Tag Archives: #fulbright

‘I got a jigger, but I’d go back again’

April 7, 2020COVID-19#AcornAcademy, #Arizona, #DavidHodge, #fulbright, #jiggers, #Kidepo, #teeninUganda, #UgandaChristianUniversity, #virusPatty Huston-Holm

Rachel Hodge wears traditional African clothes for Karamojong wedding

(NOTE: This story was written prior to the March 2020, virus-forced return home by the Hodge family and other Americans in Uganda. In early April, the Hodges were in quarantine in Iowa before returning to Arizona.)

By Alex Tarema

“What are you making for dinner Momma?” Rachel asks her mother, Crystal Hodge, from the living room. The scent that escapes the kitchen reports rice to her nostrils.

Rachel loves Ugandan rice, mostly its aroma. She loves the famed Ugandan rolex (egg roll) too but hates matooke – the highly popular delicacy in the central Uganda area. She likes her groundnuts prepared roasted and salted but does not enjoy their pasted stew.

The 15-year-old lives on the Uganda Christian University main campus in Mukono where her Fulbright father, David Hodge, has been doing academic work since August of 2019. She hit the ground running, starting her school at the prestigious Acorns International School, Kampala, Uganda.

Rachel reads at her family home on the UCU campus in Mukono, Uganda

The school is small by her standards but amazing, she says. Unlike Phoenix, Arizona, where she hails, here she can mingle with almost everyone and get to know them better. Her class only has 16 students, and she is the only Caucasian. When she returns to the United States, she will miss her teachers and friends in Uganda.

She hums her school’s anthem all evening.

“I really love music. I love to sing,” she says. “Five other students and I were taken to the studio today to record the school anthem. I sang it so many times that my throat is sore, and I cannot get it out of my head.”

Besides singing in the choir, Rachel auditioned and was accepted to perform in her school’s talent show – an experience she speaks of with a beaming smile. She’s wearing a pair of denim jeans and a checkered top. She occasionally walks around outside their residence called All Nations House while reading, but her favourite spot is a couch in the living room on which she reads herself away.

In order to avoid traffic jams, her driver takes many dusty, bumpy back roads on her hour-long drive to and from school every weekday. This is the most cumbersome part of her day.

“Back home, school is just 10 minutes away, the traffic is never as bad, and the roads are smooth,” she says.

Although temperatures can get up to 47 degrees Celsius (116 Fahrenheit) in Phoenix, she manages to stay cool in the car with air conditioning. Here, the driver drives with the windows lowered, allowing dust, heat, and exhaust fumes into the vehicle – part of her Ugandan experience that, she says, “I don’t like very much.”

The dust notwithstanding, Rachel agrees with a certain Ugandan minister who was recently quoted as saying that the bumpy roads add spice to the Ugandan experience. Rather than agonise, she uses her two hours on the road to finish up her homework that is sometimes twice as much as what she was assigned in the United States.

Rachel loves numbers, basically anything complex. Math is her favorite subject, but she has found physics to be quite insightful as well, particularly the class projects and the research.

Away from school, Rachel is a lover of life and nature. She loves rainy nights, and the sound of raindrops on the tin roof. It’s a refreshing change compared to living in the desert of Arizona where they only receive an average of nine inches of rain per year. She has travelled to northeastern Uganda, attended a traditional wedding in Karamoja tribe sub-region and visited the Kidepo Valley National Park.

“Weddings here are so much different from what you see in the U.S.,” she said. “They dressed me up with beads around my waist and my head and gave me a traditional skirt to wear.”

The beautiful scenery of Kidepo Valley and the sight of giraffes, water buffalo, and zebras was so spectacular that she forgot about the long hours she spent getting to the wedding and the safari.

In Karamoja, Rachel got a jigger in her foot as a souvenir. Thankfully, a neighbor is a nurse and removed it. On a school field trip, Rachel hiked to the Sipi Falls in Eastern Uganda. From her diverse school classmates, Rachel has learned a lot about other religions, their values and perceptions while sharing her Christian faith. To expand her knowledge of Ugandan culture, Rachel and her family also have visited the Buganda King’s palace, the parliament building, and the Uganda National Mosque.

