African Childhoods: Education, Development, Peacebuilding, by Marisa O. Ensor (eds.)

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By Marisa O. Ensor (eds.)

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Additional info for African Childhoods: Education, Development, Peacebuilding, and the Youngest Continent

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The line dividing a vulnerable child who lives with a family and a street child is not only historically grounded, it is also reinforced and re-entrenched through children’s daily interactions with social services and legal frameworks. This chapter concerns the ways in which street children in Dar es Salaam, Tanzania engage with adversity, generate income, and survive. We begin with anthropological conceptualizations of street childhood, transition to a historical perspective illustrating how street children are a byproduct of the political economy in Tanzania, and explore several ethnographic narratives of boys who consider the streets home.

Then he sits upright and explains his reason for going to Arusha in the first place: “Food was 200 shillings in Arusha, but in Dar es Salaam it was 500. ” He lies back down. Some distance into that 400-mile journey, Omari’s plan began to seem riskier. “I was wearing a shirt and . . it got stuck in one of the [bus’s] rotating shafts. The shaft started pulling me in and it dug into my f lesh. ” He lifts the back of his gray shirt to show marks of lacerations on his right shoulder and mid-back. He continues, “My shirt was made out of this light material so I tore 34 C .

They work a few hours a day and can participate adequately in formal education. Their work may be as simple as assisting older household members to prepare meals, which does not interfere with their education or need to participate in social activities. Overall, these children’s rights are not being abused. At the other extreme are children coerced into servitude (USDS 2005), whose every right is abused, living under slavery or in slavery-like conditions. They work very hard, several hours a day, some in hazardous conditions and in danger of physical threats by their users.

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