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AUTHOR Kniep, Willard, Ed.; Danant, 3oelle, Ed. TITLE Perspectives from the South in Development Education. Development Education Annual 1990/1991. INSTITUTION National Clearinghouse on Development Education, New York, NY. REPORT NO ISSN- 1064-6657 PUB DATE [91] NOTE 49p. AVAILABLE FROMNational Clearinghouse on Development Education, The American Forum for Global Education, 45 John Street, Suite 1200, New York, NY 10038 ($6). PUB TYPE Collected Works - General (020)
EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Developing Nations; *Economic Development; Foreign Countries; Global Approach; Industrialization; *International Education; International Programs; World Affairs IDENTIFIERS Africa; Asia; Caribbean; *Development Education; Latin America
ABSTRACT This annual publication presents perspectives on development education from developing nations or "Southern" countries. The following articles are included: "Development Education: Education Beyond Labels" (P. Christenson); "Synthesis and Reflections of Annual '90/91" (J. Sommer); "Creating the World in Our Own Image: The American Media Defines Africa" (M. Mpanya); "Development Education about Africa: Decoding the Domination" (E. Aw); "InterAction Guidelines for Educating about Development" (T. Keehn; N. VanderWerf); "Understanding the Realities in Latin American & the Caribbean: An Insider's Assessment of U.S. Education Materials on the Region" (B. Taveras); "Learning about Asia by Inserting Structural Analysis in Development Education" (A. Purnomo); "Development Education within Minnesota Communities: The Role of the International Student" (D. Abebe); "Women to Women: A South-North Dialogue through Video" (C. Radomski); "The YWCA Model: An Interview with Joyce Gillilan-Goldberg"; "Development Education is a Two-Way Street: The Experience of an Indian Educator in East Tennessee" (S. Nataraj); "Partner in Residence at Heifer Project International: A Voice from the South. An Interview with Sule Umaru"; and "Development Education is THE Priority" (D. Korten). The volume also includes a description of two projects currently in progress; Vikramshila Resource Centre in Calcutta, India and an Asia Society Project that examines the increasingly important role that individuals and voluntary organizations play in protecting the environment, expanding the roles and rights of women, and addressing the problems of rapid urbanization in South and Southeast Asia. An evaluation questionnaire for publication concludes the document. (DB)
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ctk.Ncs VesVe fromtheSouth in Development
. Q'ti" In memory of our friend and colleague, Carrol Joy 1938-1990
1
3 DEVELOPMENT EDUCATION ANNUAL 1990/1991 A journal of the National Clearinghouse onDevelopment Education The American Forum for Global Education
CONTENTS
Editors Note 2
Special Features Case Studies nevelopment Education4 28Doelopment Edu,:ationithm Minnesota Euncatino, Beyond Lthek, Communities: tudent bv Philip L. Chnstenson The Role of the Internattona by Daniel Abebe Synthesis and Reflections of Annual .00/1)1 7 by John G. .Sinnmer 30\\ omen to Women. A South-North Dialogue through Video (boil Radonicki Focus on Africa, Asia, & Latin America S The YWCA Model. Ar Interview Creating the World in Our Own Image 33 10 with lovce The Amerk.an N1echa Defines Ainca Njutombo Ntranva 36Development Education is a Two-Wa street The ENperience of an Indian Development Education About 12 Edu(ator m East Tennessee Decoding the Domination I'\ Shahn! Ndia/ai 1,\ EuQni :lit 33Partner in Residence at Heller Project InterAction caudelmes for Educating16 International. A Voice Irom the South about Development An interview with 'tile L'inaru "lot ha,Iztzround by 11ionia\ /3 ke/in NM( VathI/11WC11 Other 41 Development Education is .F1 IF Priority nderstanding the Realities in Latin America 22 by Dot Id Konen &: the Larthhean: An Insiders Assessment of " Educational Materials on the Region Work in Progress hr Barbara nAVIIIS 42 43r% am mon Questionnaire lor the 1000/9I Annual Learning about Asia by Inserting 25 structural Analysis in Development Education Agus Put non)
4 EDITORS' NOTE
Building on the enthusiastic response from the Southern perspectives into development education. In development education community for the first the last several years, presentations having to do with issue, we are pleased to present the second including Southern perspectives have become regular Development Education Annual. Our focus is on features at development education meetings and confer- including Southern voices and perspectives in efforts to ences. Many development educators now accept this educate about international development issues and approach as a means both for fostering interest among Southern countries. the American public and for presenting more accurate Concern for bringing southern voices to Northern and relevant messages about developing countries. audiences can be traced to a series of conferences on Aside for Carrol Joy's monograph and the report development and development education. The first of Toward Partnership in Africa, 1990. (in English and these was the 1987 London conference on "Development French) from InterAction's Africa Partnership project, lit- Alternatives.' co-sponsored by World Development and tle has been written on the subject in the U.S. Hoping to by the Overseas Development Institute. fill this gap and stimulate discussion on critical issues of This conference represented a turning point for the theory and practice. we have adapted "voices from the field of development, and by extension, for development South" as the theme of the the 1990/91 Development education as well. For the firstt me. a large number of Education Annual. NGO leaders from the South .,pressed their need to be We believe that 1990/91 Annual raises some of the basic included as partners in the process of development assis- questions and issues about including Southern perspec- tance from the North. Their message emphasized the. tives in development education. Some of our colleagues importance of advocacy and education by Northern from the North address questions related to whether it is NGOs to influence their own publics and governments desirable and how it is possible to effectively include toward more favorable foreign policies. Southern perspectives. Southern colleagues provide us Similar messages were heard at the annual fora of with their cntical assessments of development education Inter Action in 1988 and 1989. There, again, representa- in the U.S. tives of Southern NGOs argued eloquently for the inclu- We are saddened to report that we were unable to sion of their perspectives and participation in include our regular feature on the status of research in development while offering compelling critiques of the development education due to the untimely death in way their countries have been portrayed in fundraising November of our friend and colleague Carrol Joy. She and education messages in the U.S. was preparing a special feature about her research on a Momentum for including Southern voices in develop- new teaching methodology for addressing negative atti- ment education also came from Carrol Joy's 1987 mono- tudes toward the Third World. We are indebted to Carrol graph entitled Educating About Development: Implications for her boundless creative ideas and contributions to this of a Public Opinion Study which was published as a com- Annual and to development education, of which she was panion to What Americans Think: Views on Development considered and will remain, a leading thinker. and U.S. Third World Relations, a study by InterAction and We would like to thank here all the contributors to the The Overseas Development Council. Joy argued that, in Annual, who had to make time when there was none and light of the American public's lack of knowledge and apa-without whom this issue would not exist. We are espe- thy towards international development issues. the most cially grateful to Diana Shannon for her beautiful layout effective way to interest and involve the public was for and design which greatly enhances the readability of the the people from the south to tell their own story journal. Meanwhile, as support for North-South partnership As you join us for this on-going critical debate, we wel- grew. InterAction initiated an innovative partnership pro- come your reactions, as well as ideas and suggestions for ject with African NGOs which involved both the devel- future issues of the Annual. opment and development education communities. The result has been an increased commitment to integrating Williard Kniep Joelle Danant
DEVELOPMENT EDUCATION ANNUAL .90/91 The American Forum for Global Education presents THE DEVELOPMENT EDUCATION ANNUAL, a yearly publication of the National Clearinghouse on Development Education (NCoDE), promotes innovative and state-of- the-art practices in development education. It serves as a forum for discussion among practitioners in the field. The Annual is published in the Fall/Winter.
Senior Editor Will lard Kniep Editor Joelle Danant Senior Editorial Advisor Carrol Joy Associate Editor .iby Barasch Design Diana Shannon Hartford, Connecticut May 31-June 2, 1991
NCoDE Advisory Board Steven Arnold, American University Aworking conference Strand Topics Tracy Doherty, U.S.A.1.D/Office of on professional priorities global education as .t path to school Private & Voluntary Cooperation ictorm Diane Lowrie, Global Tomorrow for global and interna- relationship between global education and multi-cultural education Coalition tional education: linking global and development educa- Nicole Mendoza, Catholic Relief Objectives Audience tton Services Io provide a highly Decision makers in bringing a global perspective toelemen- Kitty Thuermer, American Youth interactive setting education, educators rk it, secondary education Work Center lor educators to of all levels, curricu- internationalizing theundert Angene Wilson, University of explore critical lum coordinators. disciplines Kentucky issues lacing adnnmstrators. the role of teacher educatioi. global \mencan education. project directors. education Founded in 1988, NCoDE is a ro have each department chair- the icsearch . itch lor global education program of The American Forum ,t rand result in a persons. representa- interdisciphnary approach to global for Global Education, funded in part product for potential tive: of slate education departments 01 edu- \\ omen s issues in global education by a U.S. A.1.D Biden-Pell grant. It publication that \\ill heuselui and in- cation and local and global perspectives in area studies features an electronic database of -tmc tive to the held -tate government foreign languages programs and resources for develop- ment education.
Copyright © 1991. National Working Sessions Alternativeviews on the global context for Clearinghouse on Development Of particular interest to education about development. Education, The American Forum for development educators: Merging the agendas of school Global Education, 45 John Street, reform and global/development educa- Suite 1200, New York. New York, Strand Theme Strand tion.Participants will look at school reform 10038. Telephone 212-732-860t). I', ermineourelve Coordinator as a path to global and development edu- ISSN # 1064-6657 it,' the 21st centtirv. Jett I 'makes. school 10n. Linktne,(;:olkt1 01111 forInternational klikiek ,UCCeSS1 ul integration of develop- Photography Development Training /the ment education in . \tiiencan education. James P. Blair, page 5 1..,111( (turn Experiment in Building common ground and mutual Alex Graciano, page 8 International Living. -upport for global and development Cathy Greenblat, page 10 Brattleboro. Vermont education InterAction, page 17 For more information on the RETREAT TO THE FUTURE and other OEF International, page 30 programs of The American Forum for Global Education, contact Claudia Ferreira, page 41 The American Forum, 45 John St, Suite 1200, New York, NY 10038. Phone: 212-732-8606 Fax: 212-791-4132
[NATI CIINIEN 1- EDUCATION ANNItik0OWL) I 3 THIRD Special Features WORLD developing countries Development Education Educating beyond labels RECIPIENTS by Philip L. Christenson QROUP woF '"="
77 elm eeting the economic chal- Development education materials and I lenges present in the programs should accurately portray this developing world and rais- complexity. ing the living standards of For example, the "green revolution" erill?. the people of these diverse countries which became part of a significant solu- calls for a strong commitment on the tion to hunger and poverty in many part of development practitioners to countries in Asia has not been successful rim alio 41, concentrate on the very specific and dif- in Africa. Not only are solutions differ- ferent needs, strengths, and weaknesses ent from continent to continent, we now of each country, each region, each com- realize that the causes and solutions for munity. This necessarily means leaving these conditions vary drastically from 07) r behind unhelpful and dated labels that country to country within a continent CA provide only generic and over-broad and often from region to region. The NEEDY descriptions of a world that simply countries on the coast of West Africa, for never existed. example, are quite different from those Anyone who is interested in lasting countries immediately to their north in lessVICTIM and meaningful progress will depend the Sahel. The report Low Resource less on analyzing the "South" or the "Third World" and focus instead on the Philip L Christenson, nominated by fortunate great needs and great potential of a cer- President Bush and confirmed by the U.S. tain culture or ethnic community to Senate, currently serves as the Assistant work for development gains that fit their Administrator for Food for Peace and poor people respective requirements. Voluntary Assistance at the Agency for My experience in the foreign policy International Development (AI.D.). Prior to arena over the past two decades has pro-joining AI.D., Mr. Christenson served as a foreigners vided many opportunities to observe the senior professional staff member for the all too human tendency to search for U.S. Senate Committee on Foreign Rela- simple labels or "quick fixes." The histo- tions. During his tenure in this position, one ry of development efforts in this century of his many achievements was aiding then UNDER is clear testimony that quick fix is the committee chairman, Senator Richard rare exception and that there is no uni- Lugar, in the drafting and passage of the versal cure for hunger and poverty. Comprehensive Anti-Apartheid Act of 1986.
DEVEL DEVELOPMENT EDUCATION ANNUAL '90/91 OPE D 7 Agriculture o: Attica tt-.:bilshed in 1988 colonies have claimed to me that colo- per capita income, political forms, cul- by the Congressiona. Offi,:e. of nialism is one of the foremost reasons ture, historical experience or ideology. Technology and Assessment clearly for their current state of underdevelop- In fact, the variations among underde- states that there will rrobabl be no ment. Leaders of noncolomzed countries veloped countries arc probably much wide reaching 'green revolution" in have mentioned that by not having been wider than those among developed Africa. but that relief the hunger and colonized, theft countries missed out on food availability CrISIS will come from the intrastructural development that for- how do we identify and use mer colonies have received and for this seeking solutions on a country by coun- cillthertliC voices from the try and in many cases. a region by reason are not as developed as they international developmentCOMMA- region basis in &Ye:opine an educa- might he. Different -voices from the tional program examining the root South" often have vastly different, even nity, the diplomatic corps, and causes of hunger and poverty in Africa, contrasting views. academia to increase the under- the contribution of people engaged in In the 1990s, an adequate under- standing of Americans? agriculture in Africa would be an impor- standing of the conditions in developing tant resource. provided it was used to countries will recognize that we must the appropriate context. jettison our normal tendencies to box countries, if only because of the absence Hie physical differences in the two and label these diverse countries as a of the advanced technology and heavy Caribbean countries. Haiti and the single entity called -the South" or "the industrialization that tend to create simi- Dominican Republic. that share the Hurd World" the 'Group of 77" or lar institutional patterns and problems." island of Hispaniola are vividly illustrat- whatever. the dIversity of cultures, his- A friend of mine living in Africa ed in the accompam nig photo. We see tory. political ideolog . climatic condi- argues that thinking in terms of a single the barren. uesolate terrain 01 Haiti of tions. population density, indigenous label and explanation in terms of the set by lush. green of the Dominican level of industrial activity, and level of South" or the "Third World" is only Republic The physical border between development is too great for any single marginally more sophisticated than those countries reflects the striking dif- label to ht. In fact, this type of label is some people who think solely in terms ferences between two massively distinc- sunply misleading. In his hook. The of "those foreigners." To think in terms tive histories. ideologtes, cultures, and Weak in the World of the Strong l 1977 of an all encompassing label is to ignore levels of development The -Southern" page 481, R. Roth states this point the complexity of the development pro- or Hurd World" perspectives of the two clearly. cess and the diversity of the countries countries are likely is) be quite different "On the broadest level, there are so that are currently developing. ,is well many underdeveloped countnes, and During the 1060s and 1970s, the l'he systemic Laut,c5 of underdevelop- there arc so many differences between poorer countries of the world coined the ment are another area of heated them. that any single label is hound to phrase 'Third World" as a means to debate not -illy among donor countries be misleading Whatever indicator we develop a worldwide political movement but among and warn the developing choose to highlight, the range of varia- to make their issues a prominent part of countries themselves Leaders of former tion is enormous: level of development. the world agenda. Hie perception of these countries was that fair and (US( development would only take place when reallocation of resources from the - "North" to the South" occurred and the international balance of power shifted. It was only during the 1980s when *._. developing countries started internation- .'t A I +1. alizing their economies and reforming 11.1 .11.* their internal political and economic structures that perceptions of a unified t...c movement in the -South" began to v.. ,:hange 'Southern" countries. par- ticularl in Last Asia. realized that inter- nal measures were as important as international networks. The "South" does not now and never did exist as a homogeneous group of countries. at hest it was a political move- ment that lasted a short time and was Haiti and the D01/101;:an Republic, the island of Hispaniola continued on next page
DINH OPNIINf EDI:C.:V(10N AN CAL '90/91 5 continued frompreviouspage otherwise continue to hold. similar and occasionally opposing views only marginally effective. Consequently While perspectives from developing that would help illustrate the diversity of the term "perspectives from the South" countries can provide a significant and ideas and thought found in the develop- has no accurate meaning and does not vital contribution to the understanding ing world. serve as a defining phrase. of the development process, the burden The question then, is not whether the 1.D. views development education as of selecting views that portray an accu- perspectives of people from the develop- an important effort to promote a greater rate picture or timely perspective and ing world should be included in the knowledge and appreciation among that are competitive in the current "mar- design and implementation of develop- Americans of the many challenges faced ket place of ideas- is upon the develop- ment education programs, for these per- in developing countries. To achieve this ment educator this selection requires spectives add a rich element to the task, development educators must strive thoughtful analysis to ensure that the understanding of the American people. to develop and present an accurate por- particular view is significant. timely and The question to be addressed is how do trait of the diversity of conditions and relevant. For instance, in my opinion, we identify and use authentic voices perspectives that exist in the various Hernando de Soto, has recently devel- from the international development fields collectively considered part of the oped provocative and relevant theories community, the diplomatic corps, and international development effort. on development that are worth explor- academia to increase the understanding The perspectives of responsible and ing. In contrast, continuing to espouse of Americans? credible individuals from the developing the dependency theory and other theo- As in any educational endeavor, care world arc an extremely important con- ries that blame the so called "north for must he taken to assure that the loudest tribution to understanding the chal- the ills of the world, wuhout looking to or the most emotionally charged voices lenges of development. the dialogue new, and perhaps more timely theories, do not overtake the discussion. In edu- that is begun when their opinions, expe- is not a lair or responsible approach to cating the American people about devel- riences and perceptions are presented to development education. opmen, issues, development educators an American audience often becomes a It remains the responsibilit (level- hear the responsibility for reflecting the powerful vehicle for critical examination opmc.educators to offer as tnorough diversity of views, impressions, and of the various preconceptions, preju- and complete a picture of development experiences of the people of the devel- dices, and misconceptions we might realities as possible, and to present dis- oping world. A
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DFVFLOPMENT EDUCATION ANNUAL 90/91 It has become commonplace to observe that the world of the 1990s is vastly different from that of the 80s: the end of the Cold In Search of a War and beginning of an unknown new Global Perspective for world order; the realization that human Development Education survival requires strong and immediate environmental action; and the continuing globalization of virtually every aspect of our Synthesis and reflections everyday lives. Our economic, political, of Annual '90/91 social, and cultural interdependence with nations and peoples throughout the world by John G. Sommer notably including the Third Worldhas become ever more pronounced, with national boundaries becoming increasingly secondary to broader new realities. Those of us involved over the years in development education must take cog- nizance of all this and ask if our efforts are appropriate or adequate in the context in which we now find ourselves. At the risk of being overly provocative, I would have to say they are not.
