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Archive for the ‘participation’ Category

3 films about the Devadasi

Posted in activism, children, participation, politics, protection, youth media, tagged , , , on September 30, 2010| 11 Comments »

In her post ‘Prostitutes of God:’ Film Mocks, Belittles Sex Workers, Bebe Loff, explains that:

‘Last week,  four episodes of a film entitled Prostitutes of God were posted on VBS.TV, which is owned by Vice Magazine. Prostitutes of God producer Sarah Harris, spent time with members of Veshya Anyay Mukti Parishad (meaning ‘Prostitutes’ Freedom from Injustice’) or “VAMP,” [who] let her into their lives, their families and their workplace.  The result?  Films that are inaccurate and misrepresentative, and insulting to the people who agreed to participate and to the Hindu culture.’

The ‘Prostitutes of God’ film is part of the Vice Guide to Travel where ‘correspondents from VBS and Vice magazine are dispatched around the world to visit the planet’s most dangerous and weird destinations.’

This afternoon I didn’t have 30 minutes to watch the film that was being criticized in the post above. I did have 3 and a half minutes to watch the video response (below) from some of the sex workers and their family members who were part of the documentary.

Their reaction is one of anger and feelings of betrayal. They denounce the filmmaker (Sarah Harris) for laughing at them, making fun of them, disrespecting them, misinterpreting their stories and making public judgment calls on their religious practices.

They say ‘… Your analysis is wrong and we do not agree with it. Who is Sarah Harris? What is the research that informs her story?’‘ They ask ‘Who gave you the right to laugh?‘ They wonder ‘If I had come to your town and insulted your gods would you have liked it?‘

Tonight I watched the 30 minute film. To be honest, it doesn’t strike me as any worse than a lot of other stories told about people from developing communities or exotic or marginalized groups. We see these kinds of stories all the time, where people are held up to view with sensationalism, superiority and for purposeful shock value.

What is interesting about this case is that the community saw it and reacted publicly. It made me wonder, what is the back story? What steps were taken by the filmmaker to secure informed consent? What were members of the different communities expecting the film to be about? What about the local organization, what were they expecting? Where was the communication breakdown and what steps were taken to try to avoid it? What ownership of the content of the film and the storyline did the community members have? Did they expect to be paid? Were they put at high risk or otherwise threatened when the filmmaker released her film? Did the filmmaker think about the ramifications that her film would carry for the communities where she had filmed? What was the filmmaker’s purpose for telling this story?

I think we are going to see more and more of this type of scenario. I hope it will force media practices and ethics to be updated, more respectful and more legal when filming marginalized or disenfranchised groups in ‘developing countries’.

A third film about the Devadasi

I know of a third film about the Devadasi. I saw this one several years ago, and it was made by a group of Indian child journalists as part of a child media project. In that case, the children successfully used the film at the community level to press for compliance with established laws against the Devadasi practice and to discuss culturally appropriate alternatives.

I’m a big fan of local activists using media tools to push for social change on their own terms.

Here’s Insight Share’s great rights-based approach to participatory video guidebook.

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Good Job

Child protection, the media and youth media programs

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Activism vs slacktivism: it’s about context not tools

Posted in activism, El Salvador, ICT4D, ICTs, mobile and technology, musing or confusing, participation, politics, random, slacktivism, social media, tagged , , , , on September 28, 2010| 20 Comments »

I read Malcolm Gladwell’s piece on new media digital activism in the New Yorker and it made some sense to me at first. I’m as skeptical as the next person, and very tired of the ‘slacktivist’ social media campaigns that I come across in the US. However, I think it’s important to note that the problem isn’t in the tools being used by activists/’slacktivists’. The issue goes deeper, and it’s more about context and culture.

A few things that I’m mulling over are:

1) In a repressive environment, using social media tools to organize is just as dangerous and subversive as using ‘traditional’ ways of organizing. Organizers, activists and sympathizers use a combination of tools to participate and to reach specific goals. It doesn’t matter if the tools are digital or not. What matters is whether or not they are effective in the context where they are being employed. Lina over at Context, Culture and Collaboration has a good post on the use of tools to fit the goals.

