe, trips include Victoria Falls, Chobe National Park and the Okavango Delta (in Botswana) the Great Zimbabwe Monument, and a trip to Matebeleland, in southern Zimbabwe, to experience rural development and the cultural, linguistic and ecological diversity of the country.
- Independent Study Projects
Students explore a topic of interest through an independent study. Capstone projects are guided by local scholars, specialists, or program staff and may take the form of a research project (ethnographic research, environmental analysis, field ecology etc.), an apprenticeship (with an artist, craftsperson, dance troupe, theater group, etc.) or an internship (with an NGO, government office, school, etc.). For any of these projects, a significant analytical component in the form of a written report (and in some cases a film or other media studies format) provides the documentation of learning. This is the part of the program where students can often do something that counts towards their major that would be impossible to do on their home campus – often a great opportunity to begin work on a senior thesis.
Independent Research Areas
Theater and Dance
Vulnerable Children and Orphans
- Family Stays
Host families serve as important co-educators on the program, not only for language and culture learning, but also as a way to allow students to further explore ideas and issues that are presented in lectures and readings. Host families allow students to experience first-hand the concept and life of Ubuntu, an important cultural value of the region, embraced in local greetings that proclaim, “I am well if you are well,” and “my destiny is intricately intertwined with yours.” This idea was at the heart of the post-colonial reconciliation process of Zimbabwe that became a model for South Africa’s post-Apartheid government strategy and its celebrated Truth and Reconciliation Commission.
Students have three extended family stays on the program:
Students will live in dorms on the Mainsprings campus. While not host families per se, the program in Tanzania is designed to allow students to become full members of the Mainsprings family by participating fully in activities and life on campus while forming close relationships with the staff and students.
Students live with host families in the Johannesburg suburb of Soweto, the heart of anti-Apartheid struggles in the 1960s. Soweto was and continues to be a hive of activity that presents an ideal location for learning about the anti-apartheid movement from those who participated in it, as well as the many post-Apartheid challenges facing South Africa.
Students live with middle class, professional families in Harare while participating in service learning projects and attending lectures given by University of Zimbabwe faculty and other experts. Host families provide students with an amazing opportunity to learn about Zimbabwe’s recent history from the war of independence and the 37 year regime of Robert Mugabe, to the recent elections and political and economic challenges facing the country today.
- Meet the Director
Director, Southern Africa Program
Batsirai (“Batsi”) Chidzodzo received his BA from the University of Zimbabwe and an MBA from De Montfort University, where he was recognized for his thesis focusing on the flight of intellectual capital from Zimbabwe. He also holds a diploma in Personnel Management from the Institute of Personnel Management of Zimbabwe.
A native of Zimbabwe, Batsi has spent over twenty years working with US study abroad programs in Zimbabwe, Botswana and South Africa. Between 1995 and 2000 he worked as Pitzer’s language and culture instructor-cum-coordinator on our Zimbabwean program. In 2000 he moved with the program to Botswana where he worked as our assistant director before leaving to start and direct the CIEE program at the University of Botswana. For five years at CIEE he was instrumental in setting up the semester program, a summer public health program, and an ongoing International Faculty Development Seminar for faculty and staff coming from the US. When offered the opportunity to return to Pitzer in 2012 as director of the program, Batsirai was excited to accept because he believes in our educational model, respects our students, enjoys working with Pitzer faculty, and sees tremendous potential in the program. Pitzer College was delighted when he agreed to take the lead in improving the quality of the program and expanding the curriculum to include South Africa and Zimbabwe. Batsi’s research interests include the history and politics of Southern Africa in relation to global political history. He is now the director of our Southern Africa Program.