John Sommer is the Dean of Academic Studies Abroad at the School for International Trainow/The Experiment in International Living in Braidebow.,rinont. He has been among the leaders of develop- ment edue,aion and served as chair of the InterAction Development Education Committee from 1984 to 1988. Nir. Sommer has had 28 gars of d.clopment experience in different countries through posi- tions of responsibility with international voluntary services, Ford Foundation. 0,.erscas Development Council, Peace Corps, and He is the author of the publication Beyond Charity: US Voluntary Aid for a Changing Third World. Mr. Sommer holds a NIA. from Johns Hopkins School of Advanced International Studies.
DEVFLAWNIEN1 Er. LAric.rs: ANNI 00/01 7 .0 are no doubt several reasons lor this. Among the major ones, perhaps, are the " fact that our knowledge of history, hilt- ed to begin with, is further limited to the western tradition from which the U.S. 'may maiority culture derived; that, particu- larly until the advent of returned Peace Corps volunteers, we had virtually no significant exposure to Third World societies; that ow society generally respects wealth and technology over "under-development," without consider- ation of cultural riches and locally appropriate technologies: and that many of the U.S. institutions concerned with 4 a. Third World countries were, and are, fundraising, aid-giving institutions which feel compelled to exert emotional tugs at the American heartstrings through appeals to pity and guilt. The irony. of course, is that the more effec- 4.orge Sanchez. plavwright & educator, with tierit. Highland (;at net Imeimediate School students tive their lundraising the more demeaned of their dignity the beneficia- tttluturdINon Previous page chance to see Africa as it really is: [yell ries, the more "aid fatigue- sets in, and 01 course, we have come a long Wily. the images in the brocht,' belie these the more ultimately self-defeating, in a Considering that a mere dozen years ago proilises. for they show only animals... larger context, the entire effort to pro- development education hardly existed as While some of the commentators here mote justice and well-being for Third an activity of U.S. private and voluntary may over-emphasize the negative at the World people. organizations iPV0s), the fact that there expense of some of the positive efforts A key related problem raised by my are now the types of activities reflected that have been undertaken, surveys colleagues writing in this Annual is that in the case studies in this Annual is show they are surely correct that the of symptoms vs root causes of Third cause for satisfaction. Add to this the average Airencan s image of Asia. Africa, World poverty. They note that most fact that there are many other typesof or Latin America is one of grinding PVC.) public information highlights organizations. including some of our poverty (the mud hut. crying child syn- hunger, homelessness, and disease, the leading lormal and non-formal educa- drome). governmental corruption, and symptoms rather than the root causes tional institutions that are educating general incompetence. Speaking as one which he. in fact, in national and inter- Americans on Flurd World development ho annually sends several hundred national economic and political power issues (l'VOs. after all, are relatively American undergraduates to study in structures. Furthermore, my colleagues minor actors), and there is room lor yet Third World countries. I can attest to complain, we exaggerate the importance more satisfaction. frequent surprise. even disappointment, of our U.S aid efforts and fail to note I lowever in examining the record, a when my students land in Nairobi, adequately, if at all, the central role of number of Third World spokespersons. Bangkok. or Belem, find modern cos- including some represented in this An- mopolitan cities, and feel cheated until II Third World perspectives are key, nual. pronounce themselves as less than they see the "real- Kenya, Thailand, or pleased. Somefeel our motivations for Brazil. Such is the stuff of stereotypes whose Third World perspectives development education are too tied to and the critical importance of appropri- should then be considered? lundraising considerations that tend to ate development education. rob I bird World people of their dignity. The theme of this issue is "Perspectives Third World peoples and institutionsto others leel the Third World images con- from the South in Development improving their own lives. They are \eyed arc unduly exotic, thus unrepresen- Education.- Can one doubt that without right on both counts, proving once again tative and unfair. As Mutombo Nipanya such perspectives the educational "prod- the critical importance of considering observes, referring to materials on learn- uct- must inevitably be flawed? And yet, Third World perspectives in develop- ing: tours to Africa, the advertisements as just indicated, we in the United States ment education. claim that the agencies' tours are an edu- have too often failed to take these per- If Third World perspectives are key, cational experience, offering the possi- spectives into account as we spread our whose Third World perspectives should bility of international friendship and the messages about the Third World. There then be considered? As one commenta-
DEVELOPMENT EDUCATION ANNUAL'90/91 11 tor here rightly notes, "different voices have genders?) notice only Third World recessionary climate, with the already from the South often have vastly differ- poverty, degradation, and injustice, or poverty-stricken Third World, and also, em, even contrasting views"; we arc that of America as well? Or still another as we have noted, with the poverty- advised to seek the perspectives of approach: what would be our reaction if stricken in our own country. Is this a "responsible and credible individuals" photos of teary-eyed U.S ghetto chil- time when PVOs can affora to continue sensible criteria for selecting Northern dren were the only image of America just a few development education pro- voices, too, one would think. But how conveyed to the rest of the world? not tects worth scarcely more titan 1-5% of to decide who is responsible and credi- a totally unheard-of idea to those who their overseas project budgets? What is hlc ? a 'Third World dictator, a rural have travelled in socialist countries- - more likely to influence the prospects peasant, an elite businessman, a leftist with controlled media that expose I' S lor peace and well-being in the world: journalist? All will convey varying per- poverty. homelessness, crime. and some irrigation systems, health clinics, spectives, making the selection in many inequities? much as we in the S. and schools in a few favored villages respects a political one. U.S. PVOs and expose these aspects of life in the third (however needed) or a major education educational IlaStIllatIOrtS will vary, too. in campaign aimed at reforming govern- their interpretations of fhird World We thenjorc need new lenses so ment policies with respect to trade poverty, depending not only on whom restrictions, arms exports, and human that we avoid creating fn develop- they listen to, but also on their Ideologi- rights? Similarly, are we not at the point cal backgrounds, funding sources. ment education the world in our where we should be taking a systems degree of academic freedom. etcI he own image, creating Instead one approach to development education point that education. ideally, should with a truly xlobal perspective. itself, going beyond the few small-scale he objective. conveying all sides of the projects at the margins of PVO activities Is SIMS. complex and difficult as this mas to a major movement demanding change? he to not only do. but also to communi- World Our Martian would be the hrs.' Dayki Konen states it well in these cate clearly. to decry the idea of either a northern or pages' It may he helpful at this point to southern perspective: s/he (it) would Development professionals, including remind ourselves what development inevitably take a global perspective And those who stall voluntary agencies, education is. Although it is quite differ- that is our challenge if development edu- generally ti rated the education of their con- ent from lundraising or related public cation is to transcend the parochial and stituencies regarding the development prob- information materials. the motivation for neat our planet's problems in the global lems Of the South as a Net Ond(UN concern. doing it Irequently relates to Imanetal dimensions in which they exist in reality Development education was considered aspirations of the sponsors. thus the This is no easy task. We inevitably important pitman's' as a means of (MU need to consider messages under these he long to nations. some of its colonized. finanttal t ontithuttons for vIduntary orga- headings too. As defined in A Homework some colonizers. We belong to classes nizations and publu support far official .0, Development Edit( anon In the I Mteti within and acioss national boundaries international aSsIstallt e budgets. As we ma however. \ \'e therefore need new lenses so that we I edelltle the nattlle Of the deVelOpMellt Pet'elOptlleht edlicat10/1 ilaS as a p11111a1A avoid creating in development education Oble111. 1%e MUM also teCOVISIder the the htilichtNai a L011.4111101- the world in our own image. creatmg nature mid tole of development ethtiat1011. 101 del'elOrtlettt boils ta 110111C WIti instead one with a truly global perspec- Rather than passive contributions, we
.ihlOad. begin!, With ti 1'itOplit1011 01 tive. I repeat. this is not easy. particular- must now seeiz the tame ehgagethent of ailIntel depencleM e ,Old the COMItllath! need ly since most of us aren't vet !there broad CitlZell ionstituencws as agents of its 'USW(' and etitIlIV in the world Itsplo ourselves. nor arc our "audiences." poht v,nisi tuitional. and lifestyle changes in and pro( eSSCS «MVey 111101MailOn, While some of the case study activities each 01 our respective societiesboth North p0/110(C htlinanUanan values, and St Milt and ideas discussed in this Annual may and South. This is basically a development hue 'nth\ idual and iommumtv action help to take us in this direction. in lash- education agenda, (ii More accurately an aimed di improving the quality of lite and. iontng our activities in the future itis Mutational agenda finr global transforma- ,!iumnanng the root causes of uorld imperative that we keep this global tion. Rachel than being peripheral to the Eliminating the root causes of world Martian. it you will) perspective in mind. real business of the voltoucny agency, it
:Nwerts! . One is struck by the lack of Finally, there is the matter of scale. becomes the core business, the priority. any limitation in this delmition to Hurd fiery I must return to my initial provo- This. to he honest. is a call for advocacy, World poverty Nlight the United States c_atton: our efforts are grossly inadequate Yes, we need southern perspectives. 'nos he a subject lor development edu- to the situation . Yes, we have done We need northern perspectives. Most cation. as well? (Read the chapter herein much in development education over of all we need global perspectives, aimed about an Indian educator in Tennessee!' the past dozen years. But look at the at stimulating individual and communi- Put another way. If a Martian were to worsening problems!among others, an ty daunt on a scale needed for nothing descend to Earth and tour around for a increastngly poverty-stricken -Second less than ensuring human survival, with %vould he or she (do Martians World" that competes lor attention. in a dignity. A
DEVELOPMENT EDUCATION ANNUAL '90/91 9 12 Focus on Africa, Asia, and Latin America
Creating the World in Our Own Image The American media defines Africa by Mutombo Mpanya
or the last five years I have School i'.:books create an almost pure- been engaged in research ly economic image of Africa as a store- armed at identifying and house of mineral resources and cash assessing images of Africans in crops. In the entire multi-media, multi- the American media and educational source portrait of the African continent, materials. More specifically. I have been there is nothing of which the African conducting surveys, discussion groups, people can he proud. and content analyses ol various publica- While these results were not unex- tions. NIalor newspapers. such as The pected, the study did present a few sur- New York Times, The Washington Post. prises. There was a mention of Africa's and The Christian Science Monitor, as well rich cultural heritage in a development as flyers from private development orga- organization's brochure. Several people nizations. a sampling of tourist agency in one of the surveys indicated that they brochures and several text books pro- \vere aware of the abiding sense of vided the raw materials for this project. extended family that most Africans pos- The surveys and discussion groups conducted were both in Canada and the NI womb° N1panya is originally from Zaire. United States, and highlighted issues He is presently directing the International and topics pursued in this study. Environmental Studies program at World Overall, the results of this project College West in Novato, CA. Previously, have not been very positive. The surveys Dr. NIpanya served as Coordinator of PVO revealed that large portions of the activities at the kellog Institute of the American public still view Africans as Univercity of Notre Dame in Indiana from primitive jungle dwellers. In the news 1984-1989. Between 1988 and 1990, he media, the dominating African images %%as a development education consultant for are of coups, corruption and war. The InterAction/FAVDO Africa Partnership private development organizations. fly- Project. He has also conducted numerous ers typically present images of starving workshops related to African perspectives children and parched, barren lands. The on U.S./Canadian images about Africa at primitive image reappears in the travel U.S. /Canadian conferences. He holds a agency brochures, but this time in the PhD from the School of Natural Resources context of an exotic, tempting paradise. at the University ol Michigan.
DEVELOPMENT EDUCATION ANNUAL 90/ 9 1
13 -ess. Even so. the preponderance of dis- ing beasts and iungles, but merely gold Africa, they claim. they could not report turbing images compels the question: or copper mines and coffee plantations. itII there were no wars. they would not why are images of Africans m the When a human element is brought be writing about them. American media so negative? The into the discussion, as when history is According to the journalistic perspec- answer to this question has many parts examined, the usual pattern of negative tive, it is Africans' inability to rule them- i lerc I would like to focus on two or African images displayed against positive selves wisely and well that makes it three that seem to me the most sig.mb- western images recurs. A powerful necessary for reporters to present things cant to development educators. example of this Is the misconception the way they do. They are not in the perpetuated in textbooks and now held business of creating images, they insist, The first point to consider is by mans' teachers regarding the history but of telling the truth. that, while the images of of slavery. Every textbook I examined Some journalists I interviewed believe Alricans being, presented to opened this tope with a rationalization they are excessively generous towards the American people are neg- of slavery, its naturalness and pervasi%,- Africa, and have looked the other way ative. the image of the agency responsi- ness in Africa. The existence of slavery and kept silent rather than report some ble lor the presentation is positive. The in Africa prior to the appearance of of the things they have seen on the con- goal of presenting Africa seems to get white slavers on the continent is invari- tinent Others have the frankness to 'o:t in the business of enhancing one s ably stressed. as is the fact that white admit that their reportage is directed by own puhlie relations. people were themselves slaves at that the interests of the western world, and havel agencies. ior example. use time. Interviews with teachers revealed that this direction al feels the topics and :nines of wild beasts. stereolvpicall% that most believed Africans were deeply areas of Alrica covered in their articles. exotic peoples in bizarre native dress. invoRed in the slave node and sold their .\ lew even acknowledged that they are and lush and savage landscapes as bal- ,Iwn people to Thropeans. treat eiforts essentiath a small business operation. lasts to weight their promise that the. are made to establish the fact that selling the \\ ords the public wants to can deliver the untamed primitive conti- Africans are not on higher moral ground read without questioning why the public nent and ye' p.ide their clients with than v. hues on the slavery issue. Is the craves them. or where public opinion all the amenities 01 civilization. [he came from in the first place. Inevitably. then, most Journalists agency is untarnished by the barbant I. Rather than depicting Africa as surrounding itthey offer exceptional describe Africa as an incompetent place, quality, in services and people. The the antithesis of America, Africa incapable of self-organization. It is a con- agency is associated with the luxury should be shown in images of simi- tinent full of bureaucratic ineptitude and hotel. their bases and offices. [hey are a larity, images 01 fellow 111.011c111ti irresponsibility. The journalists them- -,ecure and comfortable bastion of west- (11/11 die easily re( ognized as veal selves. on the other hand, are a compe- ern cmhzation planted amidst the sa\ partners in the world. tent. responsible and objective bunch. age creatures and jungles of primitive Development agencies are not AI rica.1 hough the advertisements claim immune to this unfortunate tendency to :hat the agencies tours are an education textbook approach to the subject truly a contrast negative images of Africa with ii experience. offering the possibility 01 ondemnation of the instillation of slavery their own positive sell-image. The nega- ;mei-national Inenciship and the chance and an attempt to improve understandingtive Alrican image here takes the form of .0 see Atrica as it really is the images in of the historical relationship between a graveyard filled with emaciated bodies. :he brochures belie these promises. for Africa and the western world? Or is it In opposition to this is the agency's posi- ;hey show only animals. rather an extraordinary deviation from tive sell-image. that of the savior. By lextbooks and instructors similar' the true topic. designed to help western providing the required material present positive images of themselves nations deal with their guilt and improve resources and expertise. the agency is through contrast with negative images of their psychological welfare? Insisting that the problem-solver, rectifying the mis- Al flea. [his is not a conscious act. Nlany It is relevant that Afncans were involved fortune of African starvation. .extbook writers and teachers perceive with slavery is on a par with arguing that This polanty of negative Alncan .hemselves as sensitive and free of the because some Jewish people collaborated images and positive agency images, ungenerous stereotypes so often applied with the Nazis. the holocaust was in while unlounded in reality, does have a .o:Arica and Alncans. Indeed. some some way natural or right. practical. even logical side. American believe they arc going out of their way to lournalists arc lond of saying they organ,zations feel they must create posi- each their students and constituencies ;lresent only the factsTheir self-image tive images of themselves in order to about the real Africa. Yet. the actual and the one they present to the world is elicit monetary support from the Ameri- images of Africa in most school books of a conscientious. ethical professional can people Rather than depicting Africa portray the continent as a soulless object who bears the responsibility of inlorm- as the antithesis of America. Africa of the material Interests of the western ing the greater public about the situation should be shown in images of similarity. world Africa is not people, nor even 'iv- in Africa. If there was no hunger in continued on wee 14
OrNII:N1 EDUC A HON ANNUAL 90/01 I
14 Educating about Africa Decoding the domination
by Eugenie Aw
WESTERN AFRICAN
/WORLDVIEW /WORLDVIEW
In this article. I V all propose what I mainstream western model. I his is how mencan development protect manager believe good development educa- the context of underdevelopment and local Alrican people whom he want- tion should he. based on my anal- becomes obscured. ed to organize into a cooperative. These ysis of international development .;ood development education should people were already organized in their and on some of my experiences in devel- Mtn to give a new context to develop- own traditional way, but the protect opment, development education. and ment and to weave nev,. solidarity. manager could not understand or appre- journalism. Before attempting to Improve develop- ciate their way. Wasn't it cultural to To discover people through their vn ment education. one nee&, to examine believe that only the cooperative was the words, rather than the words of others. the very process id. right way of organizing oneselves? to show the links between critical issues In yet another example. I have wit- in the North isuch as budget deficits or Culture and History as Premises nessed the surprise of a Canadian devel- the environmental crisis) and the ones in for Development Values opment expert, when he read the the South as part of one international [he current mainstream development ,ophisticated responses of the villagers I system: here arc the key objectives process is based on the dominant west- had approached in ten Senegalese vil- which should prevail in development ern culture. which has been named by lages lor a needs assessment. Fits sur- education. Burkmabe Joseph Ki Zerho. the culture prise showed me that. in his state of However, images shown through the of the prey'Flits culture has enabled its mind as a helper. tie assumed that those media often lead one to believe that the members to live with the illusion of he wished to assist were unable to think helpless.' people in the South cannot absolute knowledge. showing a blind- or themselves. survive without the generous gilts of the ness. ignorance and sometimes negation -developed'. people. of other cultures history. particularly Eugenie Aw is a tournalist from Senegal. similarly. some U.S. development African history. She is currently completing her Ph.D. in organizations priority to demonstrate For example. in my experience as communications at the University of their productive assistance overseas journalist. when discussing development Quebec art Nfontrea/. Ms. Aw serves as a rather than educate the public has often with Canadian colleagues. I have Lonsultant to development education to a influenced them to choose negative observed that some of them have reject- number of Canadian development orgam- images. The stress given in some mes- ed my knowledge of development and Zations and has conducted several woth- sages on oronizations efficiency may qualified it as empirical, which in their ,hops related to Al rican perspectives on have generated more financial support eves is of lesser value than theoretical I S./Canadian images about Africa cit I rom the public and other sources. knowledge. In this example. I was and Canadian conferences. Previously, Ms. However. such messages and images denied expertise on my own continent. it was Coordinator of the African develop- have resulted in underestimating the which seems to imply that the misery of ment education wtnhing group for the ones being portrayed. As aid takes on a Africa has been made into a specialized InterAction/FA 'DO Africa Partnership connotation of transfer from North to business. Protect. She was also Executive Director of South. it also seems to present one sin- Another example of misunderstanding a Pan-African Association of Female gle model of development, that is the isone that occurred between an Journalists, based in Senegal.
