From the house where I am staying *George, my guide for the day and now-coworker, and I took the #40 bus to the center and then took a Matatu. I’m a bit leery to take the Matatu, mainly because I don’t know if I will feel ready to take one on my own next time. A Matatu is a van (seats about 15) that is a mode of public transportation. All public transportation in Nairobi has fluctuating prices but the day before Morrison, my other guide/co-worker, told me that because I am white they may decide to charge me more. Maybe when I can defend myself in Swahili I will feel more confident with the idea of taking a Matatu by myself.
We take the #46 to Mathare Valley. Once we get our feet on the ground George announces it, “Mathare Valley Slum”. We walk a bit further down the road to a building. He wants to show me a view of the entire slum. I find it unsettling that he continually uses that word. Perhaps it is because I am used to it being used in a derogatory manner, when really it is simply used to described sub-standard living, to describe the place. We walk behind the building and on the steps there are three children. The older sister is putting cornrows in the younger girl’s hair. The little boy looks up at me, Hello, he says in English. Hi, I respond. Fine thank you, he replies. I’m a bit confused why he said that. Later I find out that what I have been taught as “hi/hello” in Swahili (habari) functions as a greeting and also asks “how are you?”. George thinks that behind the building will be a good spot for a comprehensive view of Mathare Valley, but then quickly realizes that where we were before was much better. We climb back up the steps and the little boy runs after us. I vaguely hear him say something, but I can’t make it out. George points and says, This is all Mathare Valley. Over there too? I ask – even though I know the answer, but it is obvious that George is proud of his home and that it is immense. Kenyans all seem to deceive their age, but it is clear that George is quite young, perhaps the same age as the other youth in the program. He is proud and happy to share his home with me. I feel very welcomed, and want to demonstrate my appreciation of his time and openess.
We return to one of the entrances to the slum, close to where we de-boarded the Matatu. George opens and goes through a wooden doorway; I follow. It opens up to an open grassy area. About ten feet after the door is a shack made with scrap metal corrugated sheeting. Inside are about seven young people – well, at this point they are all young men -two in a pair, a group of three talking quitely in Swahili, and two are sitting on their own texting. I go around to greet them. I am a bit unsure about my barely existent Swahili. I say “hi” to the first young gentleman, in English. Then tells me his name, and we shake hands. In my self-conscious state I forget to return the greeting not telling him my name but simply moving on to the next person. Though I correct my mistake with the second young man and say, I’m Nicole. By the third student, I’ve gathered my confidence and greet him with “Habari” and follow up with “I’m Nicole”.
Some of the handshakes are long, I just smile and continue shaking until they let go. George steps out for a moment and the students become more animated. Several ask my name again and where I am from – which is confusing to explain. Because I mention that I live in Chile last – after stating that I am American – they stick with Chile, maybe this is because there aren’t usually volunteers from Latin America. One young man knows Chile well – a big soccer fan – in fact he knows about Chile because he loves the Argentinean team. Later on, in confidence, he tells me that he really doesn’t like Messi, the Argentinean soccer player, but in spite of that he’s a big fan. They ask about the weather in Chile; “It’s in the south. Is it summer there?” one young man asks. I tell them that when I left it was 35 degrees Celsius – they all nod their heads, agreeing that yes indeed it is summer in Chile.
More students start trickling in, and each one greets me first, since I am strategically placed right next to the door – total accident, but it served me well. They then make their way around to all of their peers. Some receive more exciting and/or complex handshakes than others. After they have greeted everyone, they take their seats and chat with their friends in Swahili. I try to make out words, but on day 2, this is difficult. One girl sits alone, not because she doesn’t have friends, but because she is waiting for someone, a boy in particular. I realize this later – once the session is over – when everyone leaves the meeting room to socialize outside. I really want to talk to her because during the debate (more on that in a moment), she tried to participate several times, but the boys tended to drown her out. After the session, when I saw her intensely engaged in conversation with said boy, coyly digging her shoe into the ground, it became clear why she had been waiting on that bench before we started. There will be time to get to know her. I didn’t interrupt that conversation, only observed quietly from nearby.
The debate, activity for the day’s session, was lively. George asked them to think of a topic. A few sex-war topics were thrown out, then a girl said “traditional lifestyle is better than modern”. The students count off 1-2-1-2 to make the teams of pro v. con.
I was well impressed with the young adults – their knowledge of current affairs, history, the environment … There was no preparation – they separated into groups and then started with points and counter points. They discussed pollution, transportation, life expectancy, medical advances, politics … obviously there was no fact checker, but that made it that much more impressive. Additionally it was all in English – I know that Swahili is more comfortable for them: there was one lapse into Swahili.
After the session quite a few of the students came up and introduced themselves to me. So bright and expressive. I have recently been told that they have a lot of footage – documentary of the program – that they want to edit into finished videos, but no one knows how to edit.
Let’s see if I can help change that.
Currently, I am Artist-in-Residence at Maji Mazuri and also volunteering in their Youth Media Program in Mathare Valley, the second largest slum in East Africa. The goal of the program is to help the youth improve the quality of their lives by working with each other, and with counselors, to acquire skills. The program is also designed to provide a conducive environment within which youths can grow and develop into responsible adults. Within this program a “media” program is in current development, where the students (aged 16 – 27) can gain soft and hard skills related to media (i.e. blogging, website design, video production…). February 6, 2012 – my second day in Kenya – was my first visit to a program that I will be closely working with for the next few months.
Maji Mazuri was founded by Dr. Wanjuki Kironyo in1984. She still currently serves as its director. I met her on Monday, after this first visit, and shared these thoughts with her. She said, Thank you. And it was at that moment that it truly became clear to me that it is because of her and her work – additionally, everyone here on the ground, donors, past and future volunteers …, but it was her vision that started this – that I can say this about these young men and women. I feel very honored to be a part of this. I can only hope that I will be able to contribute at least as much as I will gain from this experience.
*I’ve changed all names except my own for their privacy.
Nicole Rademacher is a currently in Nairobi, Kenya until the beginning of May doing research and documentation for her current project investigating domestic ritual (made possible by the North Carolina Arts Council, USA and many private donars/patrons).
official website • Nicole’ blog • follow her project on Facebook