Dancing With[out] Simmel
Abstract
In this article, I examine how actors stage colour-blind sociability to demonstrate racial integration in the presence of the audiences. I argue that social actors acquire sociability when expected to do so. My assertions are grounded in the ethnographic field work carried out in secondary schools in Dar es Salaam, and a thorough step by step analysis using grounded theory analysis. I have thus found that young people in secondary schools identify themselves on the basis of race groups, namely, African group, "Indian" [South Asian] group, Arab group and ' half-caste ' [biracial] group]. Also, students exhibit tendencies of exclusion across these groups. However, during the school events such as the parents ' day, the school authorities tactically bring together all race groups for joint performances. It is during such events that one may notice how the youngsters temporarily accommodate their differences through colour-blind sociability.
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