12 DI VI LOPNII-NT EDUCATION ANNUAL140/91 15 The marginalizauen of African wide variety of development approach- VOICES OF AFRICANS women has been another outcome of the es, depending on their sizes and coun- HEARD IN PROVERBS mainstream development process loo tries of origin. very few ever integrate alien I have seen the Northern women traditional Alncan approaches. ABOUT NATURE themselves talk in Inc name and in the "NATURE GIVES WHAT IT place of their African counterparts. What if we learned from Air icau because they have perceived African cultures? 15 GIVEN." women as too timid I3ut Alncan society l'his type of learning would hrst require "NATURE DOES NOT LIE: has traditionally allowed women the silence. an active silence within oneself power to speak for 1:lemselves which would allow for an openness to "DON'T BORROW FROM I am not relecting \orthern N(10s learning about other cultures. as a pro- NATURE BECAUSE IT WILL intervention in Africa Rather. I propose cess towards discovering true develop- REIMBURSE ITSELF WITH ment. When talking about truth, to go further and re,.:ew the premises for INTERESTS." our actions .itch premises are horn in Africans compare it to the sun: al you the mind. imluenceu by thoughts, in stare at it. you are blinded by it and ABOUT KNOWLEDGE turn influenced by culture and history cannot distinguish anything. You must )nce clanned. these :remise must be therefore wrap it with a Liver of "KNOWLEDGE IS LIKE FIRE: aitegrated cleve. 'nment education. which you can break little by little.
PI:VI 101.\11 \t Ept I. Alio\ ,V.At 30/01 13 16 contimieci from previous page Mpanva continued from page 11 Despite the sometimes Implications for Development images of fellow humans that are easily extreme negativity of the Education recognized as real partners in the world. images of Africa brought to For development education, attention Since fundraising and development the American public, there to such priorities would translate into: education are undeniably linked. it is has always been some positive reaction. integrating an African voice into mes- certainly pertinent to ask whether they This seems to indicate that changing sages about Africa: are compatible. My own answer is. it negative images may be quite difficult. placing issues in the context of the depends. Good development education The images not only originate in the history of domination: can he a sound basis for raising kinds. deep process of socialization but, more acknowledging that African knowl- Certain private voluntary organtzations importantly, the negative image is intrin- edge, awareness, action. responsibili- tPV0s) have established development sic to the positive self-image the agencies ty, and autonomy need to he education programs in high schools, and wish to maintain. These agencies' liveli- appreciated in the development raise kmds to support small community hood depends on a negative image of process for true partnership: protects. Within the United States gov- Africa. appreciating African people and cul- ernment. politicians used development Under these conditions, research tures. including their differences: education to encourage the citizenry to must now be directed towards discover- asking questions about who makes support. and therefore generate. more ing the most positive images people the decisions for what, and who funds for foreign aid. have of Africa and promoting these finances what for what. with whom?: But when fundraising efforts rely on images. This positive approach can be acknowledging that development is a -starving baby type images. it creates effected in many ways, and must two-way process. and that the south tension between the monetary goals and inevitably lead to some restoration of can also teach something to the development education One is Irving to balance. Development education has a North: maintain what the other is working to critical role to play in this endeavor. highlighting the need to empower the change. this reason, many PV0s are First, anything negative coming out victims ti.e women, immigrants, suffering iont the conflict between of Africa, whether images, information, youth, minorities, etc.) of the interna- those who feel they must push the advertisements or news reports, should tional systems everywhere through "starving baby- image to raise funds not he taken at face value. America s solidarity networks: those who feel the image is unnecessary young and old must develop their educating development project man- and misleading. critical faculties and examine the various agers as well as others. For many reasons, I hold with the lat- possibilities that could have provided In conclusion. development with soli- ter view. Sensationalism and negativism the negative input they have received. darity means to acknowledge others, payor so it is said. But do the drama A hook, a film, a TV broadcast about and particularly to accept that others can and guilt generated really determine the Africa may tell more about the maker bring their own experience and knowl- extent of a person's generosity? of the work or about its intended audi- edge. II respect, exchange of experi- Moreover. is the money making a dif- ence than about its subject matter. ences. appreciation ol cultures, and ference in Africa? Funds spent in devel- Secondly, people must be encouraged solidarity can he promoted based on thisopment projects in Africa over the last to affirm the special qualities of African acknowledgment ol others. if one can three decades have not brought about societies. Methods of resource manage- agree that others have not only the right the success that was anticipated. There ment under conditions of scarcity, for to survive but to live a life chosen by is no hard evidence to support the claim example. may have great benefits now them. then one will no longer ask ques- that if PV0s had more money from the when societies' resources are shrinking. tions such as whether a debt has to be American populace, they could solve the Communities must draw on the experi- repaid. because a new global society %kali problems of development in the South. ences of the African people, to learn have emerged. or even substantially alleviate them The from and utilize this valuable resource. I have met farmers from the North issue that should be engaging our atten- The positive feelings of kinship, solidari- who. while keeping their own identity, tion at this point is the interplay ty and belonging that are the basis for look at others from the South with between the realities of economic sur- the typical African experience are feel- appreciation and acceptance of their dd.- vival for the development organizations ings all human beings desire and under- lerences. and who understand that each themselves. and the equally real solu- stand. The cultural diversity of Africa individual must he entitled to have the tions to Southern underdevelopment has evolved in a way that affirms and means to choose his/her life. Such peo- which involve educating Americans to celebrates the diversity of humanity ple make me say that solidarity is the understand the root causes of Africa's a lesson that could prove essential to the tenderness between peoples. This is problems and to support more appropri- survival of the planet. what development education should he ate policies. about 17
14 DEVI:LOPMEN I EDUCXI ION ANNUAL ')0 /01 RESOURCES FOR PROFESSIONALS
Believing Is Seeing: Resources for from the Attitudes and AssumptionsDevelopment Education National that Affect Learning About Compiled from the NCoDE Development resource database, the directory Clearinghouse Based on a three-year study project ,omprises a comprehensive listing on Development by author Carrol Joy, Believing Is of annotated material resources Seeing reviews research in the for educating about international Education social sciences, with a special development. Over 250 print and (NCoDE) emphasis on psychology, to learn non-print materials are listed by how American social attitudes. category and type of material. assumptions. and beliefs about Categories include instructional international development issues packages, issues analysis, primary arise and are changed. rile author information. and theory and prac- draws important conclusions t 1,2e of development education. about the kinds of educational 1.\ pcs of materials encompass strategICS IllCCICCI to address audio/visuals. books, curriculum attitudes impeding the publics units, kits. manuals, and simula- support lor development. 1000 tions. The descriptions of materials n4 pages. $8.00. highlight their goal, theme, potential audience, point of view, Development Education: and geographic focus. 1990. World of Connections 151 pages. $12.00. What is development education? Whv is it important? Through Who's Doing What in footage and interviews with key Development Education individuals from government, This directory highlights business. education. and private organizations and their develop- organizations, the video explores ment education programs. Initially :.5. connections with the develop- compiled in Spring 1-)89 by the ing vorIcl, the nature and purpose L.N. Non-Governmental Liaison of development education and the -:ervice. a revised and expanded need for people in the U.S. to partic- edition will be published in ipate in development education. Spring, 1091. $12.00. For use by development and global educators. development workers and community groups. 1989. 10 minutes. $20.00.
Order Form Quantity Total Believing Is Seeing: Attitudes and Assumptions, $8.00 Resources For Development Education, $12.00 Who's Doing What in Development Education, $12.00
Development Education: World of Connections,$20.00
Name Address City/State/Zip ALL ORDERS MUST BE PREPAID. Pleaseadd 10 '1,, lor postage and handling. :2.00 minimum. Make checks Payable to Vile Anwri,an Forum in dollars -.end payment and older limn to The American Forum for Global Education. 45 John Street, Suite 1200, New York, NY 10038. (212) 732-8606. 18 Initiated in mid-1988, the Africa Partnership Guidelines for PVOs: project was a direct response to and an inte- A Sample Product of gral part of the rapidly growing dialogue An Aid to the between Northern and Southern NGOs. This Collaboration between two-year intercontinental effort aimed to Development of build partnership and trust between African NGOs and U.S. PVOs. The project was Southern and Northern NGOs Public Information, designed and implemented by InterAction (a consortium of U.S. PVOs) and FAVDO (the developed under the Forum of African Voluntary Development Fund Raising, and Organizations). Major activities took place at ;nterAction/FAVDO InterAction Annual Forums in the U.S. in Educational Materials 1989 and 1990 and in Dakar, Senegal, in Africa Partnership Project 1990, where FAVDO is headquartered. The about Africa project was funded by USA for Africa. John Hammock of Oxfam America chaired the
Background by project committee for InterAction; Mazide Thomas B. Keehn and N'Diaye represented FAVDO. Nate VartderWerf Project activities took place on three levels: 1) building trust between African and U.S. CEOs; 2) stimulating program collabo- ration at the field level; 3) changing the image of Africa in development education, fundraising, and public relations materials. As a key part of this third strand of the pro- jectchanging the image of Africa U.S. and African participants, mostly educa- tors, developed a set of guidelines for
1(1 DIATI OP \ I DILL A I\ ANNUAL 00/Q I 1 9 development education. fund-ralsing The real value of these guidelines is in Closing remarks to and public relations materials. their use by U.S. PVOs to present more InterAction/Africa Consultation As to the process by which these balanced and realistic images and mes- guidelines were developed, Inter Action sages to the U.S. public. For the Africans. African NGOs must understand first requested member agencies to sub- their role as partners is to do the same in the problems faced by American mit educational and fund-raising materi- Africa about the U.S. While there are dif- NGOs, if we are to come together als relating to Africa that they had ferences in role, function, and status of in a true partnership with equal produced. More than 30 sets of materi- development education on the two con- attention to the poor in Africa as als were received. tinents. partnerships were forged with well as the poor in the U.S.A. common understanding and approach- The U.S. development education We meet on a day set aside in working group of the Africa Partnership es. This augurs well for future activities the U.S, to honor the life and work Project then analyzed and discussed which we hope will include new and of Martin Luther King, Jr. As you these materials. Their preliminary delib- more positive images and messages erations were further considered at a about Africa for development education. know, he worked for equality, free- joint meeting of African and C.S.NC;Os fundraising, and public information. dom and for the poor I can imag- convened at the lmerAction Forum in Finally. in the ongoing dialogue be- ine the day when U.5. NGOs Danvers. Masscichusetts. in May 1080. tween Northern and Southern NGOs, our portray images not of starving At this stage, three documents were southern partners have recommended babies when they reflect images of developed lor the project. \lutomho that development education and advoca- Africa, but rather images of Mpanva. a Zairian educator and consul- ...v become high priorities on Northern women hard at work in the fields tam to the project. prepared an analysis NtlOs agendas [he Africa Partnership of Africa. I can imagine a day when ot the materials in a paper mink d 1 re Proje.1 In general. and the 6utdelines in African NGOs no longer have to p;uncular. have contributed significantly Image of Africa: IWO MaterialsEugenie beg for foreign funds for projects. Aw. communications specialist from to4actiltate the implementation ot this I can imagine the day when African eneal. wrote a paper providing An recommendation among Northern NGOs are con ing ,';o the U.5. to African Perspective on Development N605 for the next decade help in its own poverty program. I Education... Simultaneously. "Guidein;,., for P\'Os to Aid in the Development of ihomas B. Keehn is a Senior Consultant. can imagine the day when Ameri- Educational. Fund Raising. and Public InterAc non-New York, and. among other can and African NGOs are working Relations Materials' were drafted. They iesponsibilincs. has been soling as the together with a power and impact were distributed m both French and op a in Officer for 1)cvelopmem to influence international policy English to protect participants. l'hey Education onci Constituency Building there that affects the poor. And lastly, I were then considered and modified at a since mception °I the organization in 1083, can imagine the day when the poor consultation held in Dakar in January Nate 1'ander1k'ert is currently a can attain the goal of equality 000 Development Education Consultant. at and freedom of opportunity. ( ()DEL Coordination in Development) in These guidelines are the most speLific John Hammock an ,.1 probably the most important out \'ew loth He coxed as ( hair ot the Executive Director, Oxfam America come of this strand of the Africa Development Education (Amin-mice lot the Chairman, Africa Partnership Project Partnership Project. \\ by is thistrue' InterN. non Ali Ica Pat tnership Pt mat.
DI VI I ere -11.N IEINA.A11(., ANN 90/91 17 20 GUIDELINES FOR 12VOs 1 . Accuracy and consistency r- of content
1. Accuracy and consistency of content While most developers of print and audiovisual materials take special care to 2.Over-generalizations about situations and people ensure the accuracy of the content. inac- curacies are sometimes overlooked. 3.Stereotypes Consider double-checking the data with 4.Language bias local field practitioners, African experts in the L!.S.. and host country NGO staff. 5.Relationships Mixed messages uld be avoided. For example, a video describing the cooper- 6.Maintaining respect ation of African NGOs with footage showing only the U.S. development 7.Over-simplification of problems/solutions worker in the village is confusing to the b. Whose viewpoints and whose voices? viewer Music from South Africa over- laid on a video from Senegal is both 9. Whose development? Who is making a difference? inaccurate and misleading.