Her most scary experience is when she walked to a restaurant in Mukono town around 5 p.m., but her order arrived after dark. Like any other foreign teenager among Ugandans who do not speak much English, Rachel started to “freak out” as she wasn’t sure she’d remember her way home. But she did.

Admittedly, Rachel misses her American life, her friends and mostly her freedom. Almost all her hobbies were within a ten-minute radius and she didn’t have to worry about being so conspicuous because she blended in with everyone else. In Uganda, her long blonde hair and fair skin attracts attention and makes her feel uncomfortable. After just one walk into Mukono town, she has avoided walking there again.

“There are so many inconveniences like needing to boil water for drinking, no microwave, dishwasher, and regular shower, and the long drive to school that I’ve had to adjust to, but I keep telling myself that it is only for a short period,” she says.

For Rachel, living in Uganda has taught her to be socially perceptive and in the future, she is considering a return trip to help some impoverished villages get access to clean water and support children to attain education through fundraising and charity.

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To support Uganda Christian University programs, students, activities and services, go to www.ugandapartners.org and click on the “donate” button, or contact UCU Partners Executive Director, Mark Bartels, at m.t.bartels@ugandapartners.org.

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Arizona professor lives his research dream in Uganda

January 20, 2020Faculty, Scholarship: #socialwork, #Arizona State University, #fulbright, #UgandaChristianUniversity, UCU, UgandaPatty Huston-Holm

Fulbright Professor David Hodge with wife and daughters on the Uganda Christian University, Mukono, campus

By Benezeri Wanjala

Relaxing at his new home-away-from-home on the leafy, expansive Uganda Christian University (UCU) in Mukono, American Professor David Hodge talked about his life. He is a social worker, researcher and teacher. He is married to Crystal, and they have two daughters, Esther and Rachael, ages 15 and 12.

A lecturer of Social Work at Arizona State University in Phoenix, USA, he’s here for a year – through June 2020 – as a Fulbright Scholar, he says. His specialty is spirituality and religion.

As we chatted, Mrs. Hodge offered me a beverage. Their children were away at school.

Hodge outlined the process of obtaining the scholarship: “When you apply for a Fulbright, you have to come up with some sort of plan that you will execute. Then you go through an extensive review process, which is evaluated by external reviewers who decide whether it is a good fit or something they want to support.”

He teaches a Master’s in Social Work class at the UCU Kampala campus. The program classes are condensed into three days – Thursday, Friday and Saturday. This arrangement is typical for advanced degrees, he says, because it enables students to work during the rest of the days in a week. His particular class in religion and spirituality takes place on Thursday evenings.

However, teaching is one of two components of his yearlong Fulbright scholarship. The second is research. He is developing tools and approaches to help social workers tap into clients’ spiritual strengths. His research project involves making the tools “consistent and congruent with Ugandan culture.” The research tools are qualitative in nature, as opposed to quantitative.

“I will take the questions and approaches, and I’ll ask social workers how I can make them more consistent with cultural norms,” he says. His previous writings have evolved around Christianity, Islamism, Hinduism and some indigenous tribal religions.

“My career has been focused on helping social workers work with clients’ spiritual and religious strengths in an ethical and professional manner,” he continued. “My academic work pretty much all revolves around spirituality, religion and culture.”

He obtained his PhD from one of the most respected schools of Social Work in the United States, the Brown School of Social Work at Washington University in St. Louis, Missouri. Thereafter, he did post-doctoral research at the University of Pennsylvania. In 2005, he joined Arizona State University, one of America’s largest universities. Ten years later, he became a full professor. He also served as head of the PhD program for six years before stepping down to pursue the Fulbright scholarship opportunity. The Fulbright at UCU was attractive because of the East African reputation for spirituality.

