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Tradition for Development: Indigenous Structures and Folk Media

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Tradition for Development: Indigenous Structures and Folk Media DOCUMENT RESUME ED 228 446 CE 035 579 AUTHOR Kidd,'Ross, Ed.; Colletta, Nat, Ed. TITLE Tradition for Development: Indigenous 'structures and Folk Media in Non-Formal Education. Reportand?apers from the International Seminar on The Use of Indigenous Social Structures and TraditionalMed*in Non-Formal Education and Development (Berlin,West Germany. govember 5-12, r980). INSTITUTfON German Foundation for International Development,Bonn (West Germany).; International Codncil for Adult . Education, Toronto (Ontario), PUB DATE 80 NOTE 639p. PUB TYPE Collected Works Conference Proceeding% (021) -- Viewpoints (120) -- Reports - Descriptive (141) EDRS PHICE MF03/PC26 Plus Postage. DESCRIPTORS Adult Education; Case.Studies; Community Programs; *Cultural Context; *Developing Nations; Drama;, Economic Development; *Folk Culture; noreign Countries; *Nonformar Education; Rural Development; Seminars; *Social Change; *Social Environment; . Theater Arts IDENTIFIERS' Africa; Bali; Bolivia; Botswana; Brazil; China; India; Indonesia (Java); Jamaica; Mexico;Sierra Leone; Upper Vorta, ABSTRACT Case studies and seminar reports areprovidecrthat "were presented at an internationalgeminar to examine field experiences.in usirig a culture-based approach tononformal education. Part 1, containing an introductory papetand nine case Studies', 'focuses on indigenous institutions and"processesin ilealth, family \planning, agriculture, basic education, and conscientization,The \introductory paper discusses indigenoussociocUltural forms as a basis for nodformal education and development.Seven countries are represented in the caSe studies: Indonesia,' Bolivia, Java ' (fndonesia), Upper Volta, Botswana, India, and Bali(Indonesia). SeCtion II focuses on the performing arts in both masscampaigns and community nonformal education programs.'Anintroductory paper overviews folk media, popular theater, andconflitting strategies for social,change in the third World-The seven case-studiesconsider the specific strategies used in Brazil, Sierra Leone,China, India% Mexico,.Jamaica, arid Africa. Section III contains theseminar reports developed from discussions of the four regionalworking groups: Latin Anerrca, Africa and the Caribbean, South Asia,and Southeast Asia. A summary of plenary .discussionsis also provided. (YLB). *********************************************************************** 'le * Reproductions supplied by EDRS are the best that canbe made . * * from the original document. *********************************************************************** INTERNATIONAL. COUNCIL FOR ADULTEDUCATION. -** oot$ GERMAN FOUNDATION FOR INTERNATIONALDEVELOPMENT DSE CZ) Lij TRADITION FOR DEVELOPMENT: INDIGENOUS SITMTURES AND FOLK MEDIA US.DEPARTMENT OF EDUCATION IN NON-FORIU, EDUCATION NATIONAL INSTITUTEOF EDUCATION INFORMATION "PERMISSION TO REPRODUCE THIS JP.UCAIIONAt,RESOURCES CENTERtERICY MATERIAL HAS BEEN ORANTED BY I/Thddocument has been rearoducetf as Edited by teceemdtrom the person or organrzahon Onomatrno Ross Kidd-A Nat Colletta Mato.' chimges have been made to unprove rePrOductron ettrahts , Ponnts of view ot opireons stated rn this (loco TO THE EDUCATIONAL RESOURCES rnent do not recessanly representottrchh NtE posmon or poky INFORMATION CENTER (ERIC)." 0 German Foundation forInternational Development and International Council forAdult-Education Report and Papers from the InternationalSeminar on: The Use of Indigenous Social StructureaandTraditional Media in NOn-Formal Education and Development, 5-12 November, 1980 in Berlin iF Organized by: German Foundation for Internatinnal.Cevelopment and InternationalCouncil for Adult Education DOK 1078 A/a S 22-09-80 TABLE OF CONTENTS PAGE FONEWDRO ACKNOWLEDGEMENTS EDUCATION SECTION I: INDIGENOUS STRUCTURES, NON-FORMAL AND DEVELOPMENT TRADITION FOR CHANGE: INDIGENOUSSOCIO -CULTURAL FORMS 9 , AS A BASIS FORNON-FORMAL EDUCATION AND DEVELOPMENT Nat Colletti GOTONG AMONG:MUTUAIASSISTANCE ININDONESIAN 60 COMMUNITY DEVELOPMENT i Sartono Kartodirjo Wait RUMAT:INDIGENOUS INSTITUTIONS AND NATIVE 82 DEVELOENENTIN BOLIVIA Luti Rojas Aaplazu CULTIVATING INDIGENOUS IRRIGATION INSTITUTIONS IN RURAL JAVA: A.STUDY OF THE DHARMA TIRTA WATER USERS ASSOCIATION mopEL IN CEHTRAL JAVA,INDONESIA John Duewel TRADITIONAL MODALITIES OF PARTICIPATION ANDSELF- 150 , DEVELOPMENT: INDIGENOUS AGE-SET GROUPS AND RURAL DEVELOPMENT IN UPPER VOLTA A Bernard Ledei Ougdraoso 'William M. Rideout, Jr. NOTES ON THE PESANTREN IN RURAL JAVA: AN ISLAMIC 193 'INSTITUTION PROMOTING NON-FORMAL EDUCATION Uiar Kayam 207 OODI WEAVERS: MATERIAL"CULTURE, WORKERS ORGANIZATIONS AND NON-FORMAL EDUCATION IN BOTSWANA , Martin Byral D/GENOUS CHANGE,AGENTS AND NON-FORMAL 245 UCATION.IN