10.Positive /negative balance 2.Over generalizations about situations and people 11. Interdependence It is relatively easy to over-generalize 12.Narration about situations and people in distant countries. especially when our organiza- 13.Challenge to further learning and action tions may only deal with particular areas or populations Special care should be given to minimize any potential inaccu- Guidelines Alncan NGOs could reflect about the racies or generalizations. The following guidelines arc designed to need to include development education Describing the climate of Africa as provide a framework for developing in all activities that concern them and hot. or the people of Africa as poor, both print and audiovisual resources the local people. This dehmtion of denies the existence of many places and \vhich portray the continent of Africa development education goes beyond people of Africa. Dwelling on polygamy as a common African custom gives the and its people in a realistic and respec t- images. lid manner. They are intended to he a impression that the practice is more resource to P \'Os in producing materials purpose of the materials widespread than it is in actuality. ;hat portray Africa more accurately. It is difficult and possibly counterpro- In reviewing materials, keep in mind tile remaining effective in influencing ductive. to lump all materials ... devel- the diversity of opinions and conditions public attitudes and policies. and opment education, fund raising. in Africa. encouraging giving in the public information...together under nogeneral statements refer to a spe- In this context. Africans should take one set of guidelines. Obviously. the cific area or do they apply to all of control of their own image by acquiring purpose ol the materials has a tremen- Alrica? the possibility to speak about them- dous impact on their tone, style. and Does the title ol the material accurate- -elves. their lives. their organizations in content. The target audience will deter- ly describe its contents? Is a film enti- PVC) materials Irom the North and mine the nature of the materials. tled "Africa: Its cultures and people" -outhern-generated NC;0 materials. With the purpose of the materials and actually only about people in one or Hie guidelines are not meant to be an inherent constraints in mind. the follow- two countries? exhaustive list of do's and don ts. but ing discussion and questions should Does the material give the impression rather to raise questions in the minds of provide food for thought and lead to that the situation described is indica- hose who develop materials about more balanced images of Africa in all tive of a wider area than it actually %Inca. It is hoped that they will con- types of PVO-produced materials. covers te.g. drought-stricken or tribute to processes whi,:h will result in Alrican NGOs could contribute their locust-infested)? more equitable and realistic portrayal of own voices and reflect independently the countries and peoples of Africa on the images that they present of 3. Stereotypes L'Itimately. itis hoped that a better- their own people in development situa- Each of us holds stereotypes about other informed constituency will lead to more tions: also on their presentation of the cultures and peoples. We should attempt thoughtful and constructive actions concept of development. to recognize these stereotypes and mini-
Di\I-1.(w\ii:Nr EDucAriON ANNVAI '90/91 21 mite then- use in materials for the U.S. Does the U.S. PVC) appear as the 7,Over-simplification of public. Commonly-held stereotypes in "great, white savior" in the light to problems/solutions the U.S. are reinforced by photos of starv- alleviate hunger and poverty in Africa In a short fact sheet or a ten minute ing children, village men in loin-cloths or is a partnership portrayed? video it is difficult to describe the com- and war paint, and women with babies Are there photos or examples of plexities of development problems and on their backs and one in each hand. Africans and Americans working solutions. However, we should not give Do the materials over-emphasize the together on a project? the impression that problems exist in exotic" aspects of Africa as perceived Do the U.S PV0s emphasize partner- isolation and can he solved with a few by the North? ship and cooperation with other more dollars. Do the materials reinforce commonly PVOs? Are the problems and solutions por- held stereotypes about Africa? Are U.S. development workers and trayed in a simplistic manner? Regarding African NGOs: organizations shown to he learning Do the materials attempt to explain Does the North appear to be the one anything from their African the complexity of development prob- that will solve any problem in materi- co-workers? lems and solutions? als produced by African NGOs, or in Regarding Al rican NGOs' Do the materials lead to other relation to the African media, pro- Does the African material give an resources for further exploration of grams, or development projeeic, image of a particular African NCO the issues? g., financing)? which is so positive that the informa- Can the complexities of the develop- Are the people sometimes portrayed tion provided becomes unbalanced? ment process be used to make as infants? Is there an attempt to glori- Is the material geared only towards materials more interesting. fy the United States while degrading African and international Nc;Os for Regarding African NGOs: Africa? lund raising in reality) or also towards How is the global vision of African life the people? Do the people participate translated in African materials? 4. Language bias in the development of materials? Do technical questions become que Certain English terms often used in Is the material relevant to the realities eons of development? describing Africa and its people imply and needs of the people? How is the link made for and with the interiority. Examples of such terms are Are there positive values in receiv- people between the international situ- backward," "primitive," "underdevel- ingopportunities for receivers? ation teconomic and political system) oped... and "tribe"... in describing con- and these people's situations? ditions. we should be striving for aMaintaining respect accuracy without using value-laden A sense of mutual respect should pro- 5. Whose viewpoints and whose terms. vide the basis for the development of an voices? North Americans should also be sen- effective North/South partnership. This ll we respect the peoples of Africa and ,itive to using inaccurate names of eth- respect should he apparent in our recognize their rich heritage and their me or cultural groups References to resource materials about Africa. important contributions to their own these groups which may he commonly Do the materials portray a sense of development process, then we cannot :Ned in the North, may he offensive to respect for the peoples of Africa. their fail to share their viewpoints and per- the people themselves. For example cultures, history. government, and spect iVeS with our U.S constituencies. Bushmen" and "Pygmy," are commonly non-governmental organizations? Whose viewpoints come across in the used terms in the North, but arc not Are African people portrayed as intel- materials? terms by which these local groups ligent human beings with a rich and Are American development experts hoose to be identified. Try to use local diverse history and society who arc talking "about- the problems of names for groups. working with U.S. PVOs to improve African villagers? Arc terms used which may imply infe- the quality of their lives? Are the development experts coming riority? Are Africans presented as people with from African cities and politicians in Are terms used which may he inaccu- legitimate value systems, lifestyles, Africa presented as holding the solu- rate or of fensive to African peoples? and social and governmental systems? tion to the problems experienced by Regarding African NGOs: the people? 5.Relationships Do the materials show an image of the Do you hear the views and voices of Hie relationships among the U S. PVC), United States that is balanced and that Africans? Arc there quotes or inter- i t s stall, and African people and organi- demonstrates interdependence? views with Africans? Which Africans? zations often shine through our educa- Do the images that are presented by Are local people as well as African tional. fundraising, and public informa- African NGOs about their people raise officials heard from? tion materials. Serious thought should the awareness of an identity, of valu- he given to how that relationship is able knowledge? portrayed. continued on next page
DEVELOPMENT EDUCATION ANNUAL 90/9 I 19 22 ontmued Irom previous page poor, barefoot, and pregnant women. There is an historic interdependence but African women who live in cities. between Africa and the North that dates 9. Whose development? Who is making a difference? work in offices, and bring home pay- back to days of colonization and slavery. checks. Today, much of the poverty and hunger Development is a process. not a particu- Regarding the most underprivileged in Afncan nations can be traced to the lar standard of living or per capita groups: international debt crisis in which the income. We must recognize that all Are women presented through the U.S. plays a ma) r role. The North must countries are in the process of develop- voices of men or through their own share some of the responsibility for the ing, even those isuch as the U $.) most voices? current situation in Africa and must take often referred to as -*developed.- Are they presented as obstacles to responsible action towards improving As international development organiza- development? the lives of Africans. tions. we may help to facilitate the While environmental problems abound The development of African nations is development process in Africa, but in in Africa. in many instances govern- also in the interest of Americans. the end it is the peoples and govern- ments are taking positive action to man- Nations with large segments of their ments of Africa who are responsible for age natural resources for future populations living in poverty arc less their own development process. Indeed. generations. Although some traditional likely to give precedence to those envi- as sovereign nations, it should not he agricultural practices have contributed ronmental concerns which affect the otherwise. to environmental degradation. others whole world Healthy economies also Is the control of the development pro- have helped to preserve the environ- make for better trading partners and cess portrayed as in the hands 01 ment more stable political structures. development organizations. and per- Do AIncan Ni.is emphasize the posi- I low, in development education. do haps. in turn in the hands of the tive knowledge of Africans? Are we Alrican NciOs open the eyes of their American people? promoting new models that toster constituents to the world in general, Are African people and organizations development lor all, women and especially to the United States? Images seen as playing an important role in men? of prosperity from the United States their own development? In addition to reinforcing negative often generate a feeling of despair and Arc Alrican contributions to develop- stereotypes of Africa. an emphasis on loss of confidence. However, the conse- ment recognized? the negative may undermine the pur- quences of the debt crisis are felt by the Is attention given to the many pose of the materials by conveying a most underprivileged, whereas debt changes that ha\ e occurred in African sense of hopelessness. stems from an unjust international eco- countries, Initiated by Alneans. over Do the materials attempt to portray a nomic system. the years? Or arc the Alm:ails of today balance of good and had Moreover, the image of the Unite portrayed as living lives identical to Are the materials overwheinungly States as the heavenly continent for all those of their ancestors hundreds of negative? women and men is inaccurate. Are years ago? Are positive aspects of the situation African people being educated towards Is attention given to change and included? partnership with those m the United development other than that intro- Do the materials nrovide a sense of States who wish lor a more balanced and duced from the North? hope for the future? lust world? Are we promoting African Nc;Os or How is the interdependence between the initiatives undertaken by the 11. Interdependence the U.S and African nations por- farmers and people themselves in It is no secret that the world is growing trayed? Is this interdependence general? Are we promoting the increasingly interdependent with each addressed at all? exchange of experiences and grass- passing day. Even the most isolated of Does the content of development roots dialogue? Americans drinks coffee from Latin education materials produced by America, watches a Japanese television African NGOs motivate people to 10. Fositiveinegative balance set. and wears clothing made in Korea or enter into dialogue with community II everything were rosy in Alma, most Panama. groups in the United States? P \'Os would have no work there and Although Americans see far fewer Do the materials try to grapple with would not he concerned with develop- consumer items from Alnca than from the complexities of economic. cultur- ing materials about Alrica. At the other other continents, the nations of Africa al, political, environmental, and social extreme. portraying a highly negative are a vital pan of the global village in interdependence? picture of the countries and peoples 01 which we live. Socially, culturally. politi- Are Americans being asked to give Africa is neither true to accuracy, nor cally. economically, and environmental- time or money for solely humanitari- lust to Africans. ly, the links are there and will he an reasons? A discussion of African women. for increasingly felt by Americans in one Do the materials convey that African example, should include not only the way or another in years to come. development is in the best Interest of
DEVELOPMENT ELM:C.-U[0NAV:l'AL 00/91 23 American and global well-being? Are U.S. consumption patterns and lifestyles discussed as part of interde- Two Exciting New Training Exercises in pendence? International Development... 12. Narration While it is necessary to employ an indi- Through role play with gripping plots, distinctive personalities, vidual with clear. fluent English-speak- critical issues, you can stimulate understanding of key develop- ing abilities. accents help carry the teach viewer to another place, and challenge ment issues, bring out negotiating skills, build leadership, Americans to recognize diversity even in team work, encourage ethical and cross-cultural sensitivity. speakers of English An English-speak- ing African narrator can change signifi- cantly the tone of the production away from an "us-thern. feeling. Hearing other languages spoken allows the viewer. again. to explore the diversity of our planet and encourages ire respect lor others Is the narrator o:)viously a Nor h American? Arc there oppor:anities for viewers/ listeners to heal' African languages? Fire in the Forest Death of a Dissident Does the narration constantly dictate Native tribes, slash-and-burn impoverished A Caribbean dictator imposes "Chicago School" what the viewers shot'ld see, rather settlers, environmentalists, government officials development policies. In the name of economic than giving the viewers some oppor- dispute use of land in Amazon rain forest. An efficiency, tariff wails come down, cheaper imports tunities to interpret the experience American bank's debt-for-nature proposal result in lower prices. As import-replacement thernsek es? touches off violence. Participants learn to industries collapse, unemployment soars. Unemploy- compromise deeply-held views, fundamental ed take to the streets. With human rights abuses 13. Challenge t further learning interests, for a larger good. mounting, a group of unemployed take refuge in and action U.S. Embassy. Ideally, educational materials will chal- The game compels participants to think. It In reaction, the dictator threatens to cancel visit to lenge and inspire ::te users to delve gives work to the mind, and to the soul. Washington where sheduled to sign a major conces- deeper into the suniect matter. Only A Soviet environmentalist sion for U.S. mining corporation. Negotiations for through a better-::::ormed public safe conduct of dissidents are just beginning to pro- l'VOs be chic :o build a committed ...a unique opportunity to define our values, duce results when a dissident is brutally murdered... and energized corstatencv. realize potential solutions to world communi- Does the matei:ai guide the ty's most pressing problems...not only edu- ...enormously successful. It continues to reader/viewer other sources of cation, it was really fun. student, Absecon, generate discussion ... created a deaper information about Africa. challenging New Jersey understanding of the complexity of issues and the audience to explore other aspects constraints confronting decision makers. of the it\ es ol African neighbors director, Center for International Studies, Cornell and our interdependence? Does the materal encourage the read- er/viewer to DCL.0111C active in individ- For schools, colleges, government agencies, corporations, founda- ual and Lommunity action for tions, citizen groups. Time required-2.5 hours of role play plus development? noes development education repre- debriefing, or four classroom periods. Facilitator's manual -cut a Lhalfenge tor African people to answers all your questions. Anyone can run these exercises. want to take ba,,k the ownership of their identity. : ::eir knowledge, and Pr* es: Fire in the Forest or Death of a Dissident, $89.95 each. t herelore the m.istery of their environ- Set of Two: $150. Add 10% for postage & handling. ment and lives in terms of opening up to others as :)artners and expand- For more information, contact: Moorhead Kennedy Institute , American Forum, ing their know.edge in a way that 45 John St, Suite 1200, New York, NY 10038. Phone: 212-732-8606 or FAX: 212- 791.4132 would be 'Tie\ ,Int to their needs? A
DIATI.OPMENT EDUCATION ANNUAL 90/91 21 24 Poverty does not necessari- have contributed significantly to the ly translate into powerless- Understanding institutional strengthening of local ness. Yet, even in develop- NGOs, thus ensuring that the process of ment education. the poor the Realities in development in the region is responsive in Latin America and the Caribbean are to the needs of the people and the local often portrayed as individuals caught in Latin American context. an endless cycle of poverty which can However, when there is an overem- only he broken through external assis- & the Caribbean phasis in development education materi- tance. The people's resourcefulness, als on the role of PVOs in the process of their aspirations and efforts to overcome development in the region there is also a the social, political and economic barri- risk that the concepts of self-reliance, ers that keep them from enjoying a solidarity and partnership will ultimately decent quality of life are not always part be undermined. Furthermore, because of the picture presented to audiences to most of the programs and projects of the United States. PVOs are targeted at meeting people's A review of a variety of development basic needs, the causes of poverty in the education materials about Latin Amcrica region tend to be oversimplified. and the Caribbean collected by the Among the 10 curriculum units National Clearinghouse on reviewed, six illustrate this point. A Development Education (NCoDE) related concern is the subtle messages revealed that the goal of development built into some of these materials which education advanced by InterAction reinforce the notion that poverty is the in 1984. to 'create a level of public result of cultural values rather than the understanding, promote and stimulate product of social and economic imbal- actions that contribute concretely to ances. eliminating the root causes of world by Barbara Taveras For example, a curriculum unit pro- poverty, inequity and obstacles to devel- duced by a church-based PVO and opment: remains an option that is more designed for use with middle and high of an ideal than a reality for the majority to he to promote and validate the work school students, centered around con- of !Ws and other institutions involved of the particular PVO rather than to cepts of justice and peace. The stated in development education. increase the audience's awareness level goal was to promote greater understand- Print and audiovisual materials were and critical understanding of the histori- ing and solidarity between the people of reviewed for this article and included cal. structural causes of underdevelop- the United State.. and the Third World. hooks, booklets. teaching manuals, ment in the region and the different Yet, in the section dealing with Latin videotapes, slides and audio cassettes. types and levels of intervention neces- America, children from a number of flies represented development educa- sary to effect the kind of systemic countries in South and Central America tion materials produced by some 25 change that would result in equitable described their lives and how these had organizations in the United States. development. including PVOs. educational institu- Invariably, and in spite of the good Barbara Taveras is currently an tions, religious groups and organiza- intentions and efforts of some of these Educational Policy Analyst with the tions. and intergovernmental. PVOs to present the pool in a positive Mayor's Office of Education, City of New multilateral aid organizations light, the image that emerged %vas one of York, in which she is primarily responsible people who, without the assistance of for issues related to multicultural education. m.4./. Most of the development individuals and institutions in the Born in the Dominican Republic, Ms. 7'14 education material United States. arc condemned to igno- Taveras received a Master's Degree in reviewed was produced by rance. hunger. disease and premature Latin American studies from Georgetown PVOs and tended to over deal h. Univet sity in 1981. Since then, she has held emphasize both the symptoms of pover- There is no doubt that U.S.-based PVOs several positions of responsibility with ty in Latin America and the Caribbean have played and continue to play a criti- Catholic Relief Services and CODEL. Inc.. and the role of PVOs in helping to meet cal role in the process of community two U.S.-based international development the basic needs of people for food. development in many Latin American agencies. Most recently, Ms. Taveras was health care, education and shelter. In and Caribbean countries. In fact, over Training Specialist, International Emphasis, general. the analysis of poverty in the the years many PVOs have played a cat- YWCA of I ISA for which she was responsi- region seldom dealt with the causes and alytic role in moving whole communitiesble for cur nculum dr velopment in YWCA's remained at the personal and interper- to action. And, in the last decade, PVOs Development Education Program "Women sonal levels The underlymg goal seemedin the United States as well as Europe and Poverty."
22 Divi:t.ormEN I EDLC.A [ION ANNum, 9019 I 2 5 improved thanks to the assistance units. and consequently has prevented Certainly not to promote multicultur- received from the PVC) Some of the nar- people from these countries from collab- al understanding and solidarity with the ratives. particularly those featuring male orating on the solutions to their serious people of Latin America and the children, arc better than others in the problems. Moreover. the speaker sug- Caribbean, an objective which way they highlight the people's self gested that the existence of a culturally InterAction's "Framework for reliance and community initiative in the diverse indigenous population, -Indians Development Education in the U.S." process of development. However, the is the term used--many of whom do ,uggests should guide development edu- way many of the narratives develop not speak Spanish--has posed a serious Lawn programs and processes, regard- leaves one with the impression that the challenge to progress in the region. less of the underlying purpose and the people's aspirations or el forts to improve likewise, the video presents -VW- audience to whom it is directed. their lives would not have been possible phobto: an unfounded fear of strangers What the material does reinforce is a without the presence and assistance of or foreigners. as a significant impedi- collection of long held misconceptions the PVC). ment to collaboration between the about the causes of poverty in the Similarly, a curriculum unit by anoth- region, thereby feeding existing preju- dices against indigenous people, as well er major PVC). also designed for use _when there is an overemphasis in with students and focusing on the health as people of color in developing coun- Lieveiopment cciaccition materials on problems facing children in southern tries and the United States. countries propagates the same image. (he role of P\'Os in the process of In addition. this set of materials was development in the regton, there is Fortunately, not all of the particularly disturbing in the wayit also it risk that the Loncepts of self ":"'SVI materials reviewed con- tained such messages or emphasizes linadVertentIV. I IlOpeli 'chance. solidarity title! pc111/1CUShip portrayed a negative image values of wealth. race and culture. In the ivi/l ultimately be to " video, for example. images of people. of bun America and the Caribbean. A particularly women and children in number of curriculum units and the unspecified countries in the region are people of Latin America and outsiders other 21 hooks, booklets, videos and sometimes contrasted with those of who come into its countries to oiler audio-cassettes reviewed which were women and children in the United help The accompanying text indicates produced by educational institutions states. The women and children in the that many European and L' S. Citizens and religious groups, as well as a few by region are people of color living in face an uphill battle in trying to help, PVOs. presented a more balanced pic- poverty while the women and children and finally concludes in disgust that the ture and a more complex analysis of the in the United States are all white and -natives- are Ignorant, lazy and supersti- origins and structural root causes of obviously middle class tious people. poverty in the region. likewise. a multimedia teaching unit Is it possible that xenophobia.' if it They exemplified the characteristics of produced by a major PVC) suggests that indeed exists in the psyche of the inhab- development education materials devel- the U S. historical process of national itants of the region. has anything to do oped with the goal of educating the pub- development should he the norm lor with the brutal history of colonialism lic in the United States about the other countries: and. again. purveys the and imperialism in the countries of Latin magnitude, effects and causes of poverty ideals of a unified. homogeneous America and the Caribbean? and injustice in the world, and especial- American culture. consequently dis- Other speakers in the same video try ly in developing countries. Furthermore. paraging that wh,e h is Latin American to present a more positive view. But. a such material reflected the commitment and Caribbean. This curriculum unit is balanced and realistic picture of the of the particular institution to consoli- designed lor high school marketing countries and people in the region date the bonds of solidarity and partner- classes. It explores the role of micro- would require an analysis of duel )p- ship between people in the United States entrepreneurship in dispelling poverty ment problems that goes beyond the and atm America and the Caribbean in the context of the region's cultural symptoms and the cultural stereotypes. through development action. and social characteristics. The constant flashing images of people These characteristics are worth high- One of the speakers featured in the living in extreme conditions of poverty lighting here, particularly because they video. alter being introduced as a person distract from those elements in the are not always intrinsic to the develop- particularly qualified to discuss the cul- materials which might be of such value ment education materials or programs tural and social factorsin the region. and create the image of a culturally about Latin America and the Caribbean noted that the fact that the countries of pnmitive, socially and politically back- that currently exist in the United States: Latin America did not adopt the United ward, impo\ erished region with limited The materials focus on the broad States' model of a geographically and potential for economic and social issues of development in the region politically unified territory has prevent- progress. and their effects on the lives of ed them from welding themselves What purpose does such material people. together as more efficient economic serve? continued on next page
23 it DEVELOPMENT EDUCATION ANNUAL .90/91 26 (omitted from previous page U.S.-based PVOs contribute to the tional development. Its processes and (Me analysis of development prob- process of development without pro- programs should therefore be conceived lems centers on their historical origins moting the work of any given agency. within the larger framework of a and structural causes, including the The materials challenge the audience North/South partnership, with the South roles of the I.' S government, multi- to analyze the problems and to gain involved in the generation of ideas and national institutions and transnauonal first-hand knowledge of the countries information on how PVOs and other businesses in the creation and perpet- and the people in the region. institutions in the United States can best uation of poverty in the region. Most importantly, these materials translate to the American public the I he materials include the views of the locus on development activities and pro- reality of underdevelopment and devel- people on their own situation and the grams initiated by the people themselves opment in the region. development action and processes and urge the Amencan public to become they believe are needed to address involved in those efforts in a manner Most importantly, these materials their problems. responsive to the local context, process- focus on development activities l"he materials include social, political es and expressed needs of the people. and economic data on the and programs initiated by the countrvues) which may have a bear- The participation of the people themselves and urge the ing on development. 4 U.S. Government. PVOs American public to become No one particular approach to devel- and American citizens has involved in those Oforts... opment is heralded as a panacea to been. and will continue to live the myriad of problems con- he. a critical factor in the process of hionting the region. Rather, there was development in Latin America and the Until tilts happens, development edu- an eiion to provide an understanding Caribbean. Although development cation programs and materials will con- 01 development processes and the education is clearly a northern phe- tinue to run the risk of presenting Latin ..inetv of interventions at the loc nomenon. its validity and appropriate- America and the Caribbean in a way that national and international levels ness lies precisely in the fact that it seeks is not congruent with the realities in the essential to bringing about equitable to make such participation that much region, or with the people's aspirations development more effective. Development education and actions to achieve a decent a peace- ihere is acknowledgement of what is thus integral to the process of interna- ful quality of life. A
Explore Third World nations through the artwork of their children
See Me, Sr,are My World, the grant-winning global education voiect of PLAN International USA (formerly Foster Parents Plan), is available now to elementary scnools nationwide. PROVEN EFFECTIVE in 20 pilot schools, See Me, Share My World s a supplementary teachina unit for arades 4 through 6 it "Parents are complaining they can't get their .uses colorful, compelling art from children in Third Woria coun-children to go to bed at night. They're staying up ries to teacn kids about their peers overseas. to do See Me, Share My World!" David Heimbecker Assistant Superintendant, North Providence. RI, School A PERFECT FIT Teachers who tested See Me, Share My World Department say it's flexible, multi-disciplinary and fits easily into what they already teacn With more states mandating global education "My son has become fascinated with maps, atlases as part of the regular curriculum, See Me, Share My World is a and information about other countries. Something perfect fit' small has turned out to be so big." THE EDUCATIONAL PACKAGE INCLUDES: Parent. North Providence, RI A 28 -page Teaching Guide with 48 reproducible student activity sneets, covering themes of global kinship, food, education, health, work, and festivals/games. YES! I want See Me, Share Mk World for my school. Exciting, laminated 11" 14"color prints, B&W photo- graphs. and graphics (14 pieces). Enclosed is a check or purchase order in the amount of 565.95 A compete training video (30 min (559 plus 56.95 S & Price 559.00, plus $6.95 shipping and handling. 067 PI.AN Nu INTERNATIONAL 'SA L.1PPSS Questions? Call 1 -800- 556.7918 or write Pt.A% nternationai USA. 55 P.anpar v'mwock, RI 02886 Dar ,^eP0,3- e 'e CC-0 ^e 11 I'm not interested, but above is the name of a person/school who might be. alerhoke check or pc.-CUse ocre, payaov toa4.%Inre,at.ona,L 5.4
.:4 Di.vtiorNiENT EPLLMION ANNI AI 00/91 27 Education at The American Forum for Global Education (NCoDE).