“It is a faith-based school and its mission is to achieve excellence in the heart of Africa,” he says. “When you look at the demographic data, Sub-Saharan Africa is the most spiritual and religious geographic area in the world. For my work, you can’t think of a better environment.”

Additionally, Hodge has found fascination in the food, wildlife and other cultural aspects of Uganda.

“There are all kinds of monkeys that jump around in the compound and on the roof,” he remarks with a smile. “We don’t have that in America. The monkeys there are in zoos. Here they are out swinging in trees. So I took some pictures and sent them to my parents, and they found it interesting.”

He has enjoyed all the Ugandan food he has tasted so far.

“I haven’t had rolex yet, though,” he admits. Rolex is a Ugandan street delicacy, composed of eggs wrapped into a bread called chapatti. He says he likes the vegetables in particular and he buys them from the local market.

He also likes the weather. “You can have your windows open all the time. That’s a real luxury. In Arizona, it’s desert. It goes as high as 40 and 50 degrees Celsius during the summer. In the winter it goes down to close to zero.”

The transition to Uganda has not been without challenges. While they have made new friends, his daughters are finding it slightly harder to adapt, especially at school. They study at an International School, which is on the Northern Bypass of Kampala and involves a lengthy transport time from their home on the main UCU campus in Mukono.

“They had only been to one school their whole life before they came to Uganda,” he said. “They have to go to bed very early and wake up early as well. I am lucky because I only need to go to Kampala once a week.”

Land transportation in Uganda is a challenge for the entire family. Hodge and is wife do not have international driver’s licenses. Traffic jams are commonplace while traffic lights and drivers with licenses for the cars, taxis and motorcycles are not.

He has found the difference in the standards of time interesting. While Americans are extremely time conscious, Ugandans are not.

“My Ugandan friend says, ‘People from the West check their watches for the time, but Ugandans have the time’.”

He continued: “The way I look at it is different. People prioritize values differently. For example, Americans tend to prioritize efficiency over relationships. Ugandans prioritize relationships over efficiency. Societies are structured differently. And that’s one of the things I like about Ugandans. They are warm and friendly, but that means when you’re talking to someone, you might not be able to make it for your next meeting. It’s hard to optimize all your values simultaneously.”

Prof. Hodge is looking forward to the rest of his time in Uganda, both professionally and personally.

“On the personal end, I am looking forward to learning more about the Ugandan culture,” he said. “And I’d like to see some of the wonderful sites in the country like Lake Victoria and the source of the River Nile.”

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For more of these stories and experiences surrounding Uganda Christian University, visit https://www.ugandapartners.org. If you would like to support UCU, contact Mark Bartels, Executive Director, UCU Partners, at m.t.bartels@ugandapartners.org or go to https://www.ugandapartners.org/donate/

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Servanthood at the core for UCU Fulbright

January 13, 2020Faculty, Scholarship#congo, #fulbright, #fulbrightscholar, #Gabra, #Paul Robinson, #servanthood, #UgandaChristianUniversity, #ugandastudiesprogram, #wheatoncollegePatty Huston-Holm

Paul Robinson, right, with Tate Keko, Maasai elder, in Loita, Kenya, 1992

(The Fulbright Program is designed to improve intercultural relations, diplomacy and competence between people in the United States and other countries. This is the second of three stories about American Fulbright Scholars serving with Uganda Christian University.)

By Patty Huston-Holm

“It all starts with a conversation,” said Paul W. Robinson.

Amidst raindrops on fig and lemon trees, sips of hot tea and bites of freshly made banana bread on a chilly Friday afternoon, Dr. Robinson shared what he felt would be the beginning, middle and ending of his appointment as a United States Fulbright Scholar. He spoke from the patio of the Uganda Christian University (UCU) apartment of his daughter, Rachel, who directs the Council for Christian Colleges and University Uganda Studies Program on the Mukono campus.

“Ultimately, it’s about servanthood,” he said, distracted briefly as he and his wife, Margie, pointed to the delightful sights and sounds of the African parrot. “For all cultures and not just people who are Christian, this is key. To serve, you begin with listening.”

