Welcome to IAS: Striving for a Global Perspective

As this academic year begins, the University of Illinois community, the nation, and the world continue to strive toward diversity, respect, and inclusivity. Recent events like the January travel ban and the discontinuation of DACA have motivated the University to reaffirm its commitment to serving a diverse population of students. The various departments across the University Library support our school’s mission to “be proactive in supporting all of our students, faculty, staff and visiting scholars, whether domestic or international” and to “build a campus culture of inclusion,” as stated in a campus-wide email from Chancellor Robert Jones on September 9.

As a student, these events and topics can sometimes feel overwhelming. With so much information and media available, how do we begin to understand these complex issues? How can we find reliable information and context on these topics? How can we celebrate and respect diverse perspectives and experiences?

In addition to participating in a variety of campus initiatives, individuals on campus can make an effort to learn about changing policies and social climates, cultural histories, national identities, and individual experiences. The commitment to value and support diversity enlightens us about people and places different from ourselves, while simultaneously creating safe, creative, and respectful environments.

Campus Resources and Support

The University of Illinois offers many resources for students wanting to learn more about these topics or who are looking for help navigating these experiences. These include, among others:

Open Illinois: http://open.illinois.edu/support-daca-students/

Illinois International: http://international.illinois.edu/students/support.html

International Student and Scholar Services: http://www.isss.illinois.edu/

Counseling Center: https://counselingcenter.illinois.edu/

International and Area Studies Library

The subject librarians and the collections at the International and Area Studies Library are fantastic resources for insight and primary sources on global topics.

The International and Area Studies Library serves the campus community by providing information about specific regions across the world. As detailed on the about page, IAS is committed to “connecting students and scholars to the knowledge crucial to developing global competencies through the study of distinct nations and regions, as well as transnational issues and global concerns.” IAS strives to increase awareness of international histories and current events through its collections, staff, and activities.

Contact IAS

Visit the International and Area Studies Library: Room 321, Main library; 1408 W. Gregory Dr.; Urbana IL, (217) 333-1501; Email: internationalref@library.illinois.edu

IAS Event Calendar – Keep an eye on the calendar; we will be adding more events, such as lectures and exhibits, as the semester continues.

International Reference Services – Contact regional librarians for research assistance. Subject librarians can provide expertise on certain topics and suggestions for research tools and materials. You can also complete the Reference Information Request Form to ask a specific question.

How to use the library – guides on the IAS homepage provide library guidance in a variety of languages.

We at the International and Area Studies Library hope to see you this year!

 

Laura Rocco

Graduate Assistant | International and Area Studies Library

MSLIS Candidate | School of Information Sciences

University of Illinois at Urbana-Champaign

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Dreaming of Djembes in Chambana: Midwest Mandeng 2016

Image of the flyer advertising Midwest Mandeng 2016.

Flyer advertising Midwest Mandeng 2016.

Every fall, for one weekend, some of the most renowned West African drummers and dancers come to Champaign-Urbana for a full weekend of workshops, demonstrations, community-building, and general merriment. The annual festival, called Midwest Mandeng, was first held in 2014 and is organized by a dedicated group of volunteers including me, Mara Thacker, the South Asian Studies Librarian at the International and Area Studies (IAS) Library. A promotional video produced for the first Midwest Mandeng in 2014 explains what it’s all about:

This year, the festival will be October 7th, 8th, and 9th on the University of Illinois campus and downtown Urbana. Be sure to check the full schedule to see all the details on locations and timings.

The IAS Library and the Center for Global Studies are getting in on the action this year by co-sponsoring a special performance with master djembefola, Bolokada Conde, one of the most celebrated master drummers in the world.  Originally from Guinea, West Africa, Conde was the lead soloist of Les Percussions de Guinée, a group sponsored by the Guinean government that presents traditional music and dance, especially from the Guinean highlands. For over a decade, he has taught workshops worldwide to beginning and advanced students. While he currently lives in South Carolina, he taught at the University of Illinois at Urbana-Champaign as a visiting professor from 2008-2011, leading Mande drumming, rhythms, and songs.

Bolokada plays djembe at a demonstration at the Urbana Free Library at Midwest Mandeng 2015.

Bolokada plays djembe at a demonstration at the Urbana Free Library at Midwest Mandeng 2015.

On Friday, October 7, 2016, from 4:00-5:00 p.m., Bolokada will visit the IAS Library to share his stories and experiences touring and performing all over the world, and showcase some of the Malinke rhythms that he has mastered over the years. This event is free and open to the public.

