Paper short abstract:

This contribution reflects on the limits of functionalist explanations in teaching Introduction to African Studies to non-African students and makes a case for seriously talking about difference through more 'experiential' teaching methods.

Paper long abstract:

One of my key challenges in introducing African Studies to non-African Liberal Arts students has been to move beyond functionalist modes of explanation. Take the example of religion. Many of my largely secular students are puzzled at Africa's predominantly deep religiosity, in particular where this is infused with magical and spirit-based beliefs. In response, I tend to use the Introduction to African Studies to emphasise functionality and familiarity: given the context and incentives many Africans find themselves faced with, being a religious person and having these spiritual beliefs is a logical and perfectly understandable choice.

This mode of explanation is attractive because it emphasises universality and similarity between the students and the people they are trying to understand. It says to them: "you would have done the same thing, if you would have found yourself in their shoes". It is also attractive because much of the scholarly literature, particularly in the social sciences, is predicated on a similar kind of explanatory logic.

The problem, however, is that this functionalism is incomplete: it fails to communicate the real and deep differences between the students' lives and that of many Africans. But how to teach difference without exoticising it, at a distance and in a context where public discourse on the subject constantly promotes exoticism? This is the challenge I would like to reflect on, by making a case for practical ways of teaching beyond functionalism by letting students 'experience' life in different parts of Africa from a distance.