Environmental Studies 100Environment and Sustainability in Southern Africa

Instructor: Frederick Simasiku, M.Ed. (Environment and Sustainability), Rhodes University

Course DescriptionThis course explores and examines the human-nature interface in a southern African context of risk and vulnerability. The course draws insights from the social sciences to understand how environmental problems emerge and how their impacts can be mitigated.

You will be provided with an opportunity to investigate the root causes of environmental problems and why environmental problems occur. You will be familiarized to some of the environmental concerns in southern Africa with particular emphasis on Namibia. The course will also introduce as well as investigate the impact of Climate Change in southern Africa. Climate Change adaptation strategies in a southern African context will be examined and discussed. An overview of Namibia’s ecosystems and biodiversity will also be explored by examining how various factors such as political, economic, historical, social and ecological factors impacts both.

Instructional GoalsYou will:1. Develop understanding of approaches used by the humanities, social sciences, and natural sciences in the

exploration of relationships between humans and environments.2. Be introduced to some environment and sustainability challenges of southern Africa in the 21 st century in order to

acquire an in-depth understanding of environment and sustainability challenges in context.3. Explore the competing and contested socio-political, cultural, economic, and bio-physical dimensions of

sustainability in a southern African context.4. Undertake an exploration of the emergence and development of environmental policy and legislation in Namibia in

order to identify the role played by various stakeholders.5. Sharpen your analytical skills in examining the causes and consequences of environmental problems through the

application of sustainability framework in search of solutions. 6. Develop an understanding of how Namibia promotes sustainable natural resource –based livelihood within a

framework of community based natural resource management as well as through biodiversity protection mechanisms.

7. Deepen your understanding of climate change impacts and adaptation in southern Africa.8. Examine social approaches aimed towards the alleviation of contemporary environmental problems by applying

different theoretical frameworks or conceptual lenses in order to evaluate how several environmental movements intend to promote the concepts of eco-efficiency, environmental justice, equitable economic growth and eco-feminism.

9. Reflect upon your role as agents of change to impact on social, economic and environmental justice through involvement at different educational, social and political levels.

Teaching MethodologyThe course is theoretically guided by humanities pedagogy thus incorporates elements of situated learning strategies in order to enhance the interaction of physical, mental and emotional experiences among students. One of the best ways to realize this kind of pedagogy is by means of supporting students to look into the social-ecological systems in which learning occurs. Consequently, a problem-based and solutions oriented approach will be utilized throughout the course. Therefore, the course will draw on various pedagogical methods such as course readings and class discussions of those readings, lectures, videos, classroom exercises, guest speakers by environmental stakeholders and field-based activities.

Course DesignUnit Topic

1 The Multidisciplinary Nature of Environmental Studies2 Sustainable Natural Resources Management3 Water Resources and Challenges in Southern Africa4 Environmental Policy and Legislation 5 Integrated Risk Management in a Context of Climate Change6 Environmental Movements: Re-defining Environmentalism7 Environment and Urbanization8 Fieldwork Presentations and Wrap up session

Integrative Projects and Travel to Cape Town

Assessment ProceduresThere are four assessment objectives for this course, namely: Knowledge with understanding Analysis Judgment and decision making Investigation (inquiry, practical and presentation skills)

In order to show competence of the knowledge and understanding component of the course, you should be able to demonstrate knowledge and understanding of the course content. Therefore you will be required to understand all recommended readings for the course. This component will be assessed by a review of selected readings. The analysis component will require you to demonstrate your ability to make good use of environmental information in order to infer trends and consequences related to human-nature interactions in a given context. Hence you will be required to write a report on an environment and sustainability phenomena in relation to the course themes.

The judgment and decision making assessment aspect will entail you to advance your critical thinking skills. Thus requiring you to utilize environment and sustainability principles in order to reason and make judgments (including evaluation, synthesis and drawing conclusions). With the aim of demonstrating how the ecological, socio-cultural, economic and political dimensions of sustainability informs decision-making in a particular context. This will necessitate you to illustrate your willingness to review your own attitudes in the light of new knowledge that you will be required to demonstrate through class presentations and reflections.

Whereas the investigation component of the assessment procedure will require you to show the development of environmental inquiry skills in order to select, use and present primary (first-hand data) environment and sustainability information in an appropriate form and effective manner. In view of the afore-mentioned, you will be required to undertake a fieldwork investigation exercise with an aim of compiling an environment and sustainability project. This will involve demonstrating your ability to formulate research aims/objectives, using inquiry skills to collect and analyze data, using illustrative techniques to present and interpret data, and formulate appropriate conclusions based on the collected data. The environment and sustainability research project will be undertaken by selecting an appropriate topic from the course themes.

Tentative Class OutlineUnit 1: The Multidisciplinary Nature of Environmental StudiesDescription: This unit will start by examining the definition of environmental studies i.e. definition, scope and importance. Additionally, the unit will provide an account of approaches used by the humanities, social sciences, and natural sciences in exploring relationships between humans and environments. This unit will also introduce some environmental and sustainability challenges experienced in southern Africa in the 21st century.

The unit will emphasize as well as confine the study of environmental studies to natural resources, ecosystems, biodiversity and its conservation, sustainability and pollution, social issues and environment, human population, environment and sustainability.

Unit 2: Sustainable Natural Resources ManagementDescription: This unit looks at the management of natural resources focusing on it is important to manage natural resources sustainably in order to improve the quality of life for present and future generations. The unit will explore the crucial role of natural resources in maintaining livelihoods in southern Africa. A number of natural resource management approaches will be discussed and analyzed in context.

Unit 3: Water Resources and Challenges in Southern AfricaDescription: This unit will introduce and examine the challenges, use, management, and preservation of water resources in Namibia and in southern Africa. The unit will further present the environmental, economic and social consequences of floods; droughts water reservoirs, water pollution and water resource regulation. This unit will also introduce the concept of Integrated Water Resources Management (IWRM).

Unit 4: Environmental Policy and LegislationDescription: This unit will begin by examining the questions, what is an environmental policy? How are environmental policies produced and evaluated? How is environmental policy communicated? The unit will then explore and discuss the Namibia environmental policy in detail. Case studies will be used to demonstrate the role of various stakeholders involved in environmental policy development in Namibia. The role of legislation in protecting the environment will also be discussed.

