Dear Members of the African Studies Committee,

My name is David Moricca and I just graduated from the University of North Carolina at Chapel Hill. In the summer of 1997, fellow UNC undergraduate, Eric Farmer, and I traveled to Southern Africa to produce a multimedia documentary exploring some of the socio-economic obstacles faced by students in Zimbabwe. In the spirit of Jonathan Kozol, author of Savage Inequalities, we attempted to create a piece that was personal in nature by telling the stories of some individual students. Thus, we centered the project on six recipients of the Sally Mugabe National Scholarship, which is awarded to brilliant primary school students who may have been otherwise unable to continue with their secondary education. The scholarship was founded by two UNC undergraduate students, and provides tuition and fees for secondary education at a reputable government boarding school in Zimbabwe.

For each Sally Mugabe scholar, we visited both their primary schools and their new secondary schools. At the schools, we interviewed headmasters and teachers, as well as observed classroom lessons and extracurricular activities. This provided an insight to the broader systematic challenges facing Zimbabwean schools since national independence in 1980. For the most part, these schools lacked resources that we consider basic and essential. For example, it is not uncommon to find three students sharing each textbook. At Mzilikazi High School, students carried desks and chairs between classes just to have a seat. Due to overcrowding and a lack of adequate classroom space, many primary school students come in two shifts, with each group spending one lesson-hour outside. In most Zimbabwean schools, typewriters rather than computers are still the norm.

By spending time with the scholars and their families, we also came to understand obstacles specific to these students. Eighteen-year old Enock Mpofu shared a tiny public housing unit with his family of seven. His mother was not formally educated and earned meager wages selling fruit at a local market. Enock never met his father. He slept with his three siblings on the concrete floor, and ate a small meal of sadza (cornmeal porridge) and relish once a day. Desperation often led Enock's mother to search through a dumpster or pick weeds just to feed her family. Frequently, Enock had to stay home from school because he was unable to pay his school fees or purchase a new uniform.

Yet Enock did not let fatigue, hunger, or poverty gnaw at his dreams. He is rarely found without a book in his hand or a question on his tongue. His thirst for knowledge is seemingly unquenchable. He believes, as South African author Mark Mathabane writes, that "education will open doors where none seem to exist," and now hopes to attend the University of Zimbabwe, become a surgeon, and free his family from poverty. Ranked first in his class at Milton High School, Enock is well on his way to achieving these goals. Ultimately, Enock's message is the theme of our documentary. Regardless of their situation, these Sally Mugabe scholars have dreams, maintain hope, and overcome great adversity.

Eric and I have delivered our multimedia presentation, consisting of video, slides, narration, and music, in thirteen (13) K-12 schools across the state of North Carolina. We have also given eleven (11) lectures on the UNC-Chapel Hill campus to undergraduate students. The presentation has been helpful in dismantling commonly held stereotypes of Africa. Sadly, our media often presents a wholly negative image of Africa, focusing almost exclusively on ethnic conflict, famine, disease, and political corruption. Eric and I, however, talk about the success and hope of Africa. Indeed, Africa is home to some of the brightest and most committed students in the world. Seeing how these children value education, even in the midst of great economic difficulties, is inspiring. Through these presentations, we illustrate that there is a large and vibrant world outside our own communities. To keep the spirit of the project alive after our departure, we link U.S. and Zimbabwean schools and communities. On one level, we hope that students can engage in a cultural learning process through pen pal communication. Ultimately, we would like to see an American school essentially adopt and collect badly needed resources for a sister school in Zimbabwe. In a world that is becoming more globally interdependent, these partnerships can help shrink the distance between people of different cultures.

Fortunately, the project has been successful enough to expand our efforts in the upcoming year. Eric and I have just returned from Zimbabwe, where we gathered footage for a more comprehensive and higher quality video that can be used in classrooms nationwide. North Carolina State Professor Jim Clark, publisher of social studies textbooks for North Carolina grades 4 through 7, has already agreed to make our video part of ancillary support for his textbook covering Africa. The educational video should be available by mid-August. In addition, we have received funding from the Chancellor of the University of North Carolina at Chapel Hill to continue our outreach to the K-12 public schools of North Carolina throughout the 1998-99 academic year.

Eric and I, however, wish to also take our presentation to schools outside of North Carolina. Thus far, we have received interest from educators in the following areas: Boston, Champaign (IL.), Philadelphia, State College (Pa.), Cherry Hill (NJ), New York City, Western Michigan, Los Angeles, Gainesville (Fla.), Bloomington (In.), Lansing (Mi.), Atlanta, Toronto, and London. We have also been invited to present for the K-12 teachers' workshop at the annual African Studies Association national conference in Chicago in late October 1998. Currently, we are trying to make contact with schools in: Washington, D.C., Salt Lake City, Phoenix, Denver, and Portland (Maine). Eric and I are trying to find ways to limit the costs incurred by a school district to bring us to a particular area. Thus, we are seeking foundation, corporate, or institutional support for our endeavor.

In closing, Eric and I welcome your input and suggestions on the following areas: 1) Where to look for funds to present in schools outside of North Carolina 2) Universities or schools in North Carolina that would be interested in either our video or in having us present on campus 3) Univesities and K-12 schools outside of North Carolina that would be interested in our work 4) Foundations or philanthropists who would be interested in financially supporting the Sally Mugabe National Scholarship 5) Ways to develop greater partnerships between U.S. and Zimbabwean schools and communities; organizations that would be interested in such partnerships 6) Companies and institutions that would be willing to donate resources (textbooks, computers, phones, furniture) to Zimbabwean schools and non-profit groups.

We look forward to your response. Please contact me with any quesions or concerns.

Sincerely,

David S. Moricca
PO Box 673
Chapel Hill, NC 27514-0673
(919) 962-0299 (phone)
(919) 962-5375
dsm1268@email.unc.edu