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Experiences and lessons from India 2012

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Page 1: Development Communication

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ABOUT ME

WHO AM I?My name is Lee Wiebe and I am a student of Masters of Arts in Intercultural and International Communications through Royal Roads University. This magazine is a reflection of my learning and development during my recent visit to India in November 2012.

WHY INDIA?As part of my graduate program, I chose India as my overseas residency and as a once-in-a-lifetime opportunity to explore and immerse myself in another culture. I knew India was the place for me, not only due to the cultural experience and long-ing to explore this beautiful country, but also for the teachings of development communication. I wanted to know more about development communication and have the experience of ob-serving this process at work through our involvement with lo-cal NGOs. I wanted to know if this was something I could see myself doing some day. Within these pages is the sum of my experience with development communication, including the troubles and the triumphs. Without further adieu, I invite you to join me on my journey as I traverse the Indian subcontinent.

CULTURE SHOCKAs I sat alone in the running taxi in the middle of a Delhi intersection minutes after arriving to India, the sensory experience around me was overwhelming: horns blasting, yelling, a combi-nation of smells no words could describe, sweat dripping, the banging on the car window for my attention and rupees. It was at this moment I knew this journey was going to change my life. But how? I was not sure but I had the feeling that a country and culture like this would not leave me unchanged.

HELLO INDIA

Cuddle time with a beautiful little soul in a slum outside Ahmedabad

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“Prabhat is doing such wonderful work in order to improve the

quality of life of these children.”

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WONDERFUL PEOPLEThinking back to all the locations I managed to see while in India, Ahmedabad was my fa-vourite. The first day in this city we ventured through the streets, crossing a bridge into what is called the old city, and before we knew it, we were in another world.  As we immersed ourselves into this area, it was obvious the sigh of five white folks was not exactly a regular oc-currence.  The experience was unlike anything I had experienced in my other travels.  Swal-lowed into the culture around us, our eyes wide open in awe; we took in the language barrier, the smells, the garbage, the poverty.  But most importantly the people with big beautiful smiles, big white eyes, so very curious.  As we walk down the streets, jumping over the feces, dodging garbage, goats, cows and chickens, the people stare, wave and race over to touch you.  Everyone is so friendly.  Not what I was expecting at all.  In hindsight, I try to remem-ber why I was so surprised. In all Honest, I think my ignorance led me to believe the peo-ple would not receive us well and not welcome us to their country, city or neighbourhood. Residency had not yet officially begun; how-

ever, the lessons in stereotypes, media propaganda and cultural awareness were in full swing. I could tell this first day was the beginning of an amazing journey of self discovery, teachings in development commu-nications, understanding the role of listening, discovering role models and opportunities to implement our teachings into ac-tion. Ahmedabad began my transformation into a better com-municator and most definitely into a better listener.

Common site thoughout the streets of the old city. This combination mixed with cows, chicken, feces leads to a very pungent smell

HOME VISITSIn my first week in Ahmedabad I had my first opportunity to sign up and help a NGO called Prabhat.  Prabhat Alterna-tive Education is a foundation with  efforts to serve children with special needs in Ahmedabad.   It began in 2003 through expo-sure to those with learn-ing difficulties strug-gling within mainstream schools.  Prabhat works in 3 major areas: services and facilities through its life-skills programme at the three Prabhat Centres, the Community-Based Rehabil-itation Programme serving children, families and communi-ties who cannot access the Centres for problems of mobility or

awareness, and Advocacy through networking and partnerships to help strengthen each of these services and create a more enabling envi-ronment for special children in society (www.

prabhatedu.org). On our first day, they decided to take us to showcase their home  visit  pro-

gram.  Having had a similar job in my past, I was excited to see the comparison between In-dia and Australia.  Of course the decision was made to take us to the slums and the dalit area of the program.  It was sad to hear the stories

DON’T FEAR THY NEIGHBOUR

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of disabled children being hidden away from the community due to embarrassment or dis-grace. One of the children we had the pleasure to meet has been abandoned by his mother and was being raised by his grandparents.