Unit 5: Integrated Risk Management in a Context of Climate ChangeDescription: This unit introduces the concept of climate and its associated impacts and consequences in Namibia and southern Africa. The following questions will guide the discussions of the unit, how might climate change affect water supplies in southern Africa? What are the implications of climate change for food security in southern Africa? How will human health in southern Africa be affected by climate change? What climate impacts will there be for ecosystems in southern Africa? The unit will conclude by examining climate change mitigation and adaptation strategies in southern Africa.

Unit 6: Environmental Movements: Re-defining EnvironmentalismDescription: This unit will look at the currents of environmentalism in the context of environmental movements in sub-Saharan Africa and beyond. The topic will introduce and critically analyze environmental movements by applying different theoretical frameworks or, conceptual lenses in order to evaluate how environmental movements represent a new approach to social justice.

Unit 7: Environment and UrbanizationDescription: This unit analyses the environmental problems associated with the growth and expansion of cities (focusing on informal settlements) in Namibia and in southern Africa. The unit will introduce key issues of urban growth, urban environments and social issues. The unit will examine the implication and consequences of urbanization on water supply, energy, sanitation and waste disposal, housing etc.Furthermore, the unit will introduce students to fieldwork inquiry skills necessary in order to carry out first-hand small scale investigations in the Windhoek informal settlements. The main focus will be on primary data collection (interviewing, observation and questionnaire development) skills, data analysis and presentation skills. Students will be required to work in groups. Thereafter, students will collect primary data on issues such as water supply, sanitation, energy use and demand etc.

Unit 8: Fieldwork Presentations and Wrap up sessionDescription: This final unit will enable students to present their fieldwork exercise findings to the rest of the class. Each group will be allowed to present their work to the rest of the class and then the class will ask questions to the respective groups.

Course Requirements (100%) Class Participation (10 %): You are expected to regularly attend classes. Class attendance is the most important

means to achieve the learning goals for this course. This aspect of the assessment will comprise of compulsory class attendance, active class participation by providing feedback on assigned readings. You will also be required to engage with other students as well as with class guests, therefore you will be encouraged to ask questions as often as possible. Moreover, it will be your responsibility as a student to notify the course instructor in advance if you are unable to attend a class session.

Currents of Environmentalism (10%): This assessment exercise will require you to select and discuss any Environmental Movement of your choice from unit 6 readings. In your discussion, you will be required to use the Martinez-Alier (2002) reading (Currents of Environmentalism) in order to explain the current/s of Environmentalism informing the activities of the Environmental Movement that you will select.

Environmental Policy and Legislation (10%): You will be required to provide a detailed critical account of your understanding of factors influencing Environmental Policy development in Namibia. Additionally, the assessment exercise will require you to identify the stakeholders involved in the Policy development processes.

Fieldwork Exercise (35%): The fieldwork exercise will comprise of three assessment activities, namely: (i) Development of the fieldwork exercise proposal with objectives on any of the themes discussed in Unit 7: Environment and Urbanization. (ii) Collection of relevant data by undertaking a fieldwork in the city of Windhoek. (iii) Analysis; presentation and reporting of fieldwork findings in class. The fieldwork exercise will be done in groups.

Interdisciplinary Blog Assignment (5%): All students will be responsible for preparing two blog entries complete with photos during the semester. During the 1st week of the semester there will be a sign-up sheet posted, along with information about probable course content for the rest of the semester so that you could choose themes that most interest you and times of the semester that work best for you. The blogs will usually be written in groups of three (excerpt a few groups of four). A week begins on Monday and ends on Sunday. Length of Blog Entries: Approximately one page per group.

Intercultural knowledge and Competence: This will cover 5% of the integrative project. Final Integrative Projects (30%): Final projects will address the Development Process, Religion, Political Science,

Environmental Studies, History and Internship courses: This project can be done individually or in groups of up to three students. Projects should be creative (a play, a calendar, musical piece, etc), and should: 1) be rooted in critical analysis of issues important to Namibia and/or South Africa, 2) draw upon your own experiences, and 3) be a synthesis of your learning that can be used to educate others on key issues facing Namibia and/or South Africa. Although this is an integrative project, each instructor will grade the final projects separately.

There are two parts to the final project:1. A Final Project Progress Report (5%) The Progress Report is an outline of the project and should include

information on: o who is doing the project (individual or group); o the topic; o how it will integrate themes from Poli-Sci, History, Religion, Environmental Studies, Internship and

Development; o proposed format (presentation, calendar, panel discussion, theatre, game, etc);o resources you are using/plan to use; ando What has been accomplished so far and challenges you have encountered.

2. The presentation (25%). The presentations must include clear and relevant references to sources (either text, outside readings, meetings or group research and/or interviews. A finalized outline of the presentation, with a list of sources, must be submitted before the presentation.

Recommended Course ReadingsBiggs, R. Bohensky, E. Desanker, P. Fabricius, C. Lynam, et al. (2004). Nature Supporting People: The Southern African

Millennium Ecosystem Assessment Integrated Report. Council for Scientific and Industrial Research, Pretoria, South Africa available at http://www.unep.org/maweb/documents_sga/safma_integrated_report.pdf .

FAO (2012). Reducing Disaster Risks to Food Security in Southern Africa: Towards Integration and Co-operation REOSA Policy Brief 04. Food and Agriculture Organization of the United Nations (FAO) Regional Disaster Risk Reduction and Management Office for Southern Africa available at http://www.fao-reosa.org/index.php?option=com_content&view=article&id=198:reosa-policy-brief-reducing-disaster-risks-to-food-security-in-southern-africa-towards-integration-and-cooperation&catid=71:latest-news .

Heyns, P. Patrick, M & Turton, A. (2008). Trans-boundary Water Resource Management in Southern Africa: Meeting the Challenge of Joint Planning and Management in the Orange River Basin. International Journal of Water Resources Development, 24: 3, 371-383.

Hinz, O. (2011). Customary Law and the Environment. In C. Ruppel. O & K. Ruppel-Schlichting, eds (2011). Environmental Law and Policy in Namibia. Windhoek. Hanns Seidel Stiftung: 169-199.