2) The level of commitment to a cause is in direct proportion to the level of personal risk. i.e., the more committed you are, the higher the personal risk you are willing to take; the higher the personal risk, the more committed activists likely become. In the US context, unless perhaps you are gay or Muslim [update Aug 2014 — “or Black”], there is not a lot of personal risk in uniting or fighting for a cause, and most of the causes that are social media driven do not create any major personal risk to those who join them. I find a lot of US campaigns to be meaningless or misdirected compared to activism in many other places. US-based ‘activism’ campaigns are often more about cause marketing or branding an organization or collecting emails than they are about changing a serious social issue at home or abroad. This is not the fault of the social media tools or of ‘digital activism’, it’s a reflection of US culture, our current values, the organizers behind the causes, and the sociopolitical moment we are living in.

3) Some of the digital media evangelists in the US and in the US media don’t understand enough about grassroots organizing or the sociopolitical contexts in other places to see beneath the social media tools to the networks of engaged, involved people and the broader movements happening off-line. They see social media use and think it’s the core of a movement when in fact it is probably just the only piece of it that they have access to at the global level; it’s the shark’s fin. This comment from Esra’a really got me thinking about that.

When a t-shirt can get you in trouble

When I lived in El Salvador in the early 1990’s, (eg., before social media) political oppression was heavy. During the war, you could get arrested, tortured, or disappeared for something as simple as wearing a political t-shirt; criticizing someone from the ruling political party (ARENA); owning a cassette of Mercedes Sosa, Los Guaraguao, or Silvio Rodriguez; reading a book of poetry by Roque Dalton; or merely gathering in a group or having a meeting. That didn’t stop people from organizing though, both in hierarchical ways and loose networked ways.

In 1994, El Salvador held its first elections since the signing of the Peace Accords. It was the first time that the guerrilla group, the Frente Farabundo Martí para la Liberación Nacional (FMLN) was allowed to participate as a political party. It was a hopeful yet dangerous time. Only the bravest came out publicly to show their support for the FMLN, the past 14 years of repression still fresh in everyone’s minds. There were political assassinations of opposition candidates taking place, fears of widespread fraud, concerns from voters that their votes would not really be secret. ARENA had used every media channel it owned (all of them) to warn foreigners that any ‘interference’ in local political issues would get them deported.

I was working with an international organization that was hosting a group of Ecumenical Elections Observers.  One day, as part of the orientation program, I took a delegation of the observers to the office of the FMLN to meet with the head of the party, Facundo Guardado. (We had met with leaders from ARENA earlier in the week.) Facundo gave us all FLMN t-shirts.

That afternoon, coming home from work, I was walking down the alley way a couple blocks from my house, the t-shirt in my bag. I heard a couple of motorcycles come up behind me and the familiar ‘ch ch, sssss ssssss, mamacita‘. I was alone in the alleyway, so I quickened my pace to reach the little open area where the Barrio women would sit for a minute to catch their breath when coming back from the market with their heavy baskets and the older men would gather to play checkers under the trees in the afternoons. Before I could get there, one of the men pulled his motorcycle up in front of me and the other came up on my left side, cornering me. I saw that these were not just men harassing me, they were in military police uniforms and I got nervous.

They asked for my passport.

‘I don’t have my passport with me. I don’t carry it because I’m afraid it will get stolen.’

They didn’t like that answer. ‘Do you think we can go to your country and walk around without papers? No, we can’t, we’d be deported. Why do you think you can do that here?’

‘Let me look for my driver’s license. I’m sure it must be in my bag. Is that OK?’ They continued to scold me angrily.

I started digging around in my bag to try to find my local driver’s license but failed because my bag was so full of stuff. I was afraid that they were going to see the t-shirt which would lead to a lot of questions and make it look like I was getting involved in internal politics.