Forty years of teaching African history, anthropology, development studies, research methodologies and community health with half in East Africa, plus 65 years of life and learning, have told him so. The Wheaton College (Ill.) Professor Emeritus and Fulbright Scholar will spend the next year with UCU’s Institute of Faith, Learning and Service to help nurture and deepen the university’s practice of integrating the Institute’s three components for students, staff and programs. African leaders, including the late South African President Nelson Mandela and Nobel Laureate and Kenyan Professor Wangari Maathai affirm that Africa’s greatest challenge is developing leadership that is intellectually grounded, ethically formed and committed to service.

Robinson hopes that in some small way that he can support the work of UCU colleagues leading the Institute that was launched in 2010 as well as those within the School of Research and Post-Graduate Studies who share his servanthood passion.

“It’s my understanding that in some regards as the university grew in 20 years, it faced challenges that resulted in a diminished focus on faith and learning,” said Robinson, who has studied and taught in several American and African universities. “This is a pretty common experience in Christian higher education globally. Institutions frequently lose their core.”

Robinson was born in the Belgian Congo as a son of missionaries. When he was age eight, his family fled as refugees from the Congo’s first post-independence civil war to Kenya. There, he met and later married Margie, his high school sweetheart who also was born in the Congo. Together, they forged a life crossing continents and raising three children while being engaged in university teaching, development and church service.

His life and work were informed by a two-year academic and spiritual journey in the desert areas of Kenya and Ethiopia while doing field research for his Northwestern University doctoral dissertation. During that time, he had conversations with sages of the Gabra camel-herding culture to learn how they survived and flourished in one of Africa’s harshest physical environments.

“It’s important to recognize that we all can learn from each other,” said Robinson, who is an American citizen with some roots in Wisconsin, Illinois, and Montana but who considers Africa another home. “We should never be so busy with the reality of where we live that we can’t do that.”

Robinson’s long list of service includes: director of an international study program at St. Lawrence University (Nairobi, Kenya); leader of a USAID-funded initiative responding to the East African HIV-AIDs epidemic; co-founder of The Christian Bilingual University (Congo); elder involved in urbanization work at Nairobi (Kenya) Chapel; and director of a Wheaton College Human Needs and Global Resources Program that engages 200 organizations in 40 countries worldwide. He also continues to serve on boards for a half dozen Christian organizations involved in education, development and missions.

While the Western world sees its role as serving less-developed countries of “the majority world,” Robinson believes that “at the heart of service is a commitment to listening, learning and being present.” Countries known as “developed” have a lot to learn from those they would serve about injustice, suffering, community and more. The traumas of Africa – “fleeing from post-independence Congolese militias, soldiers with guns at barriers and borders, losses and heartache” – remain a part of him, but the “courageousness, resilience, hospitality and generosity of African people and the vibrancy of Africa’s vegetation, tall elephant grass, bird song, hearth-smoke in evenings and mornings” are stronger, he says.

“Africa is a place where people care deeply about their neighbors and want to help them, and serve them,” Robinson said. “It is a continent of abundant and rich resources that could be the life-blood of its peoples, but because of poor leadership and a global economic system that primarily extracts its resources, Africa remains a continent of deep inequalities and poverty.”

In addition to research student involving UCU’s climate and culture, the professor will teach two courses that focus on global perspectives and transforming poverty.

Paul Robinson looks at UCU’s mission, vision and core values, realizing that often for all universities, these are words forgotten or misplaced in the midst of daily tasks of listening to student stories of financial woes, teaching and grading papers. The UCU commitment to offering a “complete education for a complete” person aligns and resonates with his core passions and work.

“How do you effectively teach a whole person?” he asked. “You need to look at the foundational questions of what knowledge should be understood, what skills should be developed, what attitudes fostered, what values modeled, what experience needs to be involved and finally but most importantly, what service should be incorporated.”

With answers to these questions as a baseline, Robinson hopes that a process will be deepened to encourage a more concrete and sustainable model to strengthen UCU.

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