Hope, K & Lekorwe. (1999).Urbanization and the Environment in Southern Africa: Towards a Managed Framework for the Sustainability of Cities. Journal of Environmental Planning and Management 42. 6 (Nov 1999): 837.

Turton, A. (n.d). The State of Water Resources in Southern Africa: What the Beverage Industry Needs to Know. Council for Scientific and Industrial Research (CSIR) available at http://www.anthonyturton.com/admin/my_documents/my_files/8F6_The_State_of_Water_Resources_in_Southern_Africa1.pdf.

Martinez-Alier, J. (2002). The Environmentalism of the Poor: A Study of Ecological Conflicts and Valuation. Cheltenham-UK: Edward Elgar Publishing.

Middleton, N & Arnold, E. (1995). An Introduction to Environmental Issues. London, Rutledge Obi, C. (2005). Environmental Movements in Sub-Saharan Africa: A Political Ecology of Power and Conflict. United

Nations Research Institute for Social Development.Phillips, R. & Johns, J. (2012). Fieldwork for Human Geography. Sage, London.Ruppel. O, C. (2010). A Constitutional Perspective on Environmental Law Developments in Namibia. Windhoek: IUCN

Academy of Law.Scholes, J & Biggs, R (eds). (2004). Ecosystem Services in Southern Africa: A Regional Assessment. The Southern African

Millennium Ecosystem Assessment. Available at http://www.unep.org/maweb/documents_sga/SAfMA_Regional_Report_-_final.pdf .

Turton, A. (2003). A Southern African Perspective on Trans-boundary Water Resource Management. ECSP Report. Issue 9 Available at http://www.wilsoncenter.org/sites/default/files/feature_turton.pdf .

WFP. (2011). WFP policy on disaster risk reduction and management: Building Food Security and Resilience. World Food Programme. Rome, Italy available at http://home.wfp.org/stellent/groups/public/documents/resources/wfp239641.pdf .

Ziervogel, G. Taylor, A. Hachigonta, S & Hoffmaister, J. (2008). Climate Adaptation in Southern Africa: Addressing the Needs of Vulnerable Communities. Commissioned by Oxfam GBS Stockholm Sweden available at http://filestore.wikiadapt.org/SEI_Oxfam_Climate_adaptation_report_15July.pdf .

History 327Racism and Resistance in Southern Africa and the U.S.

“Racism, xenophobia and unfair discrimination have spawned slavery, when human beings have bought and sold and owned and branded fellow human beings as if they were so many beasts of burden.”

Desmond Tutu

Instructor: Romanus Shivoro

Credits: four semester credits

Augsburg General Education RequirementsThis course fulfills a Humanities LAF (Liberal Arts Foundation) general education requirement at Augsburg College.

Humanities Liberal Arts Foundation StatementThis Humanities Liberal Arts Foundation will help you explore the range and possibilities of human experience. Depending on the course, you may investigate the diversity of human nature and culture, our forms of communication and persuasion, our powers of reason, sympathy, and imagination, our needs as individuals and roles as citizens, and our relationship to the beautiful, the transcendent, and the divine. As the philosopher Martha Nussbaum has written, however, all Humanities disciplines have something in common: they help students use reason and imagination to enter broader worlds of cultures, groups, and ideas.

Augsburg’s Humanities departments are Communication Studies, English, History, Modern Languages, Philosophy, and Religion. These six disciplines engage human experience from different perspectives using different modes of discourse, but they share a common goal of rigorous inquiry into the ways written and spoken language can record, discover, and creatively express the truths of human experience.

Purpose of the CourseSouthern Africa (Namibia and South Africa) and USA all experience a history of apartheid and racism. In Southern Africa, this came to an end with Namibian independence and the democratization of South Africa in the early 1990s. In the U.S. the racist legislation came off the books as a result of the African American Civil Rights movement of the 1960s. Yet, all these societies both in the USA and southern Africa are being haunted by the legacies of this history. These societies (especially in southern Africa) are faced with the challenges posed by the rapid and unequal process of globalization in today’s world; the challenges posed by under and unequal development; and the long-term project of decolonizing the mind.

This course offers the opportunity to compare and contrast the southern African region with the United States. During this course, students will have the opportunity to directly see the legacies of colonialism and apartheid. Students will explore these crucial issues by meeting and interacting with leaders of government and civil society, as well as seeing and experiencing the concrete results of these realities at the community level. A crucial part of the program will be exploring the parallels between these societies and the United States. Students will participate in a 10-day urban home stay in either the former black township of Katutura or the coloured community of Khomasdal followed by an 8-day rural home stay in the north-western Namibia. In addition, students will participate in a travel seminar in the Republic of South Africa. Southern Africa thus can be seen as a social laboratory to view effects of the very recent dismantling of racist legislation along with current challenges due to the legacies of colonialism and apartheid. Students will truly be witness to historical transitions.

Course Description This course explores historical parallels of the development in southern Africa and in the United States, strategies of resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic, social, political, and psychological effects of racism.

Required ReadingsBarndt, Joseph. Understanding and Dismantling Racism: the Twenty-first Century Challenge to White America. Fortress

Press, 2007.Fredrickson, George M. White Supremacy: A Comparative Study in American and South African History. Oxford University

Press, 1996.Hoyt Jr., Carlos. The Pedagogy of the Meaning of Racism: Reconciling a Discordant Discourse. National Association of

Social Workers, 2012.Leys, Colin and John S. Saul, eds. Namibia’s Liberation Struggle: The Two-edged Sword. Ohio University Press, 1995.Nerburn, Kent. Neither Wolf nor Dog: On Forgotten Roads with an Indian Elder. New World Library, 2002.

Supplemental Reading Boahen, Adu. African Perspectives on Colonialism. Johns Hopkins University Press, 1987.Loewen, James W. Lies my Teacher Told Me: Everything your American History Textbook Got Wrong. Simon and

Schuster, 1995.Munslow, Alun. Deconstructing History. Routledge, 1997.Minnow, Martha. Between Vengeance and Forgiveness: Facing History after Genocide and Mass Violence, Beacon Press,

1998.Sakai, J. Settlers: The Mythology of the White Proletariat. Morningstar Press, 1989.Van Rooyen P. and A. Du Pisani A. Literature as Colonizing and Decolonizing Agent: The Case of Namibian Racial Imagery

in Select Afrikaans and English Novels. Prepared for the Conference “1904-2004 – Decontaminating the Namibian Past,” University of Namibia, Windhoek Campus, 2004.

