Could you share more about your educational and professional background and how it shaped your interest in ethnic studies?
I think my real education started after I finished graduate school and earned my master’s in library science. When I graduated I left the Midwest for New York City where, possibly, a representative from every country in the world lives. But first I embarked on the study of my own Irish ethnic heritage. I took every opportunity, with the time I had, to learn more about the literature, history, music and language of Ireland. I attended classes at the New School, including three on James Joyce’s work. Immigrant native speakers of Irish offered noncredit adult language courses in the John Jay College of Criminal Justice classrooms. I also joined Irish American organizations devoted to research and promotion of Irish culture.
My library science degree was really an extension of my love of literature and learning. I worked as a reference librarian in several of the branches of the Brooklyn Public Library and Queensborough Public Library Systems (now just called the Brooklyn Public Library and the Queens Public Library). Before I left New York City I became the head of the library automation department in Queens and assumed a similar role when I returned to the Midwest in Madison.
Tell us more about your independent research in Ireland – what did you learn?
My first trip to Ireland was a 3-month backpacking immersion in the culture. Hitchhiking around the country in 1971 brought me into very close contact with the locals. At that time there were still herds of sheep being driven to market down the streets of South Dublin. On later trips I frequently attended annual conferences hosted by ACIS (now called the American Conference for Irish Studies). One summer I attended a three-week course on the author James Joyce at University College Dublin. And during another summer I spent three weeks in County Kerry learning the Irish language from an American professor and adjunct Irish arts professionals in a small village of native Irish speakers. One visit involved spending time in Dublin at the Irish Film Institute researching and selecting films for a Celtic Film Festival held here on campus and sponsored by WUD and the Celtic Cultural Center of Madison. The history and preservation of traditional music is especially noteworthy across the island. I was in the North during the Troubles and, more recently, experienced vast changes in both the rural and urban landscapes. Ireland’s cultural venues such as libraries, theatres, universities, art and other specialized museums of every sort (for example, a whole museum devoted to the farming and production of linen in Lisburn) are accessible, and even small towns present celebrations of the arts, so it’s hard NOT to learn in that environment. And on all twenty trips I brought home loads of books for further study.
What inspired you to audit classes at UW and how did this journey begin?
When I retired I had the freedom to audit classes at UW Madison which was an investment in life-long learning that pays enormous returns. As much as I like to read independently, I appreciate the expertise and guidance of the professors at UW.
I began my “auditing career” by attending several courses in history, literature, sociology, folklore, archaeology, even geopolitics. In the Fall of 2013 I noticed a course called “Yoruba Life and Culture.” I knew almost nothing about Africa although a cousin of mine served in the Peace Corps in Malawi and an aunt and uncle hosted a young woman from Africa as Friendship Force members. However, that was fifty years ago and they did not live close to our family so I really did not benefit from their experiences.
African history and culture are woven into the fabric that represents the development of the United States of America. The focus of my formal education was definitely Eurocentric and maybe even United States-centric. The one thing I remember about world history in all those years of schooling is the study of the “discoverers” like Christopher Columbus, Vasco da Gama, Henry the Navigator, Jacques Cartier, Sir Francis Drake, all celebrated seafarers. Using Vasco da Gama as one example pertinent to my present interest in Africa, there was no discussion of landings on that continent. It was as if Africa was on the periphery, whereas, in reality, the navigators were on the periphery of this huge, supposedly unexplored, land mass. Egypt and the pyramids certainly were covered in world history but, in high school, I think I associated Egypt with the Middle East, not Africa.
As a result, when I registered for African 230 I didn’t even know how to pronounce Yoruba and probably would have rhymed it with Aruba. The course was taught by the late beloved and renowned Professor Tejumola Olaniyan. As an introduction to Africa, it was specific enough to highlight several aspects of the particular culture without being an overwhelming study of the continent. His course covered: fiction and drama (e.g. Wole Soyinka, Femi Osofisan), poetry and oriki, film, music (Fela! etc.) and visual arts such as metal, clay, and textiles, history and government, folklore and myth, naming practices, religion, and culinary arts (with samples, my favorite – egusi soup). Professor Olaniyan was so encouraging and welcoming that I have continued this long journey in African studies. I think I have attended at least fifteen courses in the ACS Department.
How does auditing classes in African studies or culture complement your research and interest in ethnic heritage?
Connections and kinships were revealed through the expertise, research and publications offered by the professors in African Cultural Studies. What became glaringly apparent was the emphasis on the human family and the unique features that each culture contributes to the world’s portrait, an awakening to the wonders of diversity.
As Maya Angelou noted: “We all should note that diversity makes for enriched tapestry” (Human Family). If opportunities were universal, if everyone of us were allowed to prosper equally, we would develop personally while sharing our individual talents and strengths with our fellow humans on a much larger scale. For me the “discovery” of the African continent has revealed an intriguing and intricately woven story. I have only begun to grasp the threads of the past to understand the present and my responsibility for replacing ignorance with recognition of and appreciation for the second most populated region in the world. Fifty-four countries and so little time!
As a side note, I think there is something to be learned by the comparative study of colonized countries such as Ireland and Nigeria. While these examples may seem wildly disparate and asymmetrical, I think there may be some similarities in the effects of colonization when one considers the attempt by the colonizer to exterminate the indigenous cultures.
What advice would you give to others who may be considering auditing classes/adult education or exploring ethnic heritage through independent research?
There are independent researchers who do not need advice from me, but for those who are seeking some structure to enhance the study of a subject, UW Madison provides not only the expertise of renowned professors, but the opportunities for expanding one’s knowledge in numerous other formats. For those interested in African Studies, there is the treasure chest of African art objects in the Chazen Museum collections and exhibits that often include free presentations and tours by the curators. There are opportunities to learn about current research presented in the Africa @ Noon Wednesday sessions, and at the monthly Africa Talks offered by the African Center for Community Development. Musical events occur around town and at Union Theater. Cinematheque offers free films on campus where two African documentaries recently premiered. There are talks presented by the Wisconsin Humanities Council, by the other UW departments like English and Art History, and collaborative events with the Wisconsin Book Festival. Madison College hosted Jessica B. Harris, the American author of books on African cuisines. The libraries, both public and university institutions, offer historic and up-to-date resources but access may require student status or special registration on campus. Perhaps the most obvious possessors of the information regarding a topic one is studying may be the students who share the classroom with the independent researcher. Their direct experience could provide first-hand knowledge of a topic of interest. I have probably missed several other options not associated with UW, including adult education organizations like PLATO, but the main problem for me is having enough time to take advantage of all the offerings.