If you feel inspired by the event, check out some of the drum and dance workshops held in the studio rehearsal space in the Krannert Center for the Performing Arts. All of the workshops are open to all experience levels and drums can be borrowed free of charge on a first-come, first-served basis. Check out the event website for more information, or contact Mara Thacker at midwestmandeng@gmail.com.

To find out more about West African drumming and dancing, the IAS Library and the Music and Performing Arts Library have a few options for you. Check out some of our visiting artist’s, Bolokada Conde’s, recordings in CD format: Morowaya, Sankaran, and Rhythm Manding.

Bolokada Conde's "Rhythm Manding" CD.

Bolokada Conde’s “Rhythm Manding” CD.

For visuals to accompany the audio, YouTube has a number of recordings available of Guinea’s national dance company, Les Ballets Africains. Also, some of the company’s amazing past productions are on on YouTube. One particularly inspiring piece is a clip of the troupe performing the rhythm dundunba, which is the dance of the strong man and also one of the de facto party dances in celebrations in Guinea.

There will be a community dundunba party as part of Midwest Mandeng where you can try out some dance moves or hear the rhythm in person. Check out the Facebook event page and join in on the fun!

If you want to get meta, check out George Worlasi Kwasi Dor’s 2014 book, West African Drumming and Dance in North American Universities: An Ethnomusicological Perspective. There is also a fascinating thesis on “Performance, Politics, and Identity in African Dance Communities in the United States” written in 2012 by Sarah Sandri at the University of Oregon which is freely available online.

We hope to see you in IAS on the 7th for Bolokada Conde’s free performance!

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Adventures in Arabic, Part III

This week we bring you our third and last entry in the “Adventures in Arabic” series. The content in Parts I, II, and III reflect eight months of elementary study of the Arabic language and include not only linguistic observations of interest but literary, cultural, religious, and strategic ones, too. Thank you for joining me on this journey. Or, that is, شُكْراً (shoo-krahn).

A girl writes Arabic calligraphy on a wall. Image Credit: Nur Meryem Seja on Flickr

A girl writes Arabic calligraphy on a wall. Image Credit: Nur Meryem Seja on Flickr

GRAMMAR

Gender applies here, too.

Remember that binary distinction that you had to make in Spanish class between el niño (boy) and la niña (girl)? Yes, gender appears as frequently and as importantly in Arabic, too. Just like the romance languages, French, Portuguese, Italian, Romanian, and more, nouns are divided into two classes, masculine and feminine, and the adjectives that modify them must abide by certain rules to respect the conventions of grammar. Even in English, word pairings like actor/actress, bachelor/bachelorette, god/goddess, host/hostess, waiter/waitress represent a similar concept.

Words belong to families.

A visual word map that traces different manifestations of the root ف-ه-م. Image Credit: Blogger Sawitri from myarabicnotes.blogspot.com

A visual word map that traces different manifestations of the root ف-ه-م (f-h-m). Image Credit: Blogger Sawitri from myarabicnotes.blogspot.com

Consider, for a moment, these groups or “families” of words below:

happy, happily, happiness, unhappily

interest, interesting, disinterested, uninterested

simple, simplify, simplistic, simply

In English, we have a base form of a word that provides a sort of template for additional suffixes and prefixes that we affix to its beginning or ending to establish new meanings. As outlined in the initial text used for Arabic 201, Alif Baa by Kristen Brustad, et al, in Arabic, “words are usually formed from a core of three consonants that constitute [their] basic meaning[s], called the root[s] of the word[s]. Words are formed by putting roots into different patterns or syllable structures” (207). For example, the root ب ت ك (k-t-b) will always address something in relation to the act of writing or the written word; the root س ر د (d-r-s) will always address studying; and ع – م – ج  (j-m-3*) will always address groups or plurality. These roots are organized in different patterns and coupled with various short vowels to indicate nouns, verbs, people, adjectives, and more.

k-t-b,  aktab (I write), maktaba (library), kitaab (book)

d-r-s, tadros (she studies)dars, (lesson), madrasa (school)

j-m-3*, aljamaعa (Friday), jaamiعa (university), tajmع (group)

SCRIPT

Transliterations are approximations.

A transliteration involves using the script of one language to write another. Unlike the Latin or Roman script used to write English, the Arabic script does not have letters for “p,” “v” or “x.” So, writing “Patricia,” “Victor,” and/or “Xavier” pose unique challenges. “P” and “v” are typically substituted by the Arabic letter “ب” (baa) while “اكس” (iks) is used to establish the sound of “x.” Accordingly, to make additional negotiations, “Champaign” is written as  “شمبين” (shambeen); “Europe” is “أوروبا” (oorooba) and “Harvard” is written as “هارفرد” (harfard). Also note that there is no capitalization in Arabic.

