So+Long+a+Letter

= = =//So Long a Letter// by Mariama Ba=

"So Long a Letter is a sequence of reminiscences, some wistful, some bitter; recounted by Senegalese school teacher Ramatoulaye, who has recently been widowed. The letter, addressed to her old friend Aissatou, is a record of her emotional struggle for survival after her husband's abrupt decision to take a second wife. Although sanctioned by Islam, his action is a calculated betrayal of her trust and a brutal rejection of their life together. The novel is a perceptive testimony to the plight of those articulate women who live in social milieu dominated by attitudes and values that deny them their proper place."
 * From the book jacket:**


 * Challenge: Understanding Islam and Traditional African Religion**

Islam is one of the most prevalent world religions. Although it is one of the fastest growing religions in the United States, many students still don't have much insight into the premises. //So Long a Letter// contains many references to traditional African religious practices as well as to Islam. The novel would be much easier to understand if students have a basic understanding of both. Some questions about religion that are relevant to this book:
 * 1) What do Muslims believe about polygamy?
 * 2) What is the role of the Imam in a community?
 * 3) What is a prayer mat?
 * 4) What is a griot?
 * 5) What is the role of cowries in foretelling the future? (pages 40, 65, 81)
 * 6) How does Ramatoulaye feel about traditional African religion?
 * 7) Describe Ramatoulaye's religious practices.
 * 8) What is a koranic school like?


 * Solution:**

The best solution to this challenge is to spend some time exploring the beliefs and practice of Islam and traditional African religions. This can be accomplished in a variety of ways. The preferred method of learning is to have a historian or religious leader come to your class to give a presentation and answer questions students might have. If this is not possible, there are many resources, both online and in hard copy that will aid in class discussion. Allow students to do their own exploration of these two rich subject areas. Here are some resources to get you started:


 * Resources:**

Basic definition of and introduction to Islam from Wikipedia.com:

http://en.wikipedia.org/wiki/Islam

A brief history of the coming of Islam to Africa from the BBC:

http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/index_section7.shtml

A website containing some of the basic beliefs of Islam:

http://www.mnsu.edu/emuseum/cultural/religion/islam/beliefs.html

A more in-depth coverage of Islamic beliefs including bibliography:

http://www.religionfacts.com/islam/beliefs.htm

An excellent resource with links to many pages and external sites about traditional African religion:

http://www.afrikaworld.net/afrel/

Introduction to various religions practiced in Africa from Wikipedia.com:

http://en.wikipedia.org/wiki/African_religions


 * Challenge: Understanding the political climate of Senegal**

Students are familiar with the political concerns and governmental structure of their own country, but frequently are not very knowledgeable about other countries. In Senegal, women's rights are a big political issue--especially as it relates to their inclusion in government. Ramatoulaye complains to her suitor, Daouda Dieng, about the fact that laws have been passed to protect women, but men still have an exclusive club that they don't want women to join. Other political issues include the fact that Modou is involved with unions and negotiating with the government for support. He complains about the building of too many embassies, which he believes are depleting the resources of an under-developed country.


 * Solution:**

Depending on the age-group you are teaching, you may or may not want to go into an in-depth exploration of Senegalese politics and governmental structure. It may be more beneficial to make sure students understand the basic issues discussed in the text. For example, why would Modou need governmental support for the unions he led? Senegal had--until the year 2000--a socialist form of government. This type of government is typically more involved in regulating all parts of the economy and society, thus making it imperative to gain governmental support for trade unions. See "Politics of Senegal": http://en.wikipedia.org/wiki/Politics_of_Senegal

If you have time for a more comprehensive study of politics and government structure, here are some resources that would be beneficial:

This website correlates a history of politics in Senegal with the current political situation as well as a political outlook:

http://www.iss.co.za/af/profiles/Senegal/Politics.html

This book ties in a historical perspective with a view of the modern political pulse in Senegal and the influence of Islam on politics:

[|Muslim Brotherhoods and Politics in Senegal] by Lucky C. Behrman


 * Book Description** (from the Editors posted on Amazon.com)

The influence of traditional and religious groups on modern politics is a significant factor in the development of many countries. In this volume Lucy C. Behrman investigates the political role of religious organizations in the West African country of Senegal. She introduces her study with analysis of the historical conditions under which the Muslim brotherhoods emerged as a political force and of the ways in which the pattern of relations was established. The Senegalese brotherhoods are tightly-knit organizations, each led by a //marabu,// whose disciples depend on him in secular as well as religious matters. The political authority of the marabus grew out of the disintegration of the tribal system in the late nineteenth century, when the marabus replaced the nobles as political leaders. The French then reinforced the marabus' power by using them as intermediaries and by helping those who cooperated with the colonial regime to defeat those who did not.

Upon independence in 1960, Senegalese politicians adopted the pattern of cooperation established by the French. Behrman, examining the present role of the brotherhoods, analyzes their inter-relationships as well as their relations with political parties, government officials, the government reform program, and modern Muslim reform groups. She reveals that Senegalese officials often defer to the opinion of the strongest marabus and that, in times of crisis or uncertainty with in the government party, the Union Progressiste Senegalaise, they turn to the marabus for support. She also shows that, although the Muslim leaders occupy such a privileged position in Senegalese society, they do not actually control the government, which is secular and modern in form and is led by Western-educated men devoted to a program of industrialization and agricultural and social reform.


 * Challenge: Character Confusion**

This novel contains many different characters with long, difficult-to-pronounce names. Character relationships are often unclear. Ramatoulaye is writing to her friend Aissatou, and each knows all of the characters involved in the others life. Because of that, there is not much explanation, or it is very brief, about character relationships. One example of this is the sudden appearance of Farmata, the griot woman. At first, the readers questions where she came from. Ramatoulaye says she is a neighbor, but she seems to be intimately involved with her and her family--almost as if she is living with them.

It is also difficult to keep all the children matched with their mother. Ramatoulaye talks of her own children, Aissatou's children, then shifts to discussing Binetou, Modou Fall's second wife and her family.


 * Solution:**

As with most novels, it would be helpful for students to create a character map as each character appears in this novel. In addition to providing basic details about the relationships between characters, it would also be helpful to choose a predominant conflict in the novel, such as Modou's decision to take a second wife, and write under each character his or her reaction to that conflict. This will help students better understand the interplay of relationships, as well as an understanding of who has a voice and who has power. Discuss with your students why certain characters have a voice and/or have power in the conflicts of the novel.

-Christy Yingling