Overarching Goals1. You will compare and contrast the history of racism in southern Africa and in the U.S.A.2. You will develop a basic understanding of the contemporary history of resistance to colonialism, apartheid, and

segregation in southern Africa and the United States.3. You will deepen your understanding of the legacies arising from the history of apartheid and racism. 4. You will explore the impact of racism on your life and society. 5. You will reflect upon your role in perpetuating or confronting racism.

Course Requirements (100%) Class Participation (10%) Effective class participation includes regular attendance, completion of assigned readings

before class sessions, participation in class sessions, and a demonstrated effort to dialogue with speakers, ask probing questions, and relate assigned readings to class discussion topics. Please note that class participation is required for a passing grade. Absences for travel or visitors are not excused absences. Students are also responsible for getting notes, handouts and information regarding announcements from other students if they arrive late to class or miss a class session.

Urban Homestay Synthesis-1 (15%) After the completion of the urban homestay, you will write one analytical essays (3-4 pages) reflecting on your experiences and exchanges with homestay families and other contacts on historical, political and all related social issues.

Rural Homestay Synthesis-2 (15%) After the completion of the rural homestay, you will write one analytical essays (3-4 pages) reflecting on your experiences and exchanges with homestay families and other contacts on historical, political and all related social issues.

Creative Project (25%) Choose either option A or B. Presentations:

o Historical comparisons - Prepare a 10 min. presentation (you choose the creative format!) and write a short essay (approx. 3-4 pages) analyzing an aspect of the histories of racism and the resistance to racism in the United States and southern Africa. This assignment should look at the gap between the formal victories over apartheid and racist legislation and the lingering economic, social, political and psychological effects of racism. You must also submit a detailed bibliography.

o Autobiography - Prepare a 10 min. presentation (you choose the creative format!) and write an autobiographical essay (approx. 3-4 pages) describing the development and evolution of your own understanding of race and racism through the study of Namibian history. After placing yourself in the context of your own history and socio-economic position, you may choose to speculate what your position would have been during a particular period of/event in Namibian history. You may also speculate where you see, or would like to see your autobiography heading in the future, as a result of this new understanding. You must also submit a detailed bibliography.

Interdisciplinary Blog Assignment (5%): All students will be responsible for preparing two blog entries complete with photos during the semester. During this first week of the semester there will be a sign-up sheet posted, along with information about probable course content for the rest of the semester so that you can choose themes that most interest you and times of the semester that work best for you. The blogs will usually be written in groups of three (except a few groups of four). A week begins on Monday and ends on Sunday. Length of Blog Entries: Approximately one page per group

Final Integrative Project (30%): Final projects will address the Development Process, Religion, Political Science, History and Internship courses: This project can be done individually or in groups of up to three students. Projects should be creative (a play, a calendar, musical piece, etc), and should: 1) be rooted in critical analysis of issues important to Namibia and/or South Africa, 2) draw upon your own experiences, and 3) be a synthesis of your learning that can be used to educate others on key issues facing Namibia and/or South Africa. Although this is an integrative project, each instructor will grade the final projects separately.

Course DesignWeeks TopicWeek 1 History as a Method of Inquiry and Pre-colonial Namibia Week 2 Anti-racism and DiversityWeek 3 German Colonialism and Early ResistanceWeek 4 The Liberation Struggle (Formation of Political Parties, the Exile Story)Week 5 Apartheid and Segregation (Institutionalized Racism)Week 6 Legacies of Apartheid and Segregation (Identity, Human Development, Land)Week 7 Legacies of Apartheid and Segregation (Project Presentation)Week 8 Wrap up

Teaching MethodologyThe instructor uses a student-centered methodology. Teaching strategies include lectures by instructors; small and large group discussions of required readings and experiences; films and videos; journaling exercises; interviews, use of artwork and music which express course themes; and guest lectures by members of parliament, liberation struggle veterans and local historians.

Health and Physical Education 002Lifetime Activity: Yoga

Instructor: Linda Raven

Credits: 0

Augsburg General Education Requirement: Lifetime Fitness

Course Description Designed to meet the general education graduation requirement for lifetime fitness.

Required ReadingsNone

Supplemental ReadingOccasional optional readings will be offered to allow the students who would like to deepen their understanding of yoga that opportunity.

Overarching Goals and/or Learning Outcomes Understand and apply the underlying philosophy of yoga Demonstrate and name basic hatha yoga postures (asanas) Demonstrate breathing techniques, relaxation techniques and kinesthetic awareness Demonstrate an awareness of skeletal alignment and body mechanics for a safe and intelligent use of the body. Increase strength, flexibility, balance, coordination, range of motion and the ability to relax Recognize and apply the benefits of an ongoing yoga practice Create a personal ongoing home yoga practice

Course Requirements (100%) Attendance is required! Three absences equal no credit. Punctuality is required! Grading is pass/no credit.

Course DesignEach two hour class session will include: an introductory discussion on a particular aspect of yoga philosophy as outlined below breathing (pranayama) meditation hatha yoga (asana practice) including a balanced variety of postures with an emphasis on the type of posture

specified below:

Session Topic and Class Emphasis1 Introduction, policies and course overview; introduction to breathing and basic seated, standing

and relaxation postures2 The paths of yoga; more advanced breathing; sun salutations 3 Introduction to meditation; twisting postures4 Introduction to mantras and chanting; hip openers 5 The eight limbs of ashtanga yoga (part 1); forward bending6 The eight limbs of ashtanga yoga (part 2); arm balances7 History of Yoga; review of previous postures8 Energy, nadis and chakras; backward bending9 Yoga as a lifestyle; inversions

10 Creating a Home Practice11 Visit a yoga ashram in Cape Town, talk and asana class with swami

Political Studies 354/Interdisciplinary Studies 312The Politics of Development in Southern Africa

Instructor: Linda F. Raven

Credits: four semester credits

Cross ListingThis course is cross-listed as both a Political Science (POL) and an Interdisciplinary Studies (INS) course. You must choose to register for either POL or INS credit. Both disciplines provide theoretical frameworks for helping you to engage in systematic and critical analysis of political and social realities, which will enable you to better understand our complex and diverse social realities.