How are Asian people and countries being portrayed? Often. the majority of the people por- United trayed in videos or printed matenals live in rural areas and are the poorest of the States poor. The information provided stresses only serious problems, such as inequali- ty for women, a high infant mortality rate, malnutrition, or deforestation. Even when cities are shown, only negative images are chosen, such as slum areas, and focus is on unemployment, crimi- nality, severe corruption and human rights violations. Sometimes development education images about Asia make an effort to pre- Learning about Asia by sent the region in a more positive light by mentioning the rich cultural heritage, Inserting Structural Analysis in showing warm-hearted people and a beautiful environment. However, there Development Education is hardly ever anything mentioned about local people's active involvement in by Agus Purnomo improving their own conditions. While it is crucial to present positive The great diversity of Asian Nepal, the traditional Bali island in images, warm-heartedness emphasized countries stands in contrast Indonesia. and the Buddhist temples in alone can easily be confused as weak- with the common lack of Thailand. may evoke an exotic feeling in ness or incapability for local people to knowledge among Americans the minds of American travellers. meet their own needs if they are not also of that part of the world. Americans In this article I will discuss U.S. devel-shown to be capable and actively work- often hold vague ideas and mixed feel- opment education materials about Asia ing for their own development. ings about what is currently called Asia. and their perceived impact on the Not so long ago, Bangladesh came to the understanding of the region's realities What do the materials convey fore of U.S. news as the extreme exam- and issues among their American audi- about their purpose? ple of Asian poverty while Japan has ence. Because of the diversity of the From my review, l found that the mate- been representing the "first world" reviewed development education materi- rials fit into the following categories, ,among other Asian countries. So for als, which included instructional pack- according to purpose: some Americans, Asia represents a place ages as well as informational materials Public relations materials to increase for American businesses to compete. and other resources, my discussion of fundraising of U.S. PVO projects or to particularly against Japan and the newly their impact will focus on only two key justify multilateral institutions' industrialized countries l N ICs1 . and for questions: continued on next page others. it is a place for the American vol- How are Asian people and countries untary sector to channel assistance in being portrayed in development edu- Agus Purnomo is currently enrolled in a support for deelopm,at. cation materials? Masters Program in Urban .nd In contrast, the Philippines. Korea What do the materials convey about Environmental Studies at Tufts University. and Vietnam have a special place in the their purpose? From 1986 to 1989. he was Executive heart of Americans primarily because of Having reviewed but a sample of Director of \VALHI, an Indonesian Forum the long history of U.S. military involve- about twenty materials dealing with of more than -ft.10 environmental Indonesian ment. China and India provide yet a Asia. some generalization about existing NG0s. Because Mr. Purnomo is not an different perspecti% e of Asia. Both coun- materials will occur that cannot be expert in education, but rather in develop- tries have a large population and pre- avoided. I selected the sample of materi- ment with ten years of expenence with sent a contradictory reality of poverty als at random, from among those com- Indonesian NG0s, his critique is offered on with rapidly growing industries. At the piled in the' brary of the National the content of the materials rather than same time, the Himalayan mountains in Clearinghouse on Development their methodology.
DINI:l.t'i'MENT EDUCATION ANNI'll. 90/91 25 28 wntinued from previous page around the world. For the elementary Asian countries as being managerial, due protects. school level where the complexity of to lack of expertise. Therefore the solu- Informational materials to increase issues may not he understood, materials tion advocated is one emphasizing the awareness of critical issues in Asia. should at least raise questions referring need for consultancy, training, and more Advocacy materials to influence to the global nature of problems. funds. foreign policy: Even when focusing on structural Moreover. some matenals only high- Action-oriented materials to stimulate problems specific to Asia, these prob- light the successes of PVOs' develop- general active support and create lems could he better understood by ment projects in Asia. In these responsible citizens Americans when compared with similar resources, while Asian countries do problems in the United States. For appear to receive the necessary develop- example, the problem of the rights of ment support to increase their welfare, minorities and indigenous people in these types of messages may strengthen Borneo could be compared with the sit- the misconception among an unwarned uation of Native Americans living on public that American development Symptoms Approach *mad ARroach reserves. Or when offering a technical Lack of water: efforts in those areas are the only ones. Inadeepte Housing 7::?4,:gOlg USW explanation of specific development and that the local people are incapable Lack of Electricity issues such as Oral Rehydrauon Therapyand ignorant. for example, a follow-up discussion on Materials in this category often appeal the similarities and differences of the to the audience's feelings of guilt and poor in the United States and any Asian pity among Americans. The short-term In general, the materials I reviewed country would put the Asian country s impact might seem to translate into lrovide not only an American-centered poverty issue in a better context of increased support for the continuation ie of Asia, but also suffer from a lack building self - reliance and global solidari- of the particular PVO's programs in Asia. ot structural analysis. making it difficult ty L.S. children need to know that However. in the long run, it is doubtful to understand the root causes of prob- health and poverty issues are every- that the materials will have promoted lems. By avoiding discussion on the where, including in the U.S. true understanding of development structural (i.e., political. economic. and issues. social) level and solely focusing on iso- lated issues such as lack of water. elec- Informational Materials tricity, or cheap housing, some materials In this category, I found two main levels strengthen current misconceptions that of information. The first one consists of the solutions for problems in Asia lie in Powerful simple and short introductions to issues increasing countries. GNPs by develop- Successful 1464 such as poverty, environmental degrada- Consultants ing infrastructure. and providing train- Lack of Experti% tion and health. ing and consultancy for sophisticated This first type of materials is some- planning and control systems. Without times purely informational and describes :he knowledge of issues at the structural issues without making a connection level. Americans will still be trapped in Public relations materials with the audience, thus becoming it:dings of pity rather than understand It seems that public relations and impersonal. For example. a video on Asian people and countries fundraising have been an underlying Indian rural village life showed with To promote understanding of realities objective of some PVOs and multilateral excessive details the role of rural Indian in Asian countries. materials should institutions involved in development women in society. However, by not offer a structural analysis of such key education, to justify their development attempting to link these women's lives to issues as trade barriers. global warming. assistance programs in Asia in the eyes a broader context, and particularly to excessive waste and inefficient use of of their constituents. the Americans' lives, the documentary natural resources. An effective analysts Such materials often start by showing seemed too foreign and practically rein- will necessarily go beyond the mere needy and helpless people in desperate forced the harrier between "us- and boundaries ot Asian countries and conditions followed by a presentation of "them. Such materials must leave demonstrate the interdependence and the organizations successful projects Americans undecided as to how really responsibilities of all nations. by and by images of the same people with concerned they feel and as to what their addressing issues in a global and com- smiles on their faces. The main problem role might he. prehensive way. By doing so. materials with these materials is that the' present The impact of this type of develop- could then address the harmony of long a very naive picture of the nature of the ment education materials on global term interests worldwide, and therefore problems and their solutions. For exam- poverty alleviation and sustainable the commonality of lasting solutions to ple, one instructional package developed development seems, at best, minimal. development and ..'nvironmental issues by a PM presents all the problems in because people arc not motivated to par-
o DEVELOPMENT EDUCAT ION ANNI 'AT 'Wig I 2 ucipate in those el forts. Information of the international community, includ- needsI believe that solidarity between about problems and realities of the Asianing such efforts and policies asthat of children in America and Asian countries people has little meaning for most GATT or the United Nations. will be better promoted in this Way. Americans until they can see the con- nection of these problems with their own and also the problems impact to heir livelihood. ..ackct The second type of materials is com- Ratronzing Compro- recognition Questioned prised of a few scholarly and sophisticat- or Charity- mised of others Driven Nay ed materials, designed lor university Action students and expert audiences. These resources, including scientific and aca- demic iournais. provide accurate and balanced information and have incorpo- Action-Oriented Materials Where do we go from here? rated the opinions of Asians. thus creat- This objective seems very appropriate, One thing is certain: Asian people need ing a complete picture of the issues particularly to make people feel that all the support they can get from within raised. However. by their academic or they have a role to play towards the bet- and outside their region. Given the com- technical nature. these publications terment of people's conditions every- plexity and controversy surrounding don i seem accessible to the general pub- where. However, some types of action development. development education lic and assume a basic knowledge about may he inappropriate and patronizing materials should refer in their introduc- the legion For example. one resource produced .ion to the controversial nature of this by a L' S. l'VO encouraged action among topic and candidly offer a variety of deft- American children. which. while haying intiOns for development. according to the good intention of getting young various perspectives. including those of Americans involved and motivated focal people. A good resource would about development issues in a creative mclude information not only on the U.S. South's and fun way. seemed patronizing American voluntary sector's efforts in Role Role towards the people of the country con- development but also on those of local cerned. American children. after learn- NGOs. and on how both work in part- ing, about oral rehydrauon therapy nership. tORT). were trained to make puppets Finally. I believe that education that lor health practitioners in India lor use stresses solidarity instead of charity or Advocacy Materials ,is educational tools on ORT there. This pity is more appropriate The objective Education ior ,Rivoca,v in the Sis resource lacks recognition that Indian for materials which I found most pro- \\ flat Asians need most However. in people understand the issues they ate ductive was:to help young Americans general. I lound that the materials I faced with. and moreover that they have understand the strategic role of being in re\ sewed were too sell-centered. Bv the capability to address the issuesIt an industrialized country such as the stressing solely the role and impact of can also lead one to believe that Indian U.S. in solving the problems of the ' foreign policies towards Asian people cannot make puppets by them- world s imusuces, to he a responsible countries. materials run the risk of rein- selves. In addition. leading American citizen of the world.- A forcing the belief among the American children to believe that they are indeed public. that the represents the single proochno, the solution by making and influential force which can rule the giving dolls to help educate local vil- world. While it is accurate that the L' lagers and mothers, reinforces Us has had tremendous impact on other American-centeted attitudes Although countries welfare. and while I under- there is nothing wrong with feeling good stand that the intent was probably to and haying fun while caring for people make Americans aware of their own par- in other pans of the world, here It seems ticipation in such policies. it would be that it is being done at the expense of inaccurate and inappropriate to isolate the dignity of local people. the particular role or impact of the L.: S When seeking appropriate follow-up To balance the emphasis on the role action to involve American children. of the overseas while still encourag- action which places both cultures on an ing Americans to participate responsibly equal footing would be appropriate. in their country's foreign policy making, such as an exchange of letters and draw- one could place the L' S. in the context ings about each other's concerns and
DINELOPME.N I EDO...\IION ANNVAL 00/QI 27 30 Case Studies
Development Education within Minnesota Communities The role of the international student
by Daniel Abele
he Nlinnesota Awareness and groups. the OlE provides scholarly Project (MAP) was one of the activities in the area of international early recipients of an Agency education ant. :ntercultural training with For International Develop- the bulk of its services involving interna- ment (AID n Biden-Pell grant to embark ional student advising. on a development education project As part of its proposal goals. the pro- within the state of Nlinnesota. Like most ect management team uncle, took the other Men-Pell grantees. MAP was to evaluation of the NIAP project, of which engage residents of Minnesota commu- his article is a summary. In its original miles in discussion on the political. eco- proposal to A.I D NIAP identified the nomic and social !actors relating to :allowing live goals: \vorld poverty and hunger Such an Complete program development undertaking was intended to create ,ICLIVIt les. initial preparation lor the opportunities for people to discuss training and community program share Ideas. and in the proc.ss. phases o' NIAP. develop an informed judgment on for- Expand knowledge and skills of eign policy matters. To this end. NIAP reached out to die people of Minnesota Daniel Abebe is Assist Lini Pr ()lessor in beginning Inl Q) 2. rsrietnyes plid:isiiphy, Education, arc! The Minnesota Awareness Project seas plant Nletiorolitcm State university '4111T4%, a joint Inman\ e of the Minnesota St. Paul, .\luincsota. Professor Abebeis International Center tMIC.1 and the ai nye in Nhnnesolds development educa- 'inversitv 01 Minnesota Office of tion community, serving as the clue! CV(Illicl- International Education tOlE) NIIC :,)? of the ,\11/111CNOla AlcalettetiS PrOlea serves the state of Minnesota by match- ,:r.cc its in, colon in 12. Raised in Addis ing international visitors with host fami- Ilkiba. Ethiopia. Ahche holds it B.degree lies. arranging professional exchanges :n Eiononnestrom liar/dine University, a for international visitors. providing .`sfasters degree in Adult education from the international speakers to institutions. rnivosity of Minnesota and is presently schools and churches. and sponsoring ,omplcting a doctoral degi et. in adult and public forums on world aflairs. While .nteinational education at the University of \l IC is a idge to community people Minnesota's College of Education
iii I ,l'\11'.11_1)1. 10\A \\I AI00/01 31 community leaders for promoting and resource persons for program Imple- mote discussion on development issues. organizing public discussions of mentation. Some students used story telling; some world hunger and poverty issues; As a result, the program during the began by asking the audience how much 3. Assist community leaders in develop- second year took a slightly different they already knew: others started with ing community program plans and approach from that of the previous year. formal presentations or lectures: while acquiring skills for implementing First. the focus shifted to wider use of ethers conducted cooking demonstra- their plans: international students as resource per- tions which led to questions related to 4 Promote public discussion and aware- sons. and their role became fully institu- access to food and malnutrition. Students ness of world hunger/poverty issues tionalized. This meant that almost all sometimes focused on specific issues via pilot protects in Minnesota com- communities would utilize international such as women in development or com- munities; studerts in their programming. While munications, and then linked them to the 5. Promote additional discussion/aware- the significance of international student broader concepts of development, inter- ness by evaluating and disseminating dependence and global understanding. For evaluation purposes, three out of results of community programs. MAP's use of international Embodied in these goals was an empha- six teams of resource persons were stud- qudents as facilitators of this sis on the role community leaders would ied closely throughout the entire process. play in tapping into t he existing material public discussion surely added to Some of the lessons learned include: and human resources within their own the overwhelmingly positive a The team process geared international ,ommunines in order to embark on the response indicated by participants. students to work from a common program phase of the project. During theme: he initial phase, therefore. the MAP b International students had the oppor- f,roject management team selected 10 participation was underscored in MAP's tunity to have a better and more well- communities across the state of until proposal."MAP's thrust will be rounded perspective on the issues by Minnesota and representatives of these to provide community leaders with new learning from one another; communities underwent training in four forms of expertise in: 1. identifying and c Community people were exposed to of the I h sites. the training focused on utilizing previously untapped human diverse views on the issues; planning, organizing and implementing resources such as returned peace corps d Relationships between MAP and the a development education program. volunteers and foreign students. .,° com- communities in which it operates Eleven out of the 10 communities even- munity leaders had not systematically were strengthened; and tually carried out development educa- approached them during the first year. e Collaborative work between interna- tion programs within their communities. Secondly. MAP proposed to spear- tional students and community During the first year, the program head most of the recruitment and train- resource persons increased. LIchvcry pattern differed fromCOMMLM1- ing of the resource persons. Community Looking at audience outreach. MAP Ivto commurinv. Several communities representatives welcomed these pro- addressed over 0000 people in the first a tempted to reach people through posed changes and hence ushered the two years alone. This figure is well workshops: others used fasting and a beginning of a new experience for many beyond 100% of its target population for tunger walk to raise awareness. In dis- of the international students who took the first two years. The audience repre- t. ussing logistics, there was a consistent part in the program. sented diverse groups of people: farm- lack of response among people invited In order to facilitate the connection ers, students, homemakers, public :o attend open forums. Data reflects as between international students and dif- servants. administrators. youth and dl that program delivery was success- ferent communities across the state. elderly. men and women. Programs ; ul here there were captive audiences. MAP organized international students in were held in schools, people's homes. .\t the end of the first program year. teams. and depending on the nature of churches, nursing homes, and various many of the community leaders learned he request, matched them with various civic groups. ihat they had the skills and resources to communities. For example, one commu- At the end of each program. audience mobilize volunteers to help plan and nity asked strictly for African students. participants t mostly adults) were asked unnlement programs and identity their Following the recruitment of interna- to fill out an evaluation questionnaire audiences However. they also discov- tional students via campus announce- and the results were favorable. About ered that identifying the appropriate ments. MAP's management team 70% of the respondents indicated that it human and material resources to pro- provided three training sessions for was the first time they attended a public mote public discussion on hunger and them International students then met forur, concerning hunger and poverty poverty issues required more than famil- with the community leaders to plan pro- issues. When asked if the objectives iarity with the suhiect matter. Such a gram ideas, learn more about the audi- (promoting discussion of hunger and feeling was particularly prevalent among ences, identity methodology for presen- poverty) of the program were met. Lommumtv leaders who only tapped tation and select resources to be used. 87.8% said -yes- and 95 5% agreed that ino local. rather than international. A variety of methods were used to pro- continued on page 32
