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.