Augsburg General Education RequirementsThis course fulfils a Social and Behavioral Sciences Liberal Arts Foundation (LAF) requirement at Augsburg College. Social and Behavioral Sciences LAF Syllabus StatementSocial Science Liberal Arts Foundation (LAF) courses seek to show how our understandings of social reality, with all of its complexities and diversity, can be improved and clarified through systematic and critical analysis. The social sciences offer a variety of methods for systematically analyzing social systems and reality. Economics, political science, psychology, and sociology each utilize different theoretical frameworks and research methods to analyze and better understand various aspects of social systems. Moreover, the social sciences offer ways of gaining knowledge that are different from other intellectual disciplines (e.g. the natural sciences; the fine arts) by focusing on a diverse array of social realms. Economics focuses on the economy, political science focuses on the polity, psychology focuses on the individual in social situations, and sociology focuses on social groups. The disciplines (areas of study) known as the Social Sciences at Augsburg College include economics, political science, psychology, and sociology. Students take two Social Science courses designated as ‘LAF’ as part of the Aug Core curriculum.

Purpose of the CourseIssues of development are key to newly independent nations of Southern Africa, particularly in today’s context of economic, political, and cultural globalization. Therefore, this course will complement the POL 353 course “Political and Social Change in Southern Africa,” which is taught simultaneously because it will build on knowledge from the other course to help students develop insights regarding the complex politics of development in the region.

Development is an interdisciplinary topic drawing heavily upon the fields of political science, economics, sociology, anthropology and women’s studies. This course explores the politics of development in southern Africa, particularly related to Namibia’s and South Africa’s status as relatively new nations emerging from colonialism and apartheid and struggling to develop their own national identities under the pressures of globalization.

The course seeks to introduce you to the complex politics of development, including traditional discourses and contemporary debates about development. For example, what is development? How is it defined? By whom, and for whom? What are the key critiques of traditional approaches to development? What are the roles of gender and sexuality in development?

How do issues of race, class, gender, sexuality, religion, and nationality intersect in ways that promote and/or hinder particular forms of development and how do these identifiers impact the relative power people have to change their circumstances? What role does power play in development?

You will learn directly from the diverse perspectives of members of civil society, governments, and international organizations that are actively participating in the development process, those actively critiquing development and development activities, and the intended development beneficiaries. Special emphasis will be placed on globalization and HIV/AIDS as you define development, examine theories, and explore the special development challenges facing Namibia and South Africa since their independence in the early 1990s.

Through a combination of readings, experiential activities, videos, field trips, and lectures, you will learn about key development issues in the region. Guest speakers will include political scientists and other academics from the University of Namibia (UNAM), government officials, local and international development workers, aid officials, educators, community leaders, and members of political parties, as well as non-governmental organizations.

Course Description The course examines basic theories of development as well as the political economy of development. It provides the opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.

Required ReadingsGraaff, Johann. Poverty and Development. Cape Town: Oxford University Press, 2006.Haslam, Paul A, Jessica Schafer and Beaudet Pierre. Introduction to International Development: Approaches, Actors and

Issues. Ontario: Oxford University Press Canada, 2012.Yapa, Lakshman. “What Causes Poverty? A Postmodern View” Annals of the Association of American Geographers, Vol. 86,

Issue 4, 1996. pp. 707 – 728.Friere, Paulo. Pedagogy of the Oppressed. New York: Continuum International Publishing Group, Inc., 1970

Supplemental Reading Assigned on site

Overarching Goals and/or Learning Outcomes1. Discuss different definitions and critiques of development.2. Engage in informed debates about the political economy of development within the context of economic, political

and cultural globalization.3. Examine the benefits and challenges of the development process in Namibia and South Africa.4. Consider the interrelated aspects of civil society that affect development and are impacted by different forms of

development.5. Critically assess the major development theories with regard to the Namibian / southern African context.6. Explore the impact of globalization and international trade policies on grassroots development in Namibia and

southern Africa.7. Examine the role identity has played in development activities historically and articulate ways in which

development can impact people differently based on their identity.8. Explain how globalization affects the interests of poor nations and poor people, and articulate strategies for

incorporating the needs of the poor in design and implementation of the ongoing and accelerating process of global integration.

9. Analyze the process of bilateral and multilateral international aid, and describe how that process affects the outcomes of aid.

10. Describe and discuss your role in the process of development and social change.

Course Requirements (100%) Course Participation: 10% Integrative Blog and Photo-Essay Assignment: 5% Reading Responses: 10%

Listening Project, Part 1: In-Class Short Answer Reflection: 10%Listening Project, Part 2: In-Class Essay Assignment: 10%

Research Paper - Globalization: Stability or Volatility? 15% Creative Project for Social Change:15% Integrative Project: 25%100% = Total

Course Design

Unit 1: What is Development? Introduction to Strategic ListeningReadings: Graaff, Johann. Unit 1-3: From Poverty and Development. Cape Town: Oxford University Press, 2006. pp. 5-50.

Unit 2: Development and Poverty – visit to National Planning CommissionReadings: Morrison, David R. “Poverty and Exclusion: From Basic Needs to the Millennium Development Goals” from

Introduction to International Development: Approaches, Actors and Issues. Ontario: Oxford University Press Canada, 2012.

Yapa, Lakshman. “What Causes Poverty? A Postmodern View” Annals of the Association of American Geographers, Vol. 86, Issue 4, 1996. pp. 707 – 728.

Unit 3: Globalization and Equality – visit by Herbert Jauch, Labour ResearcherReadings: Beaudet, Pierre. “Globalization and Development” from Introduction to International Development:

Approaches, Actors and Issues. Ontario: Oxford University Press Canada, 2012.Hanlon, Joseph. “Debt and Development” from Introduction to International Development: Approaches, Actors and

Issues. Ontario: Oxford University Press Canada, 2012.

Unit 4: Foreign Direct Investment and Aid – visit to the US Agency for International Development (USAID)Readings: Moyo, Dambisa. Dead Aid: Why Aid is not Working and how there is a Better way for Africa. Introduction,

Chapters 1 and 3. Farrar, Straus and Giroux: New York, 2009.