LEADERSHIPPrabhat is doing such wonderful work in or-der to improve the quality of life of these chil-dren.  We met the local women who were the champions of this program in their communi-ties. As we manoeuvred our way through the community, visiting one home after another, it was clear to me these champions had done a great job with development communication. As our translator helped us communicate, I soon realized that these women were explain-ing the local context of why and how this pro-gram had been developed and promoted. It was inspiring to see the kids, meet the families and workers who all make this home program possible.

PRABHAT CENTREThe following two days were spent preparing one of the cent-res of the life skills program for the arrival of the children.  It was an interesting experience as the context behind the need for this new centre was challenging. Unfortunately, the former Prabhat centre had been pushed out of the community where it was formerly located due to local people not wanting disabled children devaluing their neighbourhood. As we rushed to prepare the new centre with designing, clean-

ing, welding, painting, dec-orating, the new community started to inquire. They ap-peared curious and demon-strated an interest on what was happening. It soon be-came apparent that Prabhat had not provided this new community with any commu-nications regarding their ar-rival, who they were or what they did. And as the com-munity came to investigate, Prabhat seemed to shy away from any communication or promotion of themselves and what they represent. I found this very interesting. As students in communica-tions we began the conversa-tion as to why this was their approach. Was it a cultural thing we did not understand? What context were we miss-ing? To us, this was the per-fect opportunity to invite the community in, educate peo-

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DRISHTIPromoting human rights through media and arts

DEVELOPMENT COMMUNICATION IN ACTIONPromoting human rights, change and/or development is no easy task and the process of effectiveness is a multi layered sys-tem. One of the key layers of this system is communications. It is, however, important that the right branch of communica-tions is utilized in order for effective and successful progress to occur. Welcome Development Communication, a branch of communications that supports “sustainable change in develop-ment operations by engaging the stakeholders” (Mefalopulos, 2008). I would like to highlight the words ‘by engaging the stakeholders’ and reflect on what this actually means. It is imperative in development communications that the peo-ple you are there to support, the group whose human rights you fight for, are engaged in the process. A great place to start

is with an open and safe dialogue between the development workers and the commu-nity where this development will occur. This consists of a two way conversation, either with whole community or with community repre-sentatives, allowing the people to express what their development needs are, collective ideas for solutions and partnerships to implement these solutions. I must reiterate the impor-tance of active listening and allowing the peo-ple to play a key role in their own development.

I had the absolute pleasure of being placed with an NGO called Drishti during my time

ple on the rights of disabled children, share success stories and show pride in their ser-vices. At one point we discussed the impor-tance of an open house, inviting the local com-munity who now have this Prahbat centre in their backyards (literally for some) and break

down barriers through communication in order to ensure the community is engaged and accepting. Take this opportunity to learn from previous experiences and failures of the other centre and make steps to ensure that does not happen again. This is not the approach Prabhat decided to take. It was an re-markable experience to be a part of as it allowed us the oppor-tunity to help a NGO in need but also allowed us as students to recognize gaps and develop solutions in order to encourage involvement, education and open dialogue. We were able to use the knowledge we were learning and see an opening for development communication to play a key role in the success of the new centre. As discussed in our classroom, ignoring tension and potential trouble will inevitably lead to a breakdown in the project. Un-fortunately in this case, the results involve the children losing another centre. Nafisa discussed the essential role of a prob-lem analysis. The importance of going to the root of the prob-lem and learning from that problem allows for growth and advancement. This, in my opinion, is a step Prabhat needs to embrace and not fear the potential of rejection. Open dia-logue to educate and build healthy, respectful neighbourhood relationships. Never miss the chance to make time and space for reflection, preferably within a project and not after. I now know a midcourse correction is the most important lesson to gain in development. Something I hope Prabhat embraces, for the children’s sake.

