Kwanzaa

Kwanzaa which was created in 1966 is a seven day festival which begins on December 26^th.  Its creator Maulana Karenga, an African American, developed this festival, which in its infancy resembled a simple harvest feast intended to create community cohesiveness among its participants.  Although Kwanzaa is an annual festival, its seven principles can be incorporated in one’s daily life and includes the following principles: Umoja (unity), Kujichagulia (self-determination), Ujima (collective work and responsibility), Ujamaa (cooperative economics), Nia (purpose), Kuumba (creativity), and Imani (faith), (Karenga, 1965).

A film called ‘The Black Candle’ was shown in class which traced Kwanzaa’s roots.  The film, although dated, was interesting and prompted discussion afterwards which ensued about individuals’ knowledge of and participation in this festival/celebration, individual experiences, the ways in which individuals celebrate this event, where it originated, its meaning, etc.  Opinions ranged regarding just why this celebration was created and its significance – could it have been just another excuse for African Americans to feast or was it the result of a Black Nationalist response to the Watts riot of 1966 (Pleck, 2001).  As it was created at a tumultuous time in the United States, it is plausible of course, that Karenga’s political views may indeed have affected his vision for Kwanzaa, as well as its evolvement over time (Pleck, 2001).    

Whether or not one believes in and/or celebrates Kwanzaa, it definitely has different meanings for different people and has both supporters and critics worldwide, whose views vary significantly.  When one examines learning theories, Kwanzaa provides a good example of Wenger’s communities of practice.  Wenger (1998) in Communities of Practice, Learning, Meaning and Identity examines and presents a social theory of learning among groups.  When one thinks of learning the most conventional setting that often comes to mind is the process of learning which takes place in the classroom between the student who receives information and/or knowledge from the teacher and/or textbooks.  Wenger however, describes the learning which often takes place outside the classroom which is described as a process of sharing information and experiences among group members in which group members learn from each other. 

There are many examples of communities  of practice which exist whether it’s at home, at work, etc. however I will focus on Kwanzaa as an example of a community of practice where participants share a common interest and thus come together to celebrate what participants deem as culturally relevant and meaningful.  Members of this particular group who share a common interest can be described as the ‘community’ and the ‘practice’ is the process of shared experiences and knowledge among group members.  It is through this process of sharing and experiencing that group members continue to learn. 

There are both positives and negatives associated with communities of practice.  Positive aspects might include the benefit of sharing experiences and knowledge, as well as providing a feeling of belonging to a particular group.  However on the other hand if one does not belong and/or is deliberately excluded from a particular community of practice they may feel isolated and/or rejected.  Wenger’s theory of social learning forces one to take a look at behaviours and other social aspects of everyday life which affect how we learn.