 The Arabic script can appear to be more “dainty” than the Roman script.

Take these words for example, all typed without any formatting and in the same size font. The Arabic words appear to be more condensed as they take up less space.

dog كلب

cat قطة

 fish سمك

Print vs. handwriting

There is a difference between reading a standardized font in print and reading someone’s cursive handwriting. This distinction would seem obvious as, inter-culturally speaking, even handwriting in English differs in appearance from language in print. See below:

A typed grocery list, from right-to-left and top-to-bottom: milk, eggs, strawberries, sugar, flour, banana, orange, meat, chicken, fish, dates, gum, eggplant, wipes, soap, juice, honey, watermelon, ice cream (a transliteration), chocolate (a transliteration).

A typed grocery list, from right-to-left and top-to-bottom. It reads: “milk, eggs, strawberries, sugar, flour, banana, orange, meat, chicken, fish, dates, gum, eggplant, wipes, soap, juice, honey, watermelon, ice cream [a transliteration], chocolate [a transliteration]”.

The same grocery list, as above, but in handwriting. See the previous image’s caption for a translation of the listed items.

The same grocery list as above, handwritten. See the previous image’s caption for a translation of the listed items.

 

 CULTURE

Some names are very common.

As in English with names like Michael, Matt, John, Jennifer, Stephanie, and Mary, there are certain names that will appear over and over again in Arabic. Among them are Ahmed, Mahmoud, and Mohammed (Muhammad) for men and Fatima, Khadija, and Salma for women. As in English with names like Mary and Sara, some of these stem from holy texts. Mohammed, for example, and the many derivations thereof, refers directly to the founder of Islam.

You can make yourself a celebrity by reciting the Koran.

In many Islamic societies, the recitation of Koranic verses, or “قراءة (qirat), is a highly prized ability. Many young talents who sing well on shows like American Idol, The Voice, and The X Factor are applauded for their voices; reciting the Koran in some places in the Middle East can garner fame and attention.

STRATEGY

Typing.

If you take learning Arabic seriously, there are some invaluable resources you need to have handy. Some of the greatest of these are the tools used to type the language in the absence of an Arabic-lettered keyboard. Each of the sites below will allow you to type and/or select the letters you need to create Arabic language texts.

A dictionary.

Guess what word is used most frequently in the Arabic language. “The” or “ال” is the first; the twelfth is “God” or “الله”; and the 93rd is “world” or “عالم. With A Frequency Dictionary of Arabic: Core Vocabulary for Learners, students of Arabic can review the words that are most frequently used.

A screenshot of the University of Illinois' Summer Institute of Languages of the Muslim World

A screenshot of the University of Illinois’ Summer Institute of Languages of the Muslim World

Thank you for joining us on our Adventures in Arabic. In addition, we encourage you to study any other language with a script different from your own. In a world of shrinking borders, knowledge of your neighbors will surely be valued in whatever profession you assume. On the University of Illinois campus, Arabic is offered not only through the curriculum but also through short-term IFLIP courses and intensive SILMW courses over the summer. For more posts like these, be sure to like our Facebook page and tune in next semester for more from Glocal Notes and the International and Area Studies Library.

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The Honduras Water Project

The University of Illinois provides its students with many opportunities to learn about different countries and cultures, engage in international work and also learn through service-learning. One exciting opportunity for students at UIUC is a course that has been offered for the past 3 years. Supported by the College of Engineering, the Honduras Water Project gives students an opportunity to apply classroom learning to real-life work.

UIUC flyer for the Honduras Water Project Course -- Illinois-Span-Advising Website

UIUC flyer for the Honduras Water Project Course — Illinois-Span-Advising Website

This course spans two semesters and includes the opportunity to travel to the Central American nation of Honduras. Working with a local NGO in country, students learn how to design a gravity-flow water distribution system while also learning how to ensure sustainability of the project. During the trip, students visit the specific community where the designed system will be implemented. They get to know the community as well as collect information to better meet the needs of its residents.

Ann-Perry Witmer, the course instructor, believes the Honduras Water Project is unique because of

The interdisciplinary nature of it. It’s a fabulous opportunity for engineering students to broaden their understanding while collaborating with other students. Everyone is able to learn from each other while expanding their own understanding of the world.”

Honduras is a Spanish-speaking country located in the north-central part of Central America. It has a population of over 8 million people and the capital city is Tegucigalpa, located in the south-central region of the country.

