The research includes, for example, buildings, monuments or street names. In Tanzania, many (re)names were already initiated after independence in the 1960s but many buildings of colonial times are still present; in Germany, renaming of streets have been discussed for a long time and are currently partly being implemented. The students research led to creating short films about their findings. In their examination of the colonial city heritage, interviews with self-selected experts, personal positions of themselves as well as critical questions about the remembrance of colonialism are convening.
The films will be presented in “Histories of Tanzania” at the Humboldt Forum in Berlin and complement the mostly adult voices in the exhibiton. The education project is a link between the current debates on the legacy of German colonialism in Tanzania and Germany. It raises questions of how to remember colonial past in the presence, what changes are needed and how a future generation should be included in debates about remembrance.
Behind the Scenes: Dar es Salaam
A Film by: Richard Magumba – Filmmaker, Dar es Salaam
All films from Dar es Salaam
By: Sharif Chacha, Mwanaid Janabi, Nickson Nelson, Rachel Nenula, Myles Rajab – Alpha Secondary School, Dar es Salaam
By: Abigail Frank, Iptsam Arafat, Nahil Hamis, Elnora Gerson, Collin Chipaka, Rayan kikwabha, Leonard Gerson – Alpha Secondary School, Dar es Salaam
By: Sharif Chacha, Mwanaid Janabi, Nickson Nelson, Rachel Nenula, Myles Rajab – Alpha Secondary School, Dar es Salaam
By: Abigail Frank, Iptsam Arafat, Nahil Hamis, Elnora Gerson, Collin Chipaka, Rayan kikwabha, Leonard Gerson – Alpha Secondary School, Dar es Salaam
By: Sharif Chacha, Mwanaid Janabi, Nickson Nelson, Rachel Nenula, Myles Rajab – Alpha Secondary School, Dar es Salaam
By: Elizabeth Jossey, Charlice Chris, Gasper Nguma, Raiyan Salumu, Abdallah Idd – Alpha Secondary School, Dar es Salaam
Behind the Scenes: Berlin
How were the films made? How did you come up with the topic of your film and how did you proceed?
Anne Fäser (mediator, Berlin): We methodically explored these traces through a decolonial city tour together with an expert, among other things. We also had an awareness-raising workshop in which we looked at colonial photography and reflected on how we can realise images ourselves. The pupils then selected topics themselves. They found topics and places that interested them. They then did their own research and developed a storyboard. The storyboard defines what the film actually wants to capture, what the timeline is, what images are to be taken and how they are to be put together. And of course there was a lot of spontaneity in the process – this really brought the film to life.
For example, there were discussions about the renaming of streets. Structural problems were also identified, e.g. the fact that the topic of ‘colonialism’ is not dealt with at school, or only to a limited extent. The topic of bodies and how our view of bodies is shaped by colonialism was also discussed in a film.
For example, discussions have arisen about the renaming of street names. Structural problems were also identified, e.g. the fact that the topic of ‘colonialism’ is not covered at all or only to a limited extent at school. The topic of bodies and how our view of bodies is shaped by colonialism was also discussed in a film.
Rale Duyar (student, Berlin): We dealt with streets and places in the project. We also had a city tour about colonial history and a workshop to raise awareness. We learnt a lot from that and asked ourselves where we had the most points of contact with the topic. That’s why we decided on the textbook. We also conducted an interview with a teacher and an expert.
How did you like the project? What did you find special about the project and what did you take away from it?
Laura Manyoh Müller (student, Berlin): Well, when we were offered the opportunity to take part in the project, I wanted to do it out of personal interest. I thought it would be an opportunity to learn more. I had previously done an internship at the Institute of Asian and African Studies, so I thought it would be a good fit. What I took away was that there is still a lot to tell. When we looked at the results at the end, I thought that we still had so much to tell and learn. Because at school we learn next to nothing about colonialism. When I conducted the interview with an expert for the film, I realised how big the gap is. It made me sad and angry. I thought to myself: why isn’t this being addressed at school?
Laura Bath (student, Berlin): I also took part because I am interested in history and politics in my private life and because colonialism is an important topic. And I can’t remember that we ever dealt with it at school. We might have talked about it briefly in class, but I didn’t realise the complexity of the topic and that there are still so many traces of colonialism. I took a lot away with me and learnt a lot and have also become more sensitive, I would say. Especially as a white person, it’s important to become sensitive and realise that you have a responsibility. When we watched the films at the end, I realised how important that is.
Rale Duyar (student, Berlin): I realised very quickly that I wanted to take part in the project. What was special was that it was the first time I had worked in such a group, that we could work together. I realised that I wasn’t in a classroom and that I was with people who were interested and wanted to make a difference. I found that very nice.
What do you wish for the future? How should we deal with the topic of colonialism?
Ilayda-Tuana Burghardt: I think that we need to deal with the topic much more sensitively, especially in schools. There needs to be a clear anti-racist approach or an anti-racist view of the topic. It is also incredibly important to realise that the topic of colonialism is so complex and multi-layered that it cannot be limited to subjects such as history or politics. Colonialism must therefore also be taught across all subjects. Traces of colonialism can be found everywhere – whether in a song from music lessons or certain language patterns in German lessons. Overall, we should get out of the habit of this tunnel vision – the topic of colonialism is simply far too complex for that. A sensitive, anti-racist view is needed – at school and beyond.
All films from Berlin
By: Krish Ghosh – Inge-Deutschkron-Gymnasium, mitarbeitende UNESCO Projektschule, Berlin
By: Elida Evrim Arslan, Ilayda-Tuana Burghardt, Rale Duyar, Laura-Manyoh Müller, Laura Bath, Angelina Debruijn – Carl-Friedrich-von-Siemens-Gymnasium, collaborating UNESCO project school, Berlin
By: Lizzy Wilke, Alma Wilke, Alisa Kovacevic – Inge-Deutschkron-Gymnasium, collaborating UNESCO project school, Berlin
Von: Ella Krüger – Inge-Deutschkron-Gymnasium, mitarbeitende UNESCO Projektschule, Berlin
Von: Hugo Vorländer – Nelson-Mandela-Schule, anerkannte UNESCO Projektschule, Berlin
The City Research education project is part of the exhibition Histories of Tansania and a collaboration between the Stiftung Humboldt Forum im Berliner Schloss, the Ethnologisches Museum and Zentralarchiv, Staatliche Museen zu Berlin – Stiftung Preußischer Kulturbesitz and the National Museum of Tanzania. Head of project: Academy, department for Education and Science of the Stiftung Humboldt Forum, Jocelyne Stahl; project coordination Dar es Salaam: Achiles Bufure; educational guidance: Anna Sonelo, Wilhelmina Joseph (Dar es Salaam) and Anne Fäser (Berlin); film development under the guidance of Richard Magumba (Dar es Salaam) and Anne Fäser (Berlin). Collaborating schools: Inge-Deutschkron-Gymnasium, Carl-Friedrich-von-Siemens-Gymnasium and Nelson-Mandela-Schule in Berlin from the network of UNESCO project schools as well as the Alpha Secondary School in Dar es Salaam.