INDIA K. Ranganath JAR SYSTEM: TRADITIONAL BALINESE COMMUNITY 259 AND RCANIZ ION AS A VEHICLE FOR FAMILY PLANNING TRITI EDUCATION I. Astawa INDIGENOUS MENTALSTRUCTURES:THEIR FUNCTIONS AND LIMITS /72 IN NON-FORMAL EDUCATION PROCESSES FORDEVELOPMENT Casillo Bonanni - 3 - *1. PAGE SECTION II: FIMAYMEDIA, POPULAR THEATRE,'AND NON-FORMAL EDUCATION INTRODUCTION: FOLK MiDIA, tOPULAR THEATRE AND 280 C ICTING STRATEGIES FOR spcIAL CHANGE IN TUE TH1 WORLD Ros Kidd P LE'S LITERATURE, RURAL WORKERS, AND' 302 D:' STICAT/ON IN BRAZIL ' J Diaz Bordenave, "INDI US KNOWLEDGE, FOLK MEDIA, AND.CRITI NG 332 RURAL VELOPMENT IN SIERRA LEONE Micfiael Piurclichards THE VILLAGE DRAMA MOVEMENT AND POLITICAL 370 EDUCATION IN CHINA 'Ellen Judd' DOMESTICATION THEATRE AND CONSCIENTIZATION 415 DRAMA IN INDIA R038 Kldd POPU1AR THEATRE, POPULAR EDUCATION, AND URBAN 503 COMMUNITY ORGANISING IN MEXICO Carlos and Graciela NuBez WOMEN'S THUM, CONSCIENTIZATION, iND POPULAR 541 STRUGGLE IN JAMAICA Honor Ford-Smith POPULAR DRAM AND POPULAR ANALYSIS IN AFRICA 570 Brian-Crow, Hichsel Etherton, SECTION III: BEMINAR REPORTS , REGION A: LATIN AMERICA 595 REGION B:AFRICA AND.THt CARIBBEAN 609 REGION C: SOUTH ASLK 615 REGION D: SOUTHFf,aT ASIA 622 SUMMARY OF PLUMY DISCUSSIONS 629 1 4 - FOREWORD Ovetthe kast decade there hus been'an increasinginterest in traditional -media (folk drama, music, puppetry, etc.) and indigenoussocial structures' (organizations, roles and processes) asm:Nods,organizing struclures, ad media for nonlarmal education. This growing lnterest.is largely based on the conviction that development must be basedon.indigenous resourees, indigen- . 3 _ohs solutions, and indigenous creativity. -# Earlier international attempts to ktudythis.culture-based approach'have focused more on the theoretical potential,than onthe actual practice; have concentrated primarily on folk arts,and neglectedthe other institutiOns ana' collect- processes of,indigenous culture(e.g. social organizatIonleadership, ive action sturcturea, etc.); and havefailed to address the underlyIng implications of.thisapproach.' ia Thia voluble is the outcome of a recentattempt to expand diaco&sions in Berlin tc examine field this field. A seminar was held in November 1980 experiences 111 using this apprbach. 'A number of cOMmissioned case studies The and paPers produced by seminar pan:I:Amu:1form the hulk of this tex.t. and processes (in health, first section focuses on Indigenous institutiona family planning, agriculture, basiceducation, and conscientization); the campaigns and community NFE pro- second on the performing arts (in both mass glammes); and the third summarizes theseminar discussions. 5 - 5 - Participants came to the seminar from all continents and from different working Contexts. TheAvoup included practitioners and remearcher7 non- formal educators and development communicators, senior civilservants and grummets workers. Unfortunately there were very few women (only eight out of the 38 participants) snd no representatives from the Comaunist or Arab worlds. (However, one of the case studies focused on China.) The mix of participants from "conventional" development agencies on one hand and popular movements, on the other, crested an unintended, but highly productive, polarization among the parttcipants. Two informal "camps" emerged and dperated throughout the seminar. Those who identified with the "reformist/ instrumentalist" camp were essentially looking for principles and tools for using indigenous culture within conventional developmelm programmes.They agreed with soce of the criticisms of development made by the second Hb. but viewed indigenous culture as a legitimate means for reforming current development strategies. Those in the "popular education/structuralist" camp challenged the indigenous-culture-for-development idea. They felt it Mpreuented in practice a manipulation o( people's culture to serve interests opposed totheir deveIopment. They were skeptical about what could be achieved through this approach' and were more interested in working with popular organizations and groups so that the latter could decide when and how to use"indigenous" or "popular" culture within an over-all strategy of overcoming oppressive structures. 0 This mix resulted in high quality, high energy debate. It was not a typi&114 development seminar. Right from,the beginning participants dispensed with conventional pleasantries andlaunched into an openand spirited critique of the underlying assumptions and 6asic ideas inthis'field. Thiu, in turn, produced impcirtant challenges and clarifications of the"Indigenous-culture- for-developMent". idea and extsnsive discussion of the "popularculture" alternative advanced by the Latin American participants. At tho end of the seminnr there was no attempt toproduce a set of global strategies to be uniformly aklied. It was felt that
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