 "Map of Central America" by Cacahuate, amendments by Joelf - Own work based on the blank world map. Licensed under CC BY-SA 4.0-3.0-2.5-2.0-1.0 via Wikimedia Commons - https://commons.wikimedia.org/wiki/File:Map_of_Central_America.png#/media/File:Map_of_Central_America.png

“Map of Central America” by Cacahuate, amendments by Joelf – Own work based on the blank world map. Licensed under CC BY-SA 4.0-3.0-2.5-2.0-1.0 via Wikimedia Commons

The Honduras Water Project course focuses on working with rural communities in Honduras, along with the help and collaboration of a local Honduran non-governmental organization, Agua y Desarrollo Comunitario (ADEC). ADEC is based out of Marcala, Honduras, but works in many rural areas, thus fostering its ability to provide support to the Honduras Water Project courses throughout the years. This NGO assists UIUC students throughout the entirety of the course because of its experience in water, sanitation, health, and hygiene projects in rural areas of Honduras.

Picture of the ADEC sign in Marcala, Honduras - from a previous trip, posted on http://hwpillinois.weebly.com/

Picture of the ADEC sign in Marcala, Honduras – from a previous trip, posted on the course’s website

As mentioned above, the course is led by Ann-Perry Witmer, a practicing Civil Engineer and Teaching Associate with the College of Engineering at UIUC. Ann has worked on a number of international service projects and emphasizes the importance of understanding sociopolitical and cultural influences while working on contextual engineering designs of a project as well.

When asked what she would like the UIUC community to know about the course, Ann responded, “These opportunities exist to step outside your own comfort zone and learn from others while sharing your own knowledge.” Also, that because of this class “we’re redefining how international service is done, to make it more sustainable and more recipient-focused.” Furthermore, “At the root of courses like this is the focus of building respect for the developing world  – and appreciation for how large it is – and then how much we can learn from them.”

Group of UIUC students from a previous trip -- photo by Ann-Perry Witmer

Group of UIUC students from a previous trip — photo by Ann-Perry Witmer

This course is not reserved only for engineering students. Rather, it incorporates students from all departments and disciplines who then come together to work through every step in the process of understanding the problem, creating a contextual design, and working hand-in-hand with the community.

I am enrolled in the course and have had the great opportunity to work with students from all levels and all departments throughout the semester. Currently I am a second year graduate student in African Studies at UIUC. I have spent time working with an NGO in East Africa on a water project, installing shallow wells for clean drinking water in rural communities. With this experience, my passion for water was born. I realized how extremely important water is; that water is life. While pursuing my degree in African Studies here at UIUC, I have taken courses in health, urban planning, and engineering that have all complemented one another and helped to provide me with a more holistic view of international service projects. I am excited to have found a class that takes an interdisciplinary and holistic approach to an international service project and I’m glad that I can share my experience working in East Africa with everyone working on the project in Honduras.

This course is divided into two different semesters. The fall semester of the class is focused around preliminary design work and also how to incorporate a holistic view of the project, including emphasis on the technical, social, and political components of the project. The spring semester will be focused more on the finalization of the design as well as grant-writing to fund the project. We are currently continuing preparations for our trip to Cerro Verde, the community that we will be working on the design with.

A group of students and alumni mentors (students from previous years) will be traveling to Cerro Verde, Honduras from January 7-17, 2016. While there we will be doing a number of things, including household surveys, water-quality testing, health and hygiene education, and also on-site collaboration with ADEC, the community members, and the local water committee.

For the final project of this semester, the Honduras Water Project class will be giving a conceptual design presentation to discuss what we have accomplished in the course this fall, as well as what our plans are for the trip in January. This presentation is open to the public, in the hopes of raising awareness of the project, and will take place on Tuesday, December 15th at 7pm in Deere Pavilion. All students, faculty, and community members are welcome to attend. 

Flyer for the Honduras Water Project Conceptual Design Presentation, December 15, 2015

Flyer for the Honduras Water Project Conceptual Design Presentation, December 15, 2015

I will also be doing a follow-up post this spring, detailing what was accomplished during the January trip, as well as how the design, funding search, and future implementation plans are going.

This is the third project in three years for Honduras Water Project. For more specific information about the past projects, visit the Honduras Water Project website.

When asked about the future of the course, Ann-Perry Witmer responded, 

“This is just the start. We have a course this spring that is building on Honduras Water Project by researching the impact that engineering design has on communities. I would like to see it to continue to grow on an understanding that any discipline involved in international development can benefit. An interdisciplinary approach needs to be more widespread. And it will only make engineers stronger.”

To get access to more posts like these, follow our Facebook page and be sure to check back in January to learn about my experience in Central America! 

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