DENT I OPNIFNT EDUCATION ANNUAL 90/91 29 32 Sevnabou Ndao and Carmen Cedeno are just two of the women who have been involved in a grassroots dialogue conducted through "video letters" over the past year. OEF International is piloting an innovative two-year project designed to stimulate the kind of personal experience that has been ;. 1".t, suggested as a primary means of motivating Americans to become involved in develop- wdd ment issues.' Through video letters which they plan and produce themselves, women in five communities in the U.S. and five communi- ties in Senegal are sharing their daily lives, WOMEN to WOMEN their hopes, their concerns, and their dream A South-North dialogue for the future. through video Women worldwide make critical contri- butions to the well-being of their families by Carol Radomski and communities, and to the development of their countries. In its development educa- 111(1111: .1'(1111.1 LiCaI" Slq( 01 ) I t) X V \ VC a le glcid (11)01. it II. NOlt W( are into contaL ! and tion program, OEF International seeks to Ike toni(lei volt as ow. talc/ `,CV 11,11)()L1 dal) increase the awareness of U.S. women and 140C1111a. `sellCgal men about global interdependence, common I1 N It011c tc) I;11 ()IV(hilt thC WI I IC 11(IS On (lit' issues of women worldwide, and the impor- o/ (lie I\ ould al-men ( 'cilcno tant roles of women in development. The program also attempts to dispel common myths and stereotypes about Third World
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Dili 1.1,1l.\11,"..\\\L 33 women. particularly that they arc all their daily lives and learn about the lives I haven't seen any of you in the videotapes helpless victims of unfortunate circum- of other peoples living half a world carrying a child on her hack and my ques- stances. Speaking for themselves. away. Rather than watching documen- tion is "Why?" Here we breast feed our women in the Third World demonstrate taries produced by "development spe- babies for two years and carry them on our their intelligence. resourcefulness. and cialists." participants explore issues of backs even while working. Do you carry hard work. interest to themselves and their commu- your babies in Knoxville on your backs? Do nities, direct their own learning process. soubreastfeed them? For how long? and form relationships with women Ramatou Diane
Now we arc going(0showYOUthe main across political, economic, and cultural Ngodiba, Senegal activities of the women trt Ngodiba. harriers. A. Collecting firewood is one of their daily Topics have ranged from health and activities. You have seen a woman who has education to food production, trans- Why do you hate that great number of lust come from the bush. It is where she portation, water, family life, and income homeless persons in the U.S..? goes every day to collect firewood. generation The most popular topic has Seynabou Ndao Colleting firewood is a difficult thing been work and support of the family. Ngodiba, Senegal because you have to go into the bush. three X X A kilometers from here, Lind you can't collect It all in one place. You have to.gather it This is a song by a iotnci from the :Oboe) set: 014 women honking so hard. I want ItOM011t. Plait' to another region. She sings. Im asking everyone to to know, what do the men do? Nlaimouna Nclao work hat d. The harder vou wink. the 0101e Charlene Michael Ngodiba. :ence,a1 woo SUctied. AtIV kind of work is better Knoxviiie. Tennessee AA than staying at home and doing nothing AA If yott.te not working. Viet can't solve l'ou asked in tote last tape If we entourage problems... I have seen a woman in her garden. Her our children to go to the unnersut. N Yacme Diop name is Ethel Flower s. And I have seen her answet to that is "Yes. rte do.- encoto Dakar. Senegal taking care of her vegetables. Where is her jamily? Where are her children? Because age them, hot s as well as gir Is. to go to the X X umversitytt'l. are aware that education Is here in Ngodiba if you are that old your the best thing to give a Link/. That ist% /Ivwe What we want now is lust to show our children will take cateof vou. ritti a lot of energy into the education of out Juldt en why we're working hard. so that Seynabou Ndao children. tomot row they can do the same dung. Ngodiba, Senegal Lima Nib.) M'i'nt' working for tomorrow. we're working A A Ngodiba. Senegal for the future. LA Awaguava In the U.S., OEF is cooperating with \tbao. Senegal several well-established women's organi- the video letter partnership protect LA zationsDelta Sigma Theta Sorority, the establishes links between groups of U.S. American Association of University and Senegalese women It gives partici- Learning about development and the Women, the National Organization for pants the unique opportunity to explore roles of women around the world is a Women, and the Chicago Women's development issues on a very grassroots. two-way street. The Senegalese women Sell-Employment Protect. Local chapters personal level. Advances in video tech- involved in this protect have expressed of these organizations have been part- nology make it possible far non-profes- their pleasure at being able to -meet nered with women's groups in rural sionals to effectively use video to portray and learn about women in the U S.. lust Senegal. Each of the U.S. groups has as the U.S. women have been excited to taken responsibility for the planning, Carol Radomski is acting Director of see and hear from their "sisters in production, and videotaping of their let- Development Education at OEF Senegal. The participants. both in the ters to their overseas partners. The !mei national. Prior to her work at OEF. U.S. and Senegal. have no lack of ques- national organizations in the U.S. are Radomskiorked tor four years in tions for one another. committed to sharing the experiences of the local chapters with their larger mem- the in ft:mammal Proams Office of the A A Extension Santee at the Department of berships through meetings, publications, Agruulture. She also served as a Peace Sonic' of the questions you posed in vour and video showings. Corps \ Aimee, in the Philippines 'The video were VETY Infelecting hat of In Senegal, OEF is collaborating with OEF International video letter protect is a challenge. I never really thought of some two local development organizations. funded by a t'S.A.I D Buten-Pell gram. of these. the Federation of Senegalese Women's The pront will continued through August Catherine Cole Associations tFAFS) and Maisons loof Chicago, Illinois continued on next page
DEVI.I.OPMENT EDUCATION ANNUAL 90/91 31 34 on/timed iron.' prey ious page new; now, about a means of communu 0- near future a "how to- manual, based on Fatm hales Rurales \WM. OFF has an ion that ,an be used at our other protect OFF's experiences with this pilot pro- established relationship with MFR. ject. for other organizations interestedin FAFS. and women in the participating Amadou Lisse .arrt. conducting their own video letter part- Lommunnies through its program in KaolaLk. r"enegai nerships mail enterprise development OFF A A trained community-based facilitators of MR and FAFS in haste video technolo- r. in% opinion II 0 faith ()I ttllltiuc N 1tlinIt wc hope tutu( someday one of von will visit gy Ihese grassroots development work- INC!! bitItC(11 .\01//1 and :::)(M111. in One woman of Ngothba will visit et, nave r.-.any plans tor other uses of omments, group facilitator iriencgal ou tit Knoxville. video technology to enhance their local A A Ndao development protects. While the com- Ngodiba. Senegal munity-based facilitators are doing the Idle video letters are not polished docu- A. A. bulk of the videotaping, all of the mentaries. Thev are the voices of women women in the participating communities .n the L and senegal speaking for In closing. I too hope that one day someone are involved in planning and "starring :hemselves. sharing with each other, and horn lath of out torn will be able to sit in- the productions exploring common issues In 1001. OFF :town. colt, and talk over ma Marty similar A A plans to edit the (Many hours of rich dl cams. hopes. 0nd 1;sionsI eagerly await deo iootage into a -hors educational our nod 11,16) itttil ..r.nolation in Noi :)roduLtion wiuLn will highlight the addia i[till C.,.i71,:t it Mile II hate of the participants. the smulari- Knoxville. lennetiSee
I diet'al ! t t". I -,es and ditlerenLes in their hues, and Lontributions to the well-benw,01 Funding tor this project was provided ,,ninar.,1,..; (motile,, !duoi to on ohn. then. iamthes. communities. and coun- largelt by the Agency lor International tic qui1:7;,.: ally tries OFF will also :lave available in the Development and S A for Africa. A
AbebC Pont page .20 facilitators of this public discussion sufe- that of the study as reflected in the first the presentations were stimulating and \ added to the overwhelmingly positive two years. interesting. iesponded by sat ing :espouse indicated bv parucipant MAP. as a development education pro- that the programs have helped them In addition. NLAP discovered that ject. teaches the development education recogmze that hunger and povent are mei-national students from the develop- Lommumtv some crucial lessons. hirst. among the maior world problems and :11g societies themselves have expressed international students from the develop- exaressed interest in learning greater enthusiasm for engaging in ing world are important and available '1101e aho..ii hunger and poverty :-sues related discussion with the resources to consider lor integration into I here was almost a unammou- American public. rather than giving the development education el Ions here in the 07 2 ',agreement among the audience ual Lulture-centered presentation of t Mattes ccond, the mix of inter- .hat the rote of international students ;heir countries. Almost all of them telt a national students and community leaders -crying a- :earning resources must Lon- -ense of challenge in having to speak in the planning and packaging of the pro- There was a split among the about the issues that affect their societies gram ideas is craL;a1 for effective imple- respondents when asked if they were rather than simply presenting songs and mentation. Fhird. al! audiences seem to :nterested in helping to organize future dances lor the mere pleasure of their respond posint cit. to international stu- programs concerning hunger and pover- audiences. It was a shared view that the dents Coven proper training and guid- tt 42 2.-agreed. and 3(1.1", disagreed. experience had deepened their own ance. international students could play a (10.,, gave no response. awareness of the global problems of meaningful roledepending on the pro- the outcome of these audience partic- hunger and poverty and their commit- ject. one may need to select students for ipants waestionnaires suggest that devel- ment to engage in constructive work to competency and areas of interest. Fourth. opment e,itacanon is new to Minnesota Lornhat world hunger and poverty development education is an important ,ommunit:es outside of the metropolitan way to strengthen the commitment of areas, and that the issues of hunger and In the past 0 years. MAP has con- international students to CI Cel 'VCR. poverty ate rarely discussed in commu- tinued to Larry out its activities engage in the eradication of the pronlems nity forums Furthermore. the data tt it hin Minnesota communities in their own societies Fifth. engaging implies that development education. using the model of matching inter- international students in development properly deiivered. will generate positive national students (hill various commu- education facilitated the formation of Interest on the part of the audience nities. The response of the audience deeply personal relationships between MAP's a 32 lit f iI On.11.'.1 I \ A \ NI I ONO I 35 A!though not called develop- ence when we are in dialogue with ment education, most Y\VCA women from other parts of the world. activities fit its scope very The dialogue, the sharing, the coming to well. In such activities, the The know each other as human beings YWCA movement brings Northern and makes all the difference in terms of our Southern women together to share their level of understanding and commitment experiences and concerns around a vari- to work for change. ety of issues. This effort is the subject of our interview with Ms. Goldberg. DEA: And that is what you've observed over the years? Development Education Annual: Based on JGG: I've observed it, I've experienced it your experience, why is it good for develop- and i've seen it. over and over again. ment education to expose Amencans to peo- When American YWCA women have ple tin your case, women in particular) some kind of experience which per- front the Southern world? We know it helps suades them not just intellectually, but sensitize people to different cultures, but in their very being, there emerges a development education needs to ,go beyond sense of sisterhood which has a very dif- toss-cultural awareness. ferent kind of dynamic from what hap- Joyce (Aldan-Goldberg: My experience is pens when you study hooks or engage in that when women come together around dialogue with others who share your their concerns, whether it s poverty. own ,:ontext or perspectives. It's the teenage pregnancy or any other such human factor. issue. they discover the commonai. of such concerns for women around DEl: How does the YWCA make it possible world. Most American women do not, in tv bnng international and U.S. women their regular lives, have that kind of together, on an equal footing, around con-- opportunity because our nation is so mon concerns? large. In our largeness were isolated JGG: The YWCA is at work in 88 coun- What we learn about Southern countries tries. Each national YWCA is through our media is generally related to autonomous and run by women. Each starving babies in Africa or the current YWCA determines the needs of women ,risessuch as the one in the Middle model in its own society, and determines Its East. own programmatic response. One key issue for example is the femi- All national YWCAs have equal status nization of poverty, an increasing prob- An interview with under the international umbrella of the lem everywhere. In our own society. World YWCA. The YWCA World -Teethe population groups have had Joyce Gillilan- Council meets every four years as a long experience with poverty in all its direction-setting body; representatives forms. Recently, however. the phe- Golciberg come from each national Y \VCA. the nomenon is touching women in all seg- number of delegates based on its mem- ments of U.S. society with great seventy. which provides a holistic understanding bership. especially women who have long suf. 01 how women are being caught in Traditionally. U.S. Y\VCA members fered the double jeopardy of racism and unprecedented numbers in increasing have been victims of the same kind of sexism poverty. mentality that exists in our country, What most American women don t which is that we see ourselves as the ini- know. however, is that it's a worldwide DE-\: Why do Americans need to have this tiator or benefactor of efforts to help phenomenon. Nor do they understand hind of knowledge? people in Southern countries. So. when the relationship of the feminization of JGG: Because we can t address these you bring Y \VCA women together poverty to the systems that are in place. problems in isolation. They can only be around common concerns. eyes get systems very much the same wherever solved by our working together. opened. Women from Southern coun- ou ave. which do not take into account DEA: But couldn't IN ell-educated Amencans tries learn. for example, that we in the the special contribution and needs of educate their peer s about such matters? United States have similar problems as 'omen and actively exploit or discrimi- why do we need people from other coun- they do. and we learn the same. nate against them Most American ines to come curd tell their own stones? More importantly. U.S. women dis- women simply don -t have the knowl- .fGG: The story we read or hear about is cover that we don't have a premium on edge, the experience or the information never the same as the story we expen- unlimited on next page DFVELOPMEN r EDUCATION ANNUAL '90/91 33 36 onnnued from previous page cities around the U.S. and Canada about poverty mid development in the intelligence and competence and that involving YWCA leaders from over IOU South. Until American women under- YWCA leaders from Southern countries local Associations in the process the stand the problems faced by women to are equally educated and skilled (some- international women formed 14 teams Southern countries, they won't under- times more so) in all areas of human of four each (one usually from another stand how their own problemscauses, endeavornot bent-over people who industrialized country, three from differ- effects and solutionsare connected look like refugees from an African ent parts of the world: Africa, Asia, Latin with those in other parts of the world. famine or Asian political uprising. When America, the Caribbean, the Pacific. or discussion is focused on problems being the Middle East). DEA. por. eNample? faced by women MOt simply taste and the local hostess YWCAs selected the 166. Sometimes the solutions women in color exchanges), the sense of sister- seminar topics based on the needs of our own society seek can he detrimental hood, of being in this together, of soh- women in their own communities. to our sisters in other parts of the world clarity and desire to learn from each if we don t grasp the real scope of the other and seek common solutions, takes Until AnlellCclil 1%011101 trilder"Slallti problem. The example I'm going to give seed and grows in an extraordinary way you is somewhat controversial, but it the pnthlerntiiclieti by AVM/It'll In grows out of a recent workshop I con- DEA: I imagine this comes as quite a \to - .s.;011theill (bey WOO ducted with women from around the i»ise Iv come YWCA members anti tinCICIStand /IOWawn.own country \\'e went into the'maquilado- leaderS. im)blemsr intses. L'Ilects anti ras. the LS -owned assembly plants ;c; Yes. Not only do we Illld otirsei \ es ,,of talonsow connected with across the border in Mexico. We did not on a equal looting with women from those' in othrnr parts ol the world. meet one person from Mexico who -southern countries. we have also found doesn t ssant those plants there: they ;hat we Americans are a um lumen of provide jobs. The same is true of the free the world s women. We have lat ed this example: all four local YWCAs in trade zones in other parts of the world. reality as YWCAs have grown around Montana joined the Great Falls YWCA Yet. the young women working in these the world and at the YWCA World in sponsoring a statewide seminar on plants are putting up with low wages, Council as well. The complexion has the feminization of poverty. 'Hits topic poor working conditions. lack of bene- c hanged for one thing. U S YWCA Lid- was chosen because of conditions fits. lack of community infrastructure ers-of-eolor find they belong to the within then state, with over 70 percent ,housing, water, electricity, etc.) and maiontv in the world setting U.S white k )1 women on some lorm of public sometimes overt sexual exploitation on leaders, on the other hand, lind they are assistance. the job. in a minority All the women. iegarciless the international women on the A common t' S. rea;:tion would be to of racial or ethnic differences. find that teams could contribute from their own -aylet's keep the fobs at home.' we have much more in common than perspectives and es,mence in their own because our communities need the lobs dillerences. countries and could give examples of and money too. how they were working on the issues The solution isn't either keeping the pEA when the ywcA plan, orn\ rni This program was a leveler. bringing lobs at home or sending them abroad. bring %wirier, together around «minion ton- women together around common con- the problem goes deeper, being but a , erns. doesi1umule/ 1.1k.C..1 sett., t those cerns. Its not "we're the providers. ,vmptom of the economic systems 1,n,, parnopate from other par ts the they're the recipients'. we're all in this worldwide that put women who live in 1n IX together. poverty in one part of the world into IGG II we plan a program to bring competition with women who live in women together from abroad. we con- DEA: This would seem w Nlitic the usual poverty in another part of the world. For -tilt with the World YWCA or another delnut'on of development too. be, auseire a YWCA to locus on keeping the lobs at national YWCA in the identification 0: ItNtlany think of "Licycloonem- ft, mean home is not a solution in this case. 'itch persons. Other national YWCAs poor people in Southern countries mahing -end us similar invitations from time to ci anomie gains. 1l 'It at you're caving is that DEA: This brings up one' of the' hardest development Is an issue wherelei (chain questions c111SWel Ill the ficla of develop When the World Council was held forptob/ems anse. and isomer: have these mini Ctittidtltnt. Ono.' a learner sees the ; he first time in the United States in problems wherever they ate. common N.,/ th-South development prob- 1087. 58 YWCA leaders were selected IGG. Yes. This view of the commonality lem, and sees what needs to happen on a !-)\- the World Y\ \'CA. in consultation of women s issues also shows in our large scale. Ishat can that person do at the with the YWCAs of the U.S. and choice for the focus of our development local level, gIven his or her real-life c.anada. to stay for an additional 2-week education program: 'Women and errcumstanees' perm(' to interpret the Council issues Poverty: A Global ProblemHowever. JGG: Going back to the example I just ancl loin women's issue seminars in 40 our main effort must be on educating cited. local women could he working to ptivfik.11'\tENT EDI:LA[10N AV.[ .