Unit 5: The Politics of Identity and Development – visit to Sister NamibiaReadings: Friere, Paulo. Pedagogy of the Oppressed. (Chapter 1). New York: Continuum International Publishing Group,

Inc., 1970.Hooks, Belle. Feminism is for Everybody: Passionate Politics (Introduction, Chapters 1, 8 and 17). Cambridge, MA: South

End Press, 2000.Martinez, Andrea. “Gender and Development: The Struggles of Women in the Global South” from Introduction to

International Development: Approaches, Actors and Issues. Ontario: Oxford University Press Canada, 2012.

Unit 6: The Politics of Food Security – visit to Greenspot Organic FarmReadings: Devereux, Stephen. “From ‘Old Famines’ to ‘New Famines’” from The New Famines. Routledge: London, 2007.Scoones, Ian. “Can GM Crops Prevent Famine in Africa?” from The New Famines. Routledge: London, 2007.

Unit 7: The Politics of Migration – panel discussion with immigrants to NamibiaReadings: Castles, Stephen, Hein de Haas and Mark J. Miller. “Chapter 3: How Migration Transforms Societies” from The

Age of Migration: International Population Movements in the Modern World 5th edition. London: The Guilford Press, 2013.

Castles, Stephen. “The International Politics of Forced Migration” Development. 46 (3):11-20, 2003.

Unit 8: Social Action and Course Wrap-Up

Internship & Seminar“An internship is any carefully monitored work or service experience in which an individual has intentional learning goals

and reflects actively on what he or she is learning throughout the experience.” The National Society for Experiential Education (NSEE)

Instructors: Linda Raven and Frederick Simasiku

Credit: Four semester credits

Course Cross-Listings: This course is available for credit in the following disciplines: Environmental Studies History Language and Cross-Cultural Studies Interdisciplinary Studies Political Science Religion Women’s Studies Youth and Family Ministry

Purpose of the CourseThis course provides you with an opportunity to reflect upon the service you are providing to a Namibian organization and to critically analyze the role of this organization while carrying out an internship in an organization that promotes social change and/or development. You are expected to complete a minimum of 112 hours of hands-on work experience. You will also attend orientation sessions and weekly seminars in which you will discuss and analyze your experiences with other students and faculty members.

Internships aim to provide you with real-life, meaningful experiences, which by their very nature force critical thinking. Most likely you will encounter events which conflict with your assumptions. Incidents may arise which challenge your competency or understanding. These experiences may create perplexity or dissonance, but with reflection, they are often the beginning of a great deal of learning.

There are three basic components to an effective internship: The first is sufficient preparation. This includes setting objectives for your personal learning as well as setting

common goals with your host organization. The second component is simply performing service by working closely with your Namibian counterparts to meet

both your objectives and their requests. A successful internship largely depends on the level of guidance provided by the internship organization as well as your ability to participate as fully as possible.

The third part is the continual analysis of your experiences, through discussion, reflection, writing in your journal and oral presentations.

A major aim of the CGE internships is to integrate practical work experience into your academic curriculum. Issues related to the history of Namibia, the political system, ethnic and racial challenges in the country, as well as development will most likely emerge throughout your internship. The practical experience provides the structure to synthesize student coursework with reality. It also offers the opportunity to use newly-acquired skills and knowledge in a cross-cultural setting.

Required ReadingsIllich, Ivan. “To Hell with Good Intentions.” 1968.Sweitzer, H. and Mary A. King. The Successful Internship: Personal, Professional, and Civic Development, 3rd edition.

Cengage Learning, 2008 (not earlier editions).

Overarching Goals and/or Learning OutcomesBy the end of the internship, you will:1. Gain hands-on work experience while serving a local organization/population.2. Develop your skills in organizational analysis.3. Articulate your personal and professional goals.4. Contribute at least 112 hours of service to a local organization that has expressed a need or desire for assistance.5. Describe the role and function of the assigned agency in resolving local problems or meeting local needs.6. Define the populations served by the assigned organization and describe how these populations are served.7. Develop interpersonal and intercultural communication skills.8. Apply concepts/theories/ideas from your major or minor to the internship setting.9. Apply or enhance professional work skills, such as writing, speaking, critical thinking, quantitative reasoning,

computer technology, interpersonal, teamwork, and leadership.10. Accomplish personal learning goals.11. Assess your own contributions to the agency being served.12. Complete a final research paper in which you analyze an important subject related to the academic discipline in

which you are earning credit for this course and to the work of the internship site.

Course Requirements (100%) Internship Learning Agreement Plan: 10% Reflection Paper on Supervisor meeting: 10% Internship Journal/Letter: 10% Professional Oral Presentation Session: 10% Résumé: 5 % Internship Site Project for Host Agency and Final Reflection: 10% Research Paper & Oral Presentation Related to Your Academic Discipline: 45% (broken down as follows)

o Research Proposal: 5%o Detailed Outline: 10%o Oral Presentation: 10%o Final Paper: 20%

Course DesignUnit 1: Internship Prep Session Unit 2: Initial Reflections, Oral Presentation and Feedback Workshop

Illich, Ivan (1968). “To Hell with Good Intentions.”Unit 3: Organizational Analysis and Oral presentations

Sweitzer, H. and Mary A. King. (2008) The Successful Internship: Personal, Professional, and Civic Development, 3rd edition. (Chapters 2 and 8)

Unit 4: Resume Workshop and Oral presentations – Jesse Haas, Recruitment and Promotions Coordinator via SkypeUnit 5: Grant Writing Workshop – visit by Penina Ita, Independent Development ConsultantUnit 6: Cover Letter/Interview Workshop Unit 7: Vocation and Professional Direction – panel of various US citizens living and working in NamibiaUnit 8: Final Reflection Unit 9: Oral presentations on Research projects

Teaching MethodologyThe internship is the core of this course. We view the in-class sessions and assignments as a means to support and deepen knowledge gained from the internship experience. We expect you to dedicate yourself to your host organization, developing skills and synthesizing experiences in order to critically examine information and relate it to learning from other classes and previous perceptions. This class is not meant to solely provide service to an organization; it is also interested in exploring questions and themes that arise from the internships, while focusing on professional development skills. Teaching strategies include 112 hours of service to an organization, discussion sessions, oral presentations, journaling, individual meetings, research paper and skill development workshops.

