For the course Wildlife Conservation in Namibia we discussed the shift towards a community-based approach to conservation. To look at factors specific to Namibia which would lead to important differences in the on-the-ground reality of wildlife conservation, we were asked to describe what we perceived as the social environment. Bruce Baizel asked us to draw on our experiences and write in a journal any interactions observed that would help describe our social landscape. The social journal helped to emphasize knowledge and understanding of the community. I felt it was part of my social responsibility to understand, or make an effort to be a aware of, the similarities and differences between my American environment and the social environment I lived in for three months in Namibia. Below are excerpts from my social journal. I further developed my social responsibility by participating in collaborative learning projects with a group of Namibia school students.

Youth Conservation Workshop:
10/4/99
We participated in a workshop on youth conservation. There were student representatives from Khorixas, Outjo, Opuwo, Grootfontein, and Otjwarongo. It was interesting to hear first hand which issues the students felt were problems in their regions. Some of the problems that seemed common to more than one region include: unemployment (tour companies bring in their own workers and underpay Namibians; no effort to train locals), charcoal burning (air pollution), overgrazing, and poor soil management. None of these surprised me.
At one point there was a discussion about what is considered a water crisis. Is it a crisis if the town's taps are only turned on certain hours of the day? In the United States the public would be in an uproar and declare a shortage. In Namibia they are accepting. It is a semi-desert--the people understand the situation and they deal with it. My impression was that most students did not see rationing water as a major issue.
I noticed there is still inequality among the sexes. The women never spoke during debates or sat around the evening campfire discussions. They were also expected to deal with the meal and dishes.
Overall, the entire day was exhausting. It took effort to listen to each presentation because of the different dialects. At times people would speak Khoi-Khoi mixed with Bushmen. The language incorporates a series of clicks with words.

Okakarara Students:
10/16/99
I had the feeling that the Namibian students view us with a sense of awe. During the afternoon I showed Lisa and Julia the notebook computer. Moving the cursor and maximizing and minimizing windows amazed them. Also, the girls were astonished by my typing skills and that it was something taught at school. I think they view us as privileged.
I was struck by how their American teacher, Debbie, talks to the students. I guess it would be described as an authoritative attitude; however, she also slows down her speaking and stresses certain words. I have also noticed Kitty speaking in their manner to the students and farm workers. Speaking slowly probably helps the Namibians better understand. It bothers me a little because they act as if they are speaking to two-year-olds. To me it comes across as being condescending.

Environmental Youth Group:
11/3/99
I ate dinner with one of Matti's Environmental Youth Groups. I felt overwhelmed because I was the only American and everyone wanted to ask me questions. I think they see anything American as superior. A couple of students asked for medication for headaches, stomach problems, etc. I asked why it would help, but they only said, "It is good…please, please give me." I wonder if they do not have access to common medicines.
Almost every person asked me how he or she could come to the United States. Linked to this question came more marriage proposals. The proposals are based solely on social labels, NOT an individual level. The men were not interested in me because of my personality, but were attracted to the general category of white, female, American. They saw me as a ticket out of Namibia and are under the impression that by going to America they will gain access to higher education and job opportunities.

Social Landscape:
11/23/99
I am embarrassed to admit that I have been in Namibia for over two months and yet don't feel I have any understanding of the social landscape.
I have only noticed the basic things other students brought up in our informal discussion about the social environment. There is an evident parallel between the idea of lords and tenants and white Afrikaners whose black farm workers live at "the location."
Besides working with Okakarara students, I have not put myself in a position where I am interacting with locals. I feel isolated at Cheetah View and when we go into town I never have a conversation with someone to the point of understanding their background and viewpoints. Furthermore, I think I missed many interactions by not visiting local schools with Jessica.

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