\1, 90/91 37 improve conditions for low-income DEA. .Since we can't take the whole I's;. long as it s not a substitute lor experi- women wherever they arc occurring. II a rOplilcal011 abnfaci, how tan we MAC /4'4 ence and dialogue. multinational corporation has its corpo- use of the people from the -)outli who ale At our upcoming national rate headquarters in their area. they already available here in the L'.S.r'13a,c(1 Convention. we plan to begin with an could go to those offices to discuss t he on Your Yew s crf senclutt; souther n vi.not s international lair of various products concerns of women employed by that Into (A0111,711011(1e.. Ott' there any 1 Uh's and foods made by women in poverty. company in Mexico or Singapore. as of thumb for a sin (esqul eve, lent Chose women w. ill tend their own well as those of women employed h\ lt;6: first of all, such a resource person booths. w Inch will provide creative ways that corporation in the local community ought to he involved in the planning lor of informing inquirers about their situa- An individual can join in a larger coali- the event. Not just told what the agenda tion After this hands-on experience, all tion with an agenda that addresses will he and asked to 1111 a slot Secondly. participants will proceed to a plenary women's problems on a more interna- identify an issue around which to build where they will hear a dynamic speaker. tional level. There arc many ways in the experience, an issue of relevance to We think the speaker will help dele- which we can support each other once people in the community.. What we havegates integrate their experiences, which we know each other's reality. done is let the community choose the will lead them to making program and issue. Los Angeles. California. lor exam- policy decisions lor the future of our DEA: How oupor tam do you think it IN to ple. chose migrants: White Plains. New organization. and which will in turn del to the south in order to he, ow York. chose teenage pregnancy: and make development education central to to the .,40,as de\elortnent there' I larnsburg, Pennsylvania chose nuclear our way of work. 16G. It stands out in my mind as proba- power because they were so dose to bly the most effective way lor change to Hire,: Mile Island Alter the -pocilic DEA. \k'hat kmciN of changes do von see in take place in the person. energizing 1,-;1.1C Is Idclltifltd. vote Choose lepresen- ii men who ha\ C been through your pro- them to work for change Irons their own tatives from the South who can speak to ams:' setungpart icularly when you put the that issue 1 rom their own knowledge IGG. i could cite letter after letter docu- person into a situation where they iRe and experience. menting all kinds of changes Women with other nationals during their In many situations we find two speak- say to us: -I read the newspaper differ- experience. ers: one from a Southern country and ently: I see the same old issues in an Right now, since we'd like to see more one from the U.S. tone source for us has entirely new way One outstanding case trips to the South happen than we can been the National Urban League). Both I recall grew out of a visit to a rural afford to subsidize, we're preparing a present case situations of poverty in Mississippi community by a young rural trip where American YWCA women pay their respective communities and guide leader !rum Zimbabwe we sent to that their own travel expenses. To ensure the group to first characterize the symp- community A woman from that com- diversity among the panic:ma:its. we II toms of poverty described in each case munity, who later became a National provide scholarships for persons who study, tl,en identify the systems which Board member. told me "This was the need them. cause or exacerbate the problem. a e. first time I had a black person in my We arc preparing the first such visit economic. political and justice systems) home. And my whole life turned to I 'ttanda. Their executive director t-ays and how such systems do itthen the around. Now. when I read about the visitors will stay in homes. their group explores the systemic parallels Zimbabweit s notnly about skills will he assessed and each person between the U.S. scenario and the one in Zimbabwewhen I look at my own will be assigned appropriate tasks in line the southern country community. I realize my own racism w Rh the Uganda YWCA's priorities for Most important. if a seminar or event and the ways we need to do things dif- the two-week period of the visit. 1 he focuses on women and poverty, for exam- ferently.- Uganda YWCA will not only take care ple. be sure that participants include of all costs for the visitors. but also give persons of color and persons who !we or DEA: \\*mild ton like to add any closing them spending money. I had the funni- have lived in poverty in this country arid thoughts for our readers? est reaction to :his. thinking, '\VhaC in a Southern country To repeat. he JGG: I guess I'd lust suggest that in give Americans spending money.- My sure they are involved in the planning. thinking about both development and first thought was. "WS not necessary to development education. we keep in give us speeding money.- But then I DEA: \\licit hind of teat hing process do you mind that quote from an Aborigine realized she was suggesting exactly what r,cie, to tiSC;f woman which we featured on a poster has happened to her and women from .166: Above all. we want to avoid the displayed at our last World Council: around the world when they come to top-down approach and try to provide "If you have come to help us, then the United States. I think it is a phenom-experiential learning and dialogue you're wasting your time. If you have enal idea.I don't know ii this will actu- among the participants, with each per- come because your liberation is tied ally happen or not. son drawing on her own experience. with mine. then come let us work There can he a role for the lcc.urerso together.- Dr.vi:Lonat.Nr EDUCATION ANNUAL. '90/91 35 38 A question I must have answered a hundred times when living in the East Tennessee region of Central Appalachia was, "How did you end up here?" The question was mostly Development Education directed to me by visitors who came tosee is a Two-Way Street how local people went about creatingstruc- The experience ofan Indian tures to help themselves. I first came to the educator in East Tennessee U.S. three years ago from India to joina masters program in New York and always by Shalini Nataraj wanted to see for myself the effects of the strip-mining operations in East Tennessee, my interests then being strongly and strictly environmental. Local people, who did not know much about India, did not know that I did not fit the stereotype of an Indian and that people from Third World nations did not go around helping people in developed nations. To them, I seemed to have an unusual empathy for their problems and Iwas accepted as a friend and guest fromover- seas. And if I disappointed some people by not fitting their stereotype, I was disappoint- ed too, that the U.S. did not fit thestereo- type most Indians holdthe land of milk and honey, freedom and limitless opportuni- ties to fulfill one's aspirations. The extent of the damage I saw in East DEV1-1.01'N11:\ T EN:LATION ANNUAL -)1.1/91 30 Tennessee depressed me. But in the the vision and commitment of a few ty. When 1 mentioned "environmental small, remote coal-mining communities local people. education", the first school was very that had barely survived the collapse of At first I was confused. The "poor" of guarded and openly warned me against the coal-mining industry and the mas- Appalachia had more than most middle- exacerbating the polarity that existed sive migration, grass-roots organizations income families in Indiacars, televi- between families that worked with the were attempting to meet the needs of sion sets, refrigerators. Then. as I lived coal - mining operations and those that communities. Organized for twenty in the community, I began to see pover- did not. The other school practically years, they first coalesced around basic ty was not a matter of material posses- welcomed me with open arms. I needsthe need for unpolluted "city sions. These people lacked power: the received full cooperation from the prin- water,' a clinic, a small Industry, and a power to affect the social, political and cipal and the teacher assigned to work day care center. The major obstacle all particularly the "developmental" pro- with me. these efforts encountered was lack of cesses that controlled their lives. 'they access to land to base their facilities. were victims of systems that were geared At first I was confused. The "poor" because most of the land in East towards those who had achieved or were of Appalachia had more than most Tennessee is absentee-owned. To on their way to achieving the "American middle-income families in India address this problem, a Community dream." These systems were indifferent Land Trust was formed. to those outside of the mainstream. Not cars, television sets, refrigerators. I found myscli getting increasingly very different at all from the "poor" of Then, as I lived in the community, interested in these self-help efforts and India. When that became apparent to I began to see poverty was not a ,:ended to postpone my plans to go to me, I wanted to learn more about what matter of material possessions. .=Lii.)ol. Instead, I staved and worked as had caused the margmalization of these volunteer with the Community Land people of Appalachia. 1' rust. In working with the Land Trust. I doing by the experience of the almost In East Fennessee. Central managed to combine my Interests In the total lack of knowledge that existed Appalachia. the Community Land Trust environment, community development, about India. I conducted my first class was established in 1978 to make land and development education. First I dealt about India. I was amazed and pleasant- available for local needs through life primarily with the environmental ly surprised by the positive response time leases. Hie leases transfer automati- aspects of the work. I then also partici- from the children and their teacher. In cally to the lease-holders' heirs and pated in the Community Land Trust's addition to working with schools, ensure that the land is used in environ- development education program. screened videos on environmental issues mentally and socially responsible ways. Informal and lightly structured. their and other countries for my neighbors in The Community Lind Trust and development education program sought the community. .'they local organizations run practically to incorporate common issues world- Other community groups in this on a day -to -clay basis. with the help of wide into a workcamp program involv- small corner of Appalachia have been -mall gants. low interest loans. long ing church groups and universities and involved with development education. term loans nom foundations and chart- into the orientation given to domestic By telling their story at college and :able organizations. and contributions and international visiting groups. An church workcamps, and to groups of trom individuals. They mainly run on attempt was made to offer regional and international visnorsmany from devel- global perspectives. In which I was able oping countriesthese local groups are Natant; 1\ (tit rentlyinvolved in the to contribute by voicing my own views attempting to build partnerships with developmenteducation program ofCODEL, with my background in environmen- others in which freedom from long-held Inc.. a low? num of Christian organiza- tal education. I developed an interest in stereotypes prevails. For example. visi- tions whICII cISSISIS thedevelopment activi- addressing the region's major problem tors from the South learn that the cur- ties of disadvanuNed peopleOverseas. of illegal and large-scale dumping and rent model of progress offered by an Previously, sheworked for two years with littering through an educational pro- industrialized culture such as the U.S. :,rasst oot%community development organt- gram for the local children. I immediate- also presents social costs: while ZatUMS in centralAppalachia. ,11s.Natarar ly ran into problems. a lack of funds Northerners may realize that, given the hoc organized a numberof environmental being the biggest. Moreover. the domestic poverty created by their own educationprogramsand inwkshops for cur- Community Land Trust was over- economic system. they themselves may ulumdevelopment and teaching method- whelmed with its own agenda and could not always hold the solutions to prob- .qogies for elementaryand highschool do little more than lend me its name to lems all around the world. teachers in both India and the U.S. Sheis operate under. Finally. with the cooper- I am thankful for my experiences in presently enrolled inaNiastersprogramIn ation of the Regional Land Trust and a East Tennessee. In working and living the study of International organizations, church in Knoxville. I had $100 per with the conditions there. I received iyithparticular emphasis on theL'nued month to start with. I approached two valuable insights into the conditions that .aeons. nearby schools. each in a different coun- work against the poor in nix. country. DEVELOPMENT EDUCATION ANNUAL '90/91 37 40 people died of hunger every minute and where lions and elephants killed people daily. They thought that African people cannot live or work. I think this must come from what they see on TV and what they read in newspapers. DEA: Do you find that there is any differ- encein theway that the students and adults you have addressed lookatCameroon or Africa. after you spend timewiththem? Do you feel that something has changed? SU:Yes. I have found Americans open- minded. They welcome strangers, they are willing to listen and to learn. When I tell them that I'm from a nomadic tribe, _at they look at me with surprise, wonder- ing what kindofpeople are these who do not live in houses with electricity and water. But I ask them to look at our system more objectively and consider why it has existed up to the present. If we sail live as nomads, it means that the system works: there are some good Partner in Residence things about that system. Likewise you cannot say that the democracy in the at Heifer Project International U.S. is completely good. There are good A voice from the South things and there are had things. DEA: How do they react to that? SU:Most of the time, once people hear An interview with Sule Umaru the story, they understand that our peo- ple are trying to do something but have been unfortunate to live in difficult con- Heifer Project International turned out to have a wider educational ditions. It changes their minds. J HPI1 is a 45-year-old pri- impact. yaie and voluntary organiza- C,irroi loy interviewed Sule Umaru DEA:\A'hat isyourusual approach to audi- tion (PV0) which provides to theDevelopment EducationAnnual ences? Do von usually _first ask them what livestock and agricultural training to l990/OI on his experience as current they already think? poor people all over the world. includ- Partner-in-Residence at Heifer Project SU:It depends on the age group. Adults ing the United States. HPI supports International. Mr. Umaru is a Fulani vil- understand the situation better than kids. qa:,sroots initiative and self-reliance and lager from Cameroon. who first came To kids, I first ask questions like: works with indigenous materials and into contact with HPI after his village "What do you think of Africa?" For in- ( ustoms. In addition. each participant suffered from the 1986 drought and HPI stance, the last time I spoke to high school na%, hack1 he opportunity by sharing came to provide livestock and agricul- kids in Vermont. I said, "How many of animal olispring and knowledge with tural training. As a Partner-in-Residence, you do not want to go to school?" I ethers in their community. thus chang- he serves as an emissary from his cul- would get about 50% of them with the ing trom re( micnts into donors. ture. teaching North Americans about answer, "I do not want to go to school." I he HP( 'Partners in Residence" pro his people. and the positive aspects of Then I go on. "Listen, after I tell you cram was treated to not only serve and hie in his country. my story, you will sign up if you want to w iden its funding constituency. but also go with me to Cameroon." to help them appreciate the changing DevelopmentEducation Annual:What Itell them that I ran away from home role of Northern P \'Os in development hinds of ideas did the Americans Non have because I wasn't allowed to go to school. as one of partnership with local people. spoken to seemt, have about Alnca? and that because of this, I had to live ACL 0 rdmg to Wendy Peskin. Associate Stile l'maru: I was surprised to hear that many years without enough food while for Education at HPI. the program has for them Africa was a continent where studying. 18 \ \r EDlVA-I ION ANNLAL .90/9 1 41 Then the students would say. -No, DEA: Do you want the American school to DEA: You said earlier that, once in Africa, there's no way we Lan go to Cameroon." help or do you want them to develop a rela- Americans would see that Africans are So Then I'd tell :::em, "It has changed tionship of understanding and friendship? happy with what they have. This seems to in Cameroon. Ast:me goes on, people SU: It all begins with friendship, cultural imply that Americans are seldom happy change, so now we are Id, vou. All the understanding and sensitivity, and then with what they have. On the other hand, if kids go to school. .1,a,be there are other the help can come. Yes, the help is need- people are happy with what they have and parts of the world where children can- ed. For instance. we need help for the seem to accept their striation, they might not afford to go to school because of future when kids cannot afford to go give the impression that they don't really poverty or because of traditional beliefs. beyond elementary school. The kind of want to improve their quality of life. Can What can we do individually to help?" help, that is what I want the kids on this you clarify this? Now they think about that and say, end to understand. SU: On the first part of your question, I "Okay, we will raise some money and think that Americans aren't happy with help these kids go to school." DEA: What do you think that people in what they have, because they want to So the kids put themselves in the your school can contribute to the American have everything. For instance, if you situation and try to have broader ideas school, to make this a real partnership, so have a 1990 Honda Accord, you'll want about what is happening. They under- that it wouldn't be lust a donor/recipient to buy a 1991. In Cameroon, there may stand at least that it is not the fault of the relationship? be a family that possesses little, but they people if they live in difficult conditions. St': The most important thing that they are happy with what they have. can contribute. if this grows into a close Let me try to answer the second part DEA: Do you have IteLess with teaching relationship, is what 1 call discipline in a of your question. We were a nomadic kids? :octet} and in a family. In our tradition, people until NM. having cattle and liv- St': Yes. Alter I steak. I receive letters of .is a child, rather than focusing on what ing in thatched huts. We were happy appreciation from ;he kids. saying. "I .ou can get for yourself. you have to with that and never thought that there did not know thisAnd a whole school share. work. and be humble. Here. I see was a better way. opted to get in touch with a school in the family apart. and I don't see very But after the disaster, we lost livestock my village and I have happily put them close relationships or respect between which we depended upon. Heifer in touch. parents and children. When I asked my Project came to help us. They brought parents for something, I had to come some small, intermediate technology to DEA: What would .,'u like to see happen humbly because they work for what help us settle, build houses, have dairy out of such a connection? they have. cows, rabbits and grow cern. So we I want an understanding between came out of our traditional way and peoples. I want Americans to under- DEA: \kiwi do you Minh it would dopy took what Heifer Project brought. which stand the cultural balance that exists in Amncan kids to understand that kind of was still part of what we were doing but Africa and to realize that it's not what is discipline a little bit improved. We feel that, within in the LS chat can help us in Cameroon St': They would know how they would our system, it's very appropriate. It's dif- because neither technology nor the bring up their kids. Society would bene- ferent from having something that American wav of lie are applicable in fit because this would be a responsible you're not happy with because you want my country. kind of people who would be caring for more. It's the difference between having The cultural baci DEVELOPMENT EDUCATION ANNUAL '90/91 39 42 ontinueci from previous page particular, an African person coming I knew about the United States very your family. live well. then that's all- here should he familiar with the pohnLal well. although I had never had contact right. You don t have to have a computersystems in Africa. because that is a fre- with them personally. or a TV. quent question that I have heard over On the other hand, many people back For those who are not Irom an Islamic twelve or thirteen months now. at home did not know about the United background. I think that to really help Thirdly, they have to he patient be- States, other than its military capability people get what they need is to give cause they may not initially understand to strike anywhere it wants. Then, when them the opportunity to get these things the Americans when they speak, and the we had our disaster. Americans came. by themselves and not give them the Americans may not understand them They staved with us. ate with us, and we actual things. For mstanc,.teach them a Fourth, I think it would he wise to found for the first time that Americans way to generate income and let them get review American history before coming were the most sympathetic and giving the things they need. instead of putting here, to be able to tie in some things that people in the world. the things at their disposal. have happened in the U.S. particularly Furthermore, I cannot say how much alter the revolutions, the nation's strug- I have learned interacting with kids. I DEA: On a different subteu: what sort gle to build itself. If the Southern speak- spoke to children at a preschool. I show- advice would you give to somebody else ers are coming from countries which ed them slides about Cameroon and how f rout the South who was about to speak to have mst gotten independence and there the kids work there. and one of those kids American audiences is no political stability, they can better said. 'I want to go with you, I want to go SU: First. they would have lo tic open- explain that it's difficult to start a nation to Cameroon.