Political Science 353Political and Social Change in Southern Africa

Instructor: Frederick Simasiku M.Ed. (Environment and Sustainability), Rhodes University Credits: four semester credits

Augsburg General Education RequirementsThis course fulfils a Social and Behavioral Sciences Liberal Arts Foundation (LAF) requirement at Augsburg College. Social and Behavioral Sciences LAF Syllabus StatementSocial Science Liberal Arts Foundation (LAF) courses seek to show how our understandings of social reality, with all of its complexities and diversity, can be improved and clarified through systematic and critical analysis. The social sciences offer a variety of methods for systematically analyzing social systems and reality. Economics, political science, psychology, and sociology each utilize different theoretical frameworks and research methods to analyze and better understand various aspects of social systems. Moreover, the social sciences offer ways of gaining knowledge that are different from other intellectual disciplines (eg. the natural sciences; the fine arts) by focusing on a diverse array of social realms. Economics focuses on the economy, political science focuses on the polity, psychology focuses on the individual in social situations, and sociology focuses on social groups. The disciplines (areas of study) known as the Social Sciences at Augsburg College include economics, political science, psychology, and sociology. Students take two Social Science courses designated as ‘LAF’ as part of the Aug Core curriculum.

Purpose of the CourseThis course presents an introduction to contemporary African politics. The course will explore political development in the independent states of Sub-Saharan Africa with particular emphasis on southern Africa. Different approaches to the study of African politics will be unpacked and analyzed. The course will also present an overview of the impacts of colonialism and apartheid on the political developments on the continent. Put differently, the course attempts to: Introduce and analyze the nature of post-colonial states, and the relationship between state and society in different

countries. Present the recent history and contemporary politics of particular African countries. Introduce and analyze political leadership styles in selected African states. After decades of colonization, repression, apartheid and racial discrimination, the era of white minority domination came to an end. Namibia (1990) and South Africa (1994) became politically independent. Constitutions were drawn up and implemented. The constitution of the Republic of Namibia will form the basis in examining constitutional democracy. The course will also make use of a comparative approach in order to highlight contrasts in the development of democracy and its consolidation between two countries, namely, Kenya and South Africa. The course also examines the politics of land in Namibia as well as Gender and politics.

Course Description This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence.

Required ReadingsChazan, Naomi, Peter Lewis, Robert Mortimer, Donald Rothchild and Stephen John Stedman (eds.) Politics and Society in

Contemporary Africa, 3rd Edition. Lynne Rienner Publishers, 1999.

le Pere, Garth. “International Actors and International Dimensions of Democratic Consolidation: The Cases of Kenya and South Africa.” In Rok Ajulu (ed). Two Countries One Dream: The Challenges of Democratic Consolidation in Kenya and South Africa. KMM Review Publishing, 2009. pp. 37-67

Nugent, Paul. Africa since Independence: A Comparative History, 2nd Edition. Palgrave Macmillan, 2012.Burnell, Peter and Vicky Randall (eds). Politics in the Developing World. Oxford University Press, 2008.

Overarching Goals and/or Learning OutcomesAt the end of the course, students will be able to:10. Examine the diversity of African Politics by analyzing trends and approaches to the study of African politics in order

to acquire an in-depth understanding of politics on the African continent.11. Explore the political history of Africa and Namibia in particular in order to gain a better understanding of the legacies

of colonialism.12. Undertake a comparative exploration of the emergence and development of democracy, as well as its consolidation

and challenges in Kenya and South Africa in order to identify the role played by various actors in the respective countries.

13. Deepen their understanding of the role played by liberation movements towards political independence in Namibia, South Africa and Zimbabwe.

14. Delve into the constitutional history of Namibia to gain a better insight into the politics of constitutional making in the Namibian context.

15. Deepen their understanding of how socio-cultural practices influence the politics of gender and sexuality in Namibia.16. Reflect upon their role as agents of change to impact on social, economic and justice through involvement at

different educational, social and political levels.

Course Requirements (100%) Class Participation (10%) You are expected to regularly attend classes. Class attendance is the most important means

to achieve the learning goals for this course. This aspect of the assessment will comprise of compulsory class attendance, active class participation by providing feedback on assigned readings. You will also be required to engage with other students as well as with class guests, therefore you will be encouraged to ask questions as often as possible. Moreover, it will be your responsibility as a student to notify the course instructor in advance if you are unable to attend a class session.

Democratization in Africa (20%) This assessment requires you to contrast the emergence, development and the consolidation of democracy between the Republic of South Africa and Kenya. In your analysis, identify the main actor/actors that contributed to the emergence of democracy in both countries. Provide a description of the challenges that both countries face in strengthening democracy. Suggest possible solutions of how both countries can overcome their respective challenges.

Urban homestay synthesis (10%) After the completion of the urban homestay, you will write one analytical essays (approx. three pages) reflecting on your experiences and exchanges with homestay families and other contacts on historical and political related issues. This is a joint History and Political Science paper and will be graded by either the History or Politics Instructor. If you are taking both courses, the grade you get from one instructor will apply for both courses.

Interdisciplinary Blog Assignment (5%): All students will be responsible for preparing two blog entries complete with photos during the semester. During the first week of the semester there will be a sign-up sheet posted, along with information about probable course content for the rest of the semester so that you could choose themes that most interest you and times of the semester that work best for you. The blogs will usually be written in groups of three (excerpt a few groups of four). A week begins on Monday and ends on Sunday. Length of Blog Entries: Approximately one page per group.

Rural homestay synthesis Rural Homestay Synthesis (10%) After the completion of the rural homestay, you will write one analytical essays (approx. three pages) reflecting on your experiences and exchanges with homestay families and other contacts on historical and political related issues. This is a joint History and Political Science paper

and will be graded by either the History or Politics Instructor. If you are taking both courses, the grade you get from one instructor will apply for both courses.

Gender and Politics (15%): This assessment exercise will require students to select and discuss the influence of culture and tradition on gender roles in postcolonial Namibia. The assessment will draw on class readings, guest lecturers as well as on personal experiences.