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in Ahmedabad.  Drishti uses media and the arts to build em-powered communities that value self-expression and uphold human rights.  I will admit that Drishti was not my first choice and I was hesitant on whether I would get any value with them as I am not at all into the media or the arts.  I can proclaim right now, my experiences and the knowledge I have taken away from this opportunity will have forever changed my life.As every student knows, the classroom and textbooks can teach you a lot.  This can make us ‘book smart’.  What is often miss-ing, in my opinion, is the ‘street smart’ piece which enables us to put theory into action.  Drishti gave me the opportunity to do just that. Observe an organization in development work take the theory of development communication, the importance of listening; context of situation; empowerment and implement it in the field.  WOW!!!  As a kinesthetic learner this opportunity for experiential learning provided me with a sense of reassur-ance that the theory does work. Drishti was a great role model.

RIGHT TO EDUCATIONMy time with Drishti was spent on a cam-paign for the Right to Education for the slums and dalits.  We went on a door to door mis-sion as well as held screenings of community made video explaining the right to education act.  When we hit the pavement in communi-ties on the edge of Ahmedabad, I was excited to see how this was going to unfold.   As we entered the first community we were met by women in the community who were the local champions.   Champions are a key ingredi-ent to the making of successful development communication. Champions are individuals or organizations with a sincere respect for the views of the people with whom they work and with people’s ability to solve many of their own problems (Quarry & Ramirez, 2009).   These ladies were great champions.

We swept through communities one after another, igniting dialogue and spreading the word of educational rights.  Encouraging people to join a rally to fight for their rights, delivering information, signing petitions and collecting postcards filled with the people’s plea for equality.

One section of Drishti provides month long training to community members around Gujurat on all aspects of film and radio production. This empowers com-munities to not only develop new skills but take ownership of their own develop-ment messages. During my time with Drishti we held a community screening on a film produced on the right to education act. The screening was hosted in a com-munity where members came to not only watch the film but create dialogue among each other and share stories. Drishti facilitated the conversation and heard the concerns and struggles of the local community in regards to education and their rights. Together, everyone in the room developed a strategy to have their voices heard. It was time to send a notice to the government. In came the postcards.

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DISCOURSE ANALYSIS

THE VALUE OF SILENCEAs I explored the emotions and sensory experi-ence that is India, I have developed an extreme love for the Indian people.  Over time I believe I have discovered the magic that can be found within the Indian people.  It is silence.  Ironic considering the  chaos of everyday life in In-dia but regardless Indians have a respect for silence.  And not in the North American sense of the word.   Finding space that is silent is truly a feat in itself in India but, rather, silence in their minds and in  their  communication with others.One of the key learnings from our teachings in India revolved around the importance of listening in communications.   Sounds easy right?   Wrong.   Active and true listening is an art. I encourage you to challenge yourself and your ability to fully actively listen to any-one who crosses your path.  Genuinely engage in the conversation, do not  interrupt and do not let your mind wonder off onto anything else.  Especially not what you are going to say next... just take in the words of the other per-son.  It will require you to just be silent. And listen.Due to this discovery, I decided to do infor-mal research through discourse analysis of the conversations between the two cultural groups,  Canadians  and Indians.   Below are my findings.  

SHOCKING RESULTSFirstly, Canadians seem to talk a lot. We love the sounds of our own voice.  We  inter-

rupt others to express our opinion or share our story. What be-came very evident through the analysis is how often we repeat ourselves.  I am starting to believe we will keep repeating our-selves in the replacement of inputting genuine content because we have to have something to say. It is as if silence is a bad or negative thing and scares us.Indians will speak only once the other person has fin-ished.  Which as you can imagine from what I mentioned above, it can be difficult for them to have a chance to talk?  They will