- I almost cried. No matter minded. They should not feel that where you are, this child is no different \ mencans arc asking stupid questions DEA. I. there anything elm. \ ou'd like to !win the child in Cameroon or in China. or that they disregard us. Every question \hate itiih us? You see them reacting the same way. contributes something to you and to the I have learned that. no matter who Alter the disaster, having lost my fam- person asking it, because it is intended we arc. we are the same. We have the ily. I saw how much other people mean to help you teach a lesson. They should same goals. to he able to live together. to me. you know, making me who I am. treat everybody in the same way. have peace. be hanpy, and love one l'his is really a great experience for me Secondly. they should have good another. In Cam,:oon. I studied and I think anybody who has a chance knowledge about Alnca because when American and European history in high to talk to people will learn a lot and you are standing in iront of a group of school. I was a keen listener of the Voice never be the same. Life will never be the people, you are not only representing of America. every day lor six hours. some when I return home, whatever I do our village. but Africa a whole. and because I felt that Voice of America. as in the Iuture. A people will -: you qu, ,ins related to \yell as the BBC and Voice of Germany what they near or read in the paper. In could help a lot to educate foreigners. A groundbreaking new work from the editor of Community Management DAVID C. KORTEN I and People-Centered Development... Far ahead of his time, Konen This Impressive new book opens Getting challenges us to reexamine our role our eves to the potential of people- to the in confronting the problems of the centered development for building past and present decades: a just sustainable, and inclusive 21st dehumanizing poverty, collapsing society for the 21st Century. Century ecosystems, and widespread vio- lence. The development communi- For more information. contact: ty is learning from the visions and Kumarian Press, Inc. strategies of the citizen's move- o30 Oakwood Ave.. Suite 119 ments dedicated to peace, environ- \\est FlarttOrd, CT 06110-1529 Voluntary Action ment, womens equality, consumer Phone: 203 953 0214 and the Global Agenda protections, and human rights. Fax: 203 953 8579 40 DP:1! OPNIEN r EDUCATION ANNUM 90/91 43 ptiring the past year 1 have Development the people of the South to absorb given presentations all around through the preservation of their forests. the world on a basic theme. When we in the North return a bit of We live in a world in crisis. Educationis our excess pocket change to the South a world of increasing poverty, environ- through international charities, we mental destruction, and communal vio- THEfriority relieve our guilt, confirm our superiori- lence. This crisis is of our own making, ty, and maintain the dependence of the a result of too many people making too recipient. We do not alleviate the pover- many demands on the ecology of a small by David Korten ty and dependence that our overcon- planet. The key to human progress is sumption exacerbates. not growthit is the transforma- tion of our values and institu- Development Education tions in ways that will Development profession- allow all people to live als, including those %yell and within our who staff voluntary collective means, but agencies, have gener- without extrava- r ally treated the edu- gance. cation of their constituencies Embracing regarding the devel- Uncomfortable opment problems of Truths the South as a secondary Though growing numbers concern. Development of people arc coming to similar education was considered conclusions. It is not a comforting -- important primarily as a means of message, nor one we hear from our lead- assuring financial contributions for vol- ers or the advertisers who control our programs around the premise that the untary organizations and public support media. Each time I present this conclu- key to poverty alleviation is an increased for official international assistance bud- sion to a new audience 1 half expect to flow of money and commodities from gets. As we redefine the nature of the be booed and thrown out into the street. the haves of the North to the have-nots development problem, we must also Yet, much to my surprise, the message is of the South. This assumption is held reconsider the nature and role of devel- generally embraced, almost with a sense not only by Northern agencies, but also opment education. of relief that someone is articulating by many Southern agencies that act as Rather than passive contributions. we what many people feel in their hearts to conduits of this charity. must now seek the active engagement of be true. The truth, unpleasant as it may However, growing numbers of volun- broad citizen constituencies as agents of be. combines with the remarkable exam- tary sector leaders. particularly from the policy. Institutional, and lifestyle ples we have seen of the potentials for South, arc saying that the real problem changes in each of our respective sock rapid and significant change in contem- is extravagant and wasteful Northern cuesboth North and South. This is porary society to give people hope. a lifestyles maintained by the systematic basically a development education agen- sense that the individual can make a dif- extraction of environmental and finan- da. or more accurately an educational fe rence. cial resources from the South. The solu- agenda for global transformation. Rather In 1988. the world embraced the tion depends on reducing the extraction than being peripheral to the real busi- environment. In 1989, Eastern Europe We are well familiar with the pattern. ness of the voluntary agency, it becomes embraced democracy. Perhaps we, the Four countriesthe United States. the the core business, the priority. world's overconsumers. are now ready Soviet Union, Japan and West Germany to embrace the reality that the survival with a combined total of 14 percent of David C. Korten is founder and president of of our civilization depends on working the world's population. account for the People-Centered Development Forum to assure all people the opportunity for a more than 50 percent of the world's and wrote numerous books and articles. A full and decent life. in part by giving up consumption of commercial energy and former faculty member of Harvard's Gradu- our consumerist life styles and decreas- important metals. Ships loaded with ate Schools of Business and Public Health, ing the demands we place on the ecolo- toxic wastes from the North roam the staff member of the Ford Foundation, gy of our living planet. earth looking for dumping sites in the Korten has nearly thirty years of experience South. The United States. with roughly in AsiaAfrica, and Latin America as a The Voluntary Agency 5 percent of the world's population. writer. teacher, and consultant on develop- Many voluntary agencies concerned with generates nearly 24 percent of the car- ment management, alternative development the poor of the South have built their bon dioxide emissions that we expect theory, and the strategic roles of NGOs. DEVELOPMENT EDUCATION AN \ UAL '90/91 41 44 India-U.S. School Partnership approaches to common social and envi- Project ronmental concerns; to examine the Begmning in Spring 1991. two political and economic consequences U.S. school systems and the of the growth of social activism; and to Vikramshtla Resource Centre in allow Asian activists the opportunity to Calcutta, India will initiate a three-part discuss with their U.S. colleagues effec- pilot partnership protect. Through col- tive strategies for solving common laboration between American and global problems. Indian educators, the project aims to Currently in its initial year, the first heighten students. understanding of part of the project addresses environ- global issues and concerns and prepare mental concerns and the challenges them for citizenship in an interdepen- faced by environmentalists in South dent world. and Southeast Asia. In collaboration The first phase of the project will be with such groups as the Sierra Club, implemented at Charles County. World Resources Institute. the World Maryland and Monroe County, Indiana Wildlife Fund, and the Ashoka Society, for 3rd-5th grade students and their The Asia Society will identify individu- teachers. Five teaching modules pre- als who are pursuing innovative pared by theVikramshila Resource approaches to environmental problems. Centre will cover a variety of topics Work in Following an international confer- related to hle in India including geogra- ence on critical environmental issues phy. urban and rural life. family life. Progress Limong Asian and American activists as and festivals. The modules will feature well as educators, journalists, profes- scripts in the lone of a letter from a 10- The mins/lila Resource Centre is a sionals and business people, a series of year -old Indian boy. slides and cas- non-profit educational organization that regional public programs and media settes. and activity sheets with seeks to improve the quality of teaching in activities will he presented to general suggestions for games, skits, crafts. etc. formal Indian schools, as well as the newly audiences across the nation. These edu- Posters, photographs and Indian arti- emerging non:formal educational centers cational programs and activities are facts such as dolls. instruments, uten- in villages and slums. intended to provide leading Asian sils. iewelry. and toys will accompany l'ikramshila develops plays. stones and activists with an opportunity to speak the material. A teacher's manual con- other instructional materials that empha- to broader audiences about their own taining background information. facts. size the importance of child-based learn- experiences and about the relevance of and instructions for performing activi- ing, as well as promote global under- their approaches to shared concerns. ties is also included. standing. The Centre's activities cue intuit' A O0-80 page publication will also be For a period of four weeks in spring. possible through a fellowship grant limn produced and widely distributed to 19u I. a team of teachers from India ,Ashoka: Innovators for the Public. provide an overview of Asian responses \\ ill be in residence at the 1.* S. pilot 1.1.'ashington. D.C. to the challenges faced by activists in schools. These teachers will he a developing countries. resource for the creation of a social Social Change and Activism in Expanding the rights and roles of Studies curriculum on India and serve South and Southeast Asia women and addressing the problems as expert advisors to the Charles and The Asia Society is presently of rapid urbanization in South and Monroe Counts. teachers. organizing a three-year project Southeast Asia will he the respective Over the next three years the second to examine the increasingly themes of the second and third pro- and third phases of the protect will he important role that individuals and vol- gram years. following a format similar administered for 8th-10th grade and untary organizations play in protecting to the first year. senior high school students respective- the environment, expanding the roles ly. Student exchanges from both coun- and rights of women, and addressing The Asia Society is a non- prole, tries will also take place during these the problems of rapid urbanization in non-partisan organization dedicated to phases. South and Southeast Asia. social :M:111.1SIng American awareness of Asia & In the near future, a similar experi- Change and Activism in South and Asian issues. Tiff/nigh its programming ence will he developed by the Charles Southeast Asia is designed to increase and networking efforts. the Society strives and Monroe County teachers and stu- American understanding of the com- to encompass a broad range of critical dents on life in the L' 5 lor their Indian plexity of social activism in these global issues. A counterparts. with a follow-up visit to regions: to illustrate the relevance to India. American audiences of successful Asian / DINI:LoPMEIN F EDUCATION ANNLAI. 90/91 45 Merit (Intrinsic excellence) Evaluation To what extent does this product conform to high standards of content, design, readability, organization, consistency, and so forth? To what extent was it skill- Questionnaire fully and completely created? Circle the appropriate number below. for the High Merit Average Low Merit Development 1 2 3 4 5 6 7 Education Worth (Practical Usefulness) To what extent has this product been beneficial in a practical way in the course Annual '90/91 of your work as a development educator? To what extent has it had a positive impact on your knowledge or programs? Circle the appropriate number below. High Merit Average Low Merit The National Clearinghouse on 1 2 3 4 5 6 7 Development Education t NCoDE) is in the final year of its three-year contract with U.S.A.I.D. In accordance with the terms I am involved in: nontormal education of the contract, we are evaluating the formal education Development Education Annual, our other t please specify) yearly journal which promotes innova- tive and state-of-the-art practices in development education. Your comments about the Annual, whether complimentary or critical, will be This evaluation employs the concepts appreciated. If criticizing, please be specific and suggest ways in which the Merit )intrinsic ellence) and Worth product could he improved. Write comments in the space below. (practical useluil.,$). It also seeks your suggestions for improving future issues of the A ':tial. Please take just a few minutes to complete the questionnaire below. Please complete and return this form by March 7. 1991 to: NCoDE Evaluation Project Cornelius Grove & Associates 442 Forty-seventh Street Brooklyn, NY 11220-1216 718-492-1896 (phone and fax) DEVELOPMENT EDUCATION ANNUAL '90/91 43 46 While electronic networks cannot with e-mail. people can connect to them Communication & serve as substitutes for human interac- ,it their convenience" (Zander). tion. they can certainly enhance it. And resource sharing in our young. yet fast growing. held of Existing systems development education the ability of DevEdNet will be hosted on ICN. Itself made easier: educators to keep abreast of the latest part of the worldwide BT Tymnet sys- resources and innovative practices has tem. Nearly 3000 institutions, including Introducing become at once both more difficult and many NGOs and UN agencies, are more necessary presently on the TCN network. DevEdNet Some advantages that an electronic information-sharing network can con- DevEdNet's Resources Is there a role for electronic network- tribute to the effectiveness of its mem- DevEdNet's on -line database of ing in development education. The bers' efforts are timeliness. organization, resources is aimed to support busy National Clearinghouse on and increase of information llow. development educators in their work by Development Education seems to think Moreover. electronic networks promote finding educational resources to meet so: in January 1991 it will launch "decentralized and horizontal coopera- specific needs quickly The data base has DevEdNet. a new electronic network tion so all members can share in the been tailored to meet a variety of featuring its print and non-print materi- resources available. (Karl Zander). needssuch as seeking resources for a als resource database. for use by devel- particular audience. on a specific area or opment education practitioners around Investing in the Network topic. or using a specific type of material the country In terms of Lost effectiveness. 'chile the such as simulation games. initial investment may seem large. many Educators at all levels and students of Marketing Survey for organizations already have the most higher education concerned about criti- DevEdNet costly componentsa phone line and a cal international issues such as sustain- computer. A modem (5100-52001 and a able development. hunger. poverty, 1 Do you have computer capability telecommunications software are also debt. interdependence. etc., will benefit to access DevEdNet (computer. needed. Costs related to the use of the from DevEdNet's wealth of information. modem. telecommunications system, such as registrations and month- DevEdNet is continuously expanding its software n7' ly charges. vary from one network to database and expects to reach 800 Yes No another. and the exact charges tor entries by mid-1991 2. Arc you interested in subscribing DevEci::,t have not yet been established. Once a member of DevEdNet. an edu- to DevEciNet? Yes No The major investment for new users is cator will automatically becomes part of time, as it takes time to learn to use the the resource- sharing and communica- If yes. indicate how often you technology in ways hest suited to an tion now by contributing his or her own think you would use DeyEdNet: organization s needs. resources to the on-line database. In Frequently (.once/twice a week) )'here are three main ways to commu- addition DevEdNet members will auto- Regularly (every other week) nicate through computers. on-line matically get the c -mail Occasionally )once a month) databases, e-mail. and bulletin boards To help launch DevEdNet. NCoDE Other nlease specify) On-line databases offer access to stored will organize a series of seven one-day and updated information in a particular workshops. The dates and locations of II not interested. why not? held. such as newswire services. weather the first four workshops have already services, airline reservations systems been selected. Information about the 3. Are you interested in attending the and DevEdNet. E -mail. also called mes- other three workshop sites and dates NCoDE workshop in your area saging facility. is an electronic post will be available in the near future. introducing DevEdNet ?(See office. With a personal computer and a accompanying story.) modem, a user can send and receive For more information Yes No Ei Don't know yet messages to others. regardless of Contact:NCoDE. The American Forum Please indicate where you consider whether the other party is connected at for Global Education, Suite 1200. yourself in telecommunications the same time. E-mail is usually cheaper 45 John Street. New York, NY, 10038. Literate Inexperienced than a long distance telephone call, with Phone 212 732 8606 an average cost of 50 cents per page. FAX 212 791 4132 Please complete and return to. Bulletin hoards, also called teleconfer- E-Mail BTTymnet 141:TCN 651 NCoDE. The American Forum. encing. forums. or CC (Computer Suite 1200. 45 John St.. New Conferencmg) "allow many people to York, NY. 10038. Thank you. join into a discussion on a topic... As 44 DINELOPNILN i EDUCATION ANNUAL 90/91 47 Teachable Moments, by Jan Drum and George Otero, is teachab a global educationtool that moments :gaw. tore helps people value diversity, The Greetest Shite Enid f the Cehty 6 Mayway, .84 srese.1.4. ...A 1.181.4* ...al 1...... m..r w..... h. ar...... 1.6.00.,....a.1...... a.r...... 11.p+4 understand world issues and ...... 1111.ms Mal.1...w. 1.1614,.Loft 1...1.1I esiga ...ma,1011A 4.0....10.1111.... 1111....., , 11= oft.. Ma 11. trends, live responsibly with ilovr ,.r..- -.Mw1..4..0.Combs0..1., ...6. smarmy 11.m..... ?41.00 "...... 1 am.m.....,.. N,..... ea. ..1.1,...... ,...... ,...11 a1...... 1.um. 14,..1...... 1....04110. amino }ImiWO... 4.4 others, and increase state-of- ....mg../ .winr.a...14 ...... 1...... 11*.Yerma.=.1.1e* ...... 0.. 41,/ omry...tmompl..w pat.* =M 10. *4ownoril a ...... 1.m...... ,. apoollmeoWO00. *a.,* planet awareness. 1.4. Kaloasm.1.11.T...... 41,.,, ....rema,...... maft. 1....1...... 4.11.....}..S* For a free sample of these 1.41.1"/41,..1., The...... *1...... ,...... ,,Y41.11...... 0.141...M.T11...... ,.. .10 "ma .N.11,111.1. .1....all.,a,..4.11,...... It,...... 4.*.01.1. 111.1..176. poo 1.... Cm...... 11.1loo.o.td11..110,..... brief, thought-provoking lima.,..1 .....11*,..1 ..., classroom activities, contact: a.gi./..PatMaas sa1141.11... Oat/ .Iarm.. The Stanley Foundation 1414.1.11.11e. Dept. AF dr. gmmmaYa. IIIN mi.111111 216 Sycamore Street, Suite 500 111111111.111.1111I Muscatine, IA 52761 `111111iNTA' Development Education Annual 1990/1991 was printed on recycled materials. 48 Call for Manuscripts Development Education Annual 1991/92 In Search for Excellence and Institutionalization of Development Education The Development Education Annual invites manuscripts for possible publication in its next issue related to one of the following topics: How to institutionalize development education programs within both the formal education system and private voluntary organizations? How to ensure and sustain the competence of educators engaged in teaching .about interdependence and critical global issuesin particular develop- mentin a fast changing world? The Development Education Annual promotes innovative and state-of the-art practices in development education. It serves as a forum for discussion among leading thinkers, promoters, and practitioners in the field. Manuscripts are sought on the following: About Institutionalization Critical analyses_ of current U.S. development education efforts in terms of the formal integration or lack of, within either the formal education system or private voluntary organizations. Strategies for formally integrating development issues into the formal education system or into private voluntary organizations. Writers should include examples of successful integration of development education into institutions or organiz.^tions. Case studies of programs which are formally and effectively institutionalized, including possible lessons from that experience. About Development Educators' Competence Critical analyses of current U.S. development education in terms of develop- ment educators' competence either within the formal education system or private voluntary organizations. Strategies for formally ensuring and sustaining development educators' com- petence in the formal education system or into private voluntary organiza- tions. Writers should illustrate these manuscripts with examples. Case studies of programs which formally and effectively ensure development educators' competence and professional development, including possible lessons from that experience. Submission of Manuscripts Manuscripts should be submitted no later than April 15, 1991. For more information, write to: The National Clearinghouse on Development Education, The American Forum for Global Education, 45 John Street, Suite 1200, New York, NY 10038.