Integrative Project Final Integrative Projects (30%): Final projects will address the Development, Religion, Political Science and History courses. This project can be done individually or in groups of up to three students. Projects should be creative (a play, a calendar, musical piece, etc.), and should: 1) be rooted in critical analysis of issues important to Namibia and/or South Africa; 2) draw upon your own experiences; and 3) be a synthesis of your learning that can be used to educate others on key issues facing Namibia and/or South Africa. Although this is an integrative project, each instructor will grade the final projects separately.

Course DesignWeekly

Unit Topic1 The Diversity of African Politics2 The Colonial Legacy3 Democratic Consolidation in Post-independent Africa4 Liberation Movements in Southern Africa and their Contribution to Political Independence5 The Politics of Gender6 The Namibian Constitution7 The Politics of the Land Question8 Wrap up session

Integrative Projects and Travel to Cape Town

Teaching MethodologyThe instructor will make use of student-centered methodologies and approaches and experiential participatory approaches. Teaching strategies include lectures by the course instructor; small and large group discussions of required readings; videos, PowerPoint presentations, classroom exercises; interviews; guest lectures by members of parliament, liberation struggle veterans, and local politicians.

Religion 346Religion and Social Change in Southern Africa

INSTRUCTOR: Paulus Ndamanomhata, Ph. D. in theology, University of Natal

Credits: four semester credits

Augsburg General Education Requirements: This course fulfils the Search for Meaning II Signature Curriculum graduation requirement at Augsburg College.

Purpose of the CourseThis course is designed to help students reflect on the role of religion, particularly Christian theology, and analyze and assess both the positive and negative roles it has played in the process of change that characterized Namibian and Southern African history. Students will be encouraged to use the interdisciplinary insights gained through the other courses (history, politics and development studies) to assess for themselves what role religion has played in the changes Namibians have had to assimilate in their histories--through pre-colonial times, the colonial-era, followed by the apartheid regime, and the post-apartheid context

Course Description This course examines the changing role of the church in the midst of the political transformations of southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations.

Required ReadingsKinghorn, J. On the theology of Church and Society in the Dutch Reformed Church. Journal of Theology in Southern Africa,

1994.Monk, Robert C., Walter C. Hofheinz, Kenneth T. Lawrence, Joseph D. Stamey and Bert Affleck. Exploring Religious

Meaning: Toward a Definition of Religion. Pearson, 1994Nambala, S. History of the Church in Namibia. Lutheran Quarterly, 1994. pp. 59-170. Winterfeldt, V. and T. Fox. Religion and Its Impact on Namibian Society: The Five questions on Religion in Namibia. 2011.

pp. 87-123.Zephania, K. Reconciliation. Paper delivered in a coming together entitled Tuhungileni (Let the Nation Talk). 2005

Overarching Goals You will develop an awareness of the important role religions have played historically, as well as currently, in

Southern African cultures and politics; You will demonstrate the significant role that Christian theologies have played in establishing and maintaining both

positive and negative forms of social change in Southern African societies; and You will articulate an understanding of the various interpretations and uses of the Bible as a tool for colonization,

liberation, and unity.

Course Requirements (100%) Participation (10%): Class attendance and participation, which counts for 10% of the total course will be assessed

continuously. Students are requested to carefully read the notes of class participation as adopted from Harvard Professor Suzanne Grant Lewis’s course on Education for National Development syllabus as distributed by CGE.

Student Lecture Series (15%): Working in groups of 2-3, each group of students will sign-up to instruct one of the classes. Through a combination of readings, lectures, individual and group reflection, outside visits, guest lectures, and any and other media sources relevant and of your choosing, the following key units will be focused on:

Essay and Creative Project: Religion and Social Change Autobiography (20%): Write an autobiographical essay (approximately 3-4 pages) and prepare a 10 minutes creative project presentation describing the development and evolution of your own critical analysis of religion and social change. How has religion/spirituality created change in you individually, in your family, in your community, in your country and in the world? In the future, what role do you see religion playing in social change and what role do you see yourself playing?

Essay: Christianity and African Traditional Religions (15%): Explore how African Traditional Religions paved the way for Christianity, which is the dominant religion in Namibia today. Discuss the similarities, differences and integration found between the two as well as the impact of Christianity on the traditional African religions which had previously dominated Namibian and South African spiritual belief. Then, evaluate any potential pros and cons of the introduction or imposition of Christianity in southern Africa, providing specific examples from the required readings, as well as presented theories and perspectives from relevant guest speakers whom you have heard address this topic. Make connections to your own experiences. Page length is 4-5 typed double spaced pages.

Essay: Religious Diversity, Reconciliation, and Contemporary Society (15%): The purpose of this essay is to evaluate the contributions to social issues and social change in Namibian society made by Christianity, cultural traditions, and minority religions. This essay will pull from a variety of research methods: - Interview/observation/participation: While at your homestay, discuss the historical relationships among

Christianity, cultural traditions, and minority religions. - Research from related course material, as well as any additional relevant sources.- Relevant class speakers, lectures, and class discussions.

Final Integrative Project (25%): Final projects will address the Development Process, Religion, Political Science, History and Internship courses: This project can be done individually or in groups of up to three students. Projects should be creative (a play, a calendar, musical piece, etc.), and should: 1) be rooted in critical analysis of issues important to Namibia and/or South Africa, 2) draw upon your own experiences, and 3) be a synthesis of your learning that can be used to educate others on key issues facing Namibia and/or South Africa. Although this is an integrative project, each instructor will grade the final projects separately.

Course DesignWeek 1: Religion, Self and SocietyWeek 2: African Traditional Religions Week 3: Religion, Apartheid & LiberationWeek 4: Christian Religion in Namibian HistoryWeek 5: Religion, Human Rights & Reconciliation in Namibia Week 6: Contributions of Minority Religions to Social Change in Namibia Week 7: Churches’ advocacy regarding HIV/AIDSWeek 8: Wrap-up

Teaching MethodologyWorking in groups of 2-3, each group of students will sign-up to instruct one of the classes. Learning will occur through a combination of readings, lectures, individual and group reflection, outside visits, guest lectures, and any and other media sources relevant.