WHEN IS IT TIME TO

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literally wait without saying a word in hopes that the conversation will break and allow them the opportunity to speak or respond.  Even if they raise their hand to signal they would like to speak, conversation continues in a whirl-wind of chatter and interruptions.  If Indians do speak, 62% (this percentage is based on the conversation I analyzed over a week therefore not a valid statistic but worth sharing) of the time they were cut off by a Canadian who had something to say.  The pattern I continued to see was Indians will listen and when it is their turn to speak, they are silent for a few seconds as if to gather their thoughts, then they will talk.   I found this interesting.   Is being silent the key to listening?Secondly,  over a span of a week, I  discov-ered  that Indians very rarely use the words I or me. In a week of working with an NGO and immersing myself in the culture through

field work or other activities, I recorded 12 references of I or me from an Indian person.  On the other hand, the Canadians said I or me 513 times in the first 3 days before I just stopped counting.  I acknowledge I have definitely missed some counts within this time and language can be a barrier to a discourse analysis but I still believe the numbers tell a story.  A story of the cultural difference as a whole as well as our cultural com-munication.   This brings me back to listening.  Canadians (re-ferring to the sample group I used during this analysis) really do not listen.  Although we would all claim to listen and “yes I know what active listening is and of course I listen”, my results claim otherwise.  Reviewing this discourse analysis, I am left wondering about many further study options such as a link to our cultural com-munication and collective versus individualistic cultures. I made a conclusion in India and after a month’s reflection I still believe that our fear of silence and our need to be heard (iron-ically) creates a communication style lacking in one of the key ingredients to effective communication: LISTENING.    

SENSORY EXPERIENCE

CURIOSITYAs soon as we got out of our vehicles, the crowd began.  Chil-dren and adults alike came from every angle to check out the “white skins”.  Within minutes there were hundreds of people, mostly children, surrounding us.   As we moved through the community, so did the crowd.  This was very difficult with most walkways, alleys, and sidewalks no wider than 3 feet.  As you walk through the combination of garbage, sewage, dirt and mud, you are overwhelmed by both sight and smell.  Homes no bigger than 4x4 feet, some tiled, some dirt floors, with no fur-niture but maybe a single bed and/or a fridge.  Families of 2 to 6 people all living in this small space.  No showers or toilets that I could see.  I would guess 50% of the houses had some sem-blance of a kitchen.  All I kept thinking is “how the hell do they eat, cook, bath, sleep?”  All the things that in Western society are considered ‘the basics’.  The smell of body odour, human and animal feces and urine highlighted due to the heat, the gar-bage which is everywhere.  Taken altogether, these sights and smells lead to a sensory overload unlike anything I have ever experienced before.

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hi Hi

ףשش

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LANGUAGE IS A BARRIER

LANGUAGE DOES COUNTA world of one people and one language is unlikely in any imminently foreseeable future, the objective of finding com-mon purpose through mutually coordinated communications across cultures and borders needs to be a goal of all people, organizations, and nations. Ensuring one is doing their best to show intercultural competence in our communications is a universal skill required by many profession-als today. Over the past year of graduate school I have learnt that there can be differing opin-ions regarding inter-cultural competence (IC).   One of these opinions is the role language plays in in-tercultural competence and communications.  As I am learning, I  found  my-self leaning on the side that lan-guage was not an important factor in IC.

PATIENCE IS A VIRTUEAfter five weeks in India, I now have decided I was wrong and language is a key factor in being able to communicate with cul-tural competence.  I witnessed our struggle with communica-tion with the locals which led to frustration on both sides of the communication.  And as we all know, being frustrated leads to a lack of patience and respect.   Demonstrated through body and facial expressions at our inability to understand or express ourselves through language.  I am guilty as charged and truly believe language barriers are a very important component in a person’s ability to have healthy intercultural exchanges.  I find myself wondering how many development projects have failed in communication due to language barriers. Frustration, lack of respect and patience, inaccurate translation can stifle the potential for otherwise healthy two way communication be-

tween two or more parties. I am not sure what would be the ideal solution to this barrier, if one exists at all. I am not saying that if there is a language barrier, communication will not be effective, but rather that it is important to foresee these communication challenges and

to seek the resources to effectively cope with them. Only this will en-

sure successful commu-nications and there-

fore demonstrate i nt e r c u l t u r a l

competence.

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ReferencesMefalopulos, P. (2008). Development communication sourcebook broadening the boundaries of communication. Washington, D.C., World Bank.

Quarry, W., & Ramirez, R. (2009). Communication for another development: listening before telling. London: Zed Book.