facilitation_methods

“the other”

curricula participatory_medi

a youth_develop

ment new_media_skills civil_engageme

nt marginalized_populat

ions

transforming storytelling:lessons in transmedia facilitation from bangalore

danielle martincenter for future civic media

12/10/08

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abstractmain ideas:• intersection of new media creation tools and a breed of facilitators who understand their unique organizing

capacity. • case study involved ethnographic action research in Bangalore, India (during the summer of 2008), with

“unserved” 11-17 year old youth participants in the Drishya (DWARKA) alternative education program. • 4 week daily program combined traditional storytelling, song, and handmade puppets with participatory media

creation, then documentation, collaboration, and reflection using mobile phones and a closed social networking website on Ning.

• analytical framework = program logic model • three practical facilitation methods• next steps to transform voice, theory and practice.

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bangalore aka india’s new silicon valley

total population 4,301,326 (2001) 5,180,533 (est 2008) third most populous city in india

population growth 4 million over last 30 years—total number of migrants to bangalore doubled during the 3 decades from about 6 lakhs during 1971-81 to 12.6 lakhs during 1991-2001 predictions: 31 villagers will continue to show up in an indian city every minute over the next 43 years — 700 million people in all.

reasons for migration it jobs (mostly young males) but also an accompanying rural-to-urban influx for informal / support sectors

who’s a “native”? kannada vs telugu, tamil and hindi literacy/education 74 percent literate (urban)

housing for low income 10% live in slums

employment during 1971-2001, work participation rate of

bangalore ua increased (30 to 36) in formal economy

context: city of bengalaru

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Census of India, U.S. Census Bureau, India Telegraph

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drishya, bangalore

- addresses fundamental inequities

- school as set of spaces simultaneously inside

of and outside of the community.

- knowledge and understanding created at

many levels – physical, emotional, cognitive

and psychological,

- regular “unschool” programming and

focused month long “camp” activities

8-16 year olds

50 members, over multiple years

Food, uniforms, and healthcare provided

the youth program

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new media + “outsider” = opportunity

the role of the outside facilitator:• Freire » teacher and learner in mutually transformative

process » working with, not for people• translator, mediator, ambassador• what is knowledge? Sillitoe’s knowledge continuum

(2002):

OUTSIDERS OUTSIDER-INSIDER INSIDERS

social scientists ethnographers natural scientists school educated local people

problems:

INTERDISCIPLINARY INTERCULTURAL INTERCOMMUNITY

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def: participatory media

four fundamental characteristics of information produsage:

1. community based and user-led content production

2. fluid roles and collaborative engagement3. palimpsestic, iterative and evolutionary

development with unfinished artifacts4. heterarchical, permeable community

structures

axel bruns 2006

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def: participatory development communication

where can new media tools and methods be adapted to empower participatory development communication processes?

gary bessette 2006

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program logic model

outcomesassumptions activities outputs

inputs

impacts

participatorydevelopment

processes

produsage philosophy activities & tools

kellog foundation 2004

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case study: drishya camp

Camp

Start Roles

& Plan

Observe

ParentShow

Observe Reg. Progra

ms

Scratch Facilitator Training

Internet Skills & Ning

Photo Story

Combine w/

Puppets

Audio Story

Post CampGroupReflect

MITShow

CampShow

drishya,bangalore

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activity: process, not product facilitation methods drishya, bangalore

successes software in kannada (bahara, ning, scratch)

internet concept lessons using physical

exercises; photostory project as incremental

summarization

1. utilize both low

and high-tech tools

missed opportunities too many tools attempted meant breadth but

not depth of technology skills

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explaining concept of messaging online

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activity: iterative curricular design facilitation methods drishya, bangalore

successes curriculum designed in “real-time”

collaborative meetings both in and out of

workshop time

2. design curriculum interatively

missed

opportunities

use of ning social network to document story

development and build internet skills, but lost

influence when didn’t fit well into regular

instruction

ning social networking site documents process

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activity: horizontal teaching facilitation methods drishya, bangalore

successes sessions led by local drishya facilitators (aided

by experts and outside facilitator) and

students work in overlapping pairs and teams

reflected in ning social network site

3. decentralize instruction

missed

opportunities no youth involved with final drishya facilitator

scratch skills training and brainstorming for

future use of tools

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local staff led & peer mentoring

tools

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mix of old and new:• traditional oral

storytelling & puppetry form

• social network website (Ning)

• Nokia cell phones• Scratch software• Bahara translation

software

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outcomes PDC processes

creating knowledge:

tapping indigenous

knowledge

sharing knowledge

building communities:

forging partnerships

enabling transparency in

decision making

enabling action:

nurturing sense of

guardianship of the

commons

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conclusions: what’s next?• transform voice

– 1st vs. 3rd worlds mindset– lessons for indigenous

traditions– local oral tradition in new

media lexicons

• transform theory– temper idealism with reality

• transform practice– levels of “genuine

participation”– local sustainability through new

tactics and youth facilitation

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roger hart 1997

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