Understanding marginalization and vulnerability; Teachers for Tanzania

BY SIMONE J. SMITH

“Excited!” “Nervous!” “Rushed!” “Happy!”

These were the responses that I received when I asked future teaching candidates from the University of Windsor how they felt about their upcoming trip to Tanzania. They were huddled around their carryons, chattering amongst each other in their neon yellow shirts that for the next three weeks would identify them as the Teachers for Tanzania team. I had arrived at Pearson International Airport at around 7:30 am, to quickly take some photos, and talk with Dr. Clinton Beckford, a professor from the University who has been one of the foundations of this wonderful project. Let’s go back to the beginning and learn more about what started this collaboration between the University of Windsor, and the beautiful country Tanzania.

I was introduced to Dr. Clinton Beckford through a Mr. Hassan Adan, another Windsor Alumni who I met during my stay in Windsor. We were on the discussion of education, and he introduced the Teachers for Tanzania Project to me. Naturally curious, I probed for more information, and Hassan gracefully suggested that maybe I should meet a gentleman who could tell me more about it. The next day, I met Hassan at the Leonard and Dorathy Neal Education Building, located at the University of Windsor, and I had my opportunity to sit down with Dr. Clinton Beckford. He is a very astute man, tall, with an authoritative presence. He had the look of that teacher you just did not mess around with when you were younger. Nervously, I shook his hand and introduced myself. He told me to call him Clinton, which instantly lowered my anxiety. As we began our conversation, I saw and heard the passion he had in his voice about this project, and for good reason.

Dr. Clinton explained that what is now the Global Education Research and Development Initiative, was the ingenious contrivance of six members of the education faculty at the University of Windsor in 2005. They wanted to find a way to provide teaching candidates, and graduate students with rich intellectual and experiential learning, and teaching opportunities. They realized that if you coupled enriched teaching courses with strategic collaborations locally, and globally, the students would have an advantage; their intercultural knowledge would set them apart from all other teaching candidates.

Tanzania was chosen after a trip in 2007 undertaken by members of the education faculty. While in the Republic of Tanzania they noticed that there were many orphaned and vulnerable children. This inspired the faculty members to bring students to Tanzania and begin the GERDI project. They saw this as a great opportunity to have teaching candidates see how life can be impacted when you did not have simple comforts, like clean running water.

The project focuses on children of the Kititimo Center for Orphaned and Vulnerable Children in the town of Singida. While there, teaching candidates work at two primary and three secondary schools and are tasked with:

• Teaching in local schools and tutoring at the Kititimo Center
• Enhancing sanitary conveniences, and providing food, clothes, and other basic daily needs
• Purchasing school supplies, textbooks, and bookshelves for the Kititimo Center
• Repairing desks and furniture, and assisting in building facilities for safe storage of food

The impact of this project is one that will be felt for years to come. You would be surprised at the stories and life-changing experiences that have come from the three-week experience. Dr. Clinton’s is inspired to help our teachers of the future understand that there is a direct link with student’s life out of school and their school experience. If you are interested in learning more about this project, feel free to contact Dr. Clinton Beckford at clinton@uwindsor.ca. You can also follow Global Education and Development Fund on Facebook, Twitter, and Instagram.