My neighbors started popping their heads out of their doorways and windows and watching as the military police questioned the gringa who lived in the Barrio. Just as I was going to be observing and standing witness to their upcoming elections, so they were observing and standing witness for me while I was being questioned by the authorities. Cautiously, one of them said in a respectful voice loud enough to reach the policemen ‘Ella es de aqui.’ She’s from here. Another one agreed. ‘Sí, ella vive aquí.’ The police ignored them and continued to question me. More and more people began standing around to watch from a distance.

My heart was beating loud and fast. The afternoon sun was hot. I started carefully removing things from my bag and placing them on the dirt road… the soda I was bringing home for my husband… my notebook… my sweater… hoping to make some space in my bag to find the driver’s license without the t-shirt coming out. I had no idea what was going to happen if I didn’t find my license. What if they took my bag and searched it and found that t-shirt? Would they seriously arrest me? Would I be deported?

After what seemed like hours, I saw my mother-in-law running towards us, carrying my son. Someone had alerted her that I was in trouble. Her eyes flashed like they did when she was worried, upset or angry. She was on fire. ‘Buenas tardes, oficiales. What’s the problem? What’s happening? Uh hunh, she is my daughter. My daughter-in-law. This is her son. She lives here with us, here in the Barrio.’

‘Sí, es verdad,’ it’s true, several of the neighbors called out. While they were speaking, I finally found my license. It had gotten caught up between the pages of my notebook. I showed the police and they lectured us all about the importance of carrying papers, got on their motorcycles and rode off. For a few days after the incident I felt nervous that they would follow me in the alleyway again, or find me someplace else and continue their questions, out of sight of the neighbors and far from my brave mother-in-law.

So what does that have to do with activism and ‘slacktivism’?

The simplest of things can get you in serious trouble in a repressive environment. Not carrying your identification. Listening to revolutionary songs. Discussing politics. Reading a book by someone who critiques the government. Wearing a political t-shirt. Standing on a street corner to watch a protest.

Would any of that be seen as subversive in the US? As deeply significant and meaningful? No. Most of us don’t have to carry identification. Teenagers listen to Bob Marley without even knowing what the songs are about. We critique politics openly all the time. Our kids read Marx in school. We make fun of our political leaders on TV and billboards and t-shirts. We join political campaigns and publicly demonstrate who we are voting for. These activities are all very low risk at this time in the US cultural and sociopolitical environment. Engaging in activism in the US, wearing t-shirts, joining on-line groups and the like is often seen as slacktivism because these are very easy things to do, don’t require a lot of effort or personal risk. We are not doing a great job of engaging people in real debates in the US, and I worry about some of the changes happening now in the US (think: Tea Party), but it’s hard to deny that we do enjoy an amount of freedom of expression that’s difficult to come by in many other places.

In 1994 in El Salvador, people were not using social media to organize. But if they had been, it would have been every bit as risky as wearing or owning an FMLN t-shirt and just as meaningful. Simply identifying with a cause was subversive, much more so if you actually spoke out or identified yourself publicly. Wearing a political t-shirt in that type of environment is not ‘slacktivism’. If social media had been around then, engaging in the movement digitally would have been dangerous and probably very effective considering both the hierarchical structure of the armed opposition and the networked structure of sympathizers across the country, the region, and the world. Activism is not about the tools, it’s about the movement, the cause, the social change, the level of commitment and the potential danger and risk that people place themselves in when publicly identifying with a cause and fighting for what they believe in. That is what gets people heart and soul into a movement, regardless of the tools that they are using.

I think there is a risk of a US-centric critique of all digital activism as ‘slacktivism’, when that is not always the case. Should we call out the US media and those people who are hyping up social media as the key factor in social and opposition movements such as recent ones in Iran or Moldova? Yes. Should we in the US take a closer look at and question what’s behind our shallowness and cultural propensity towards ‘slacktivism?’ Definitely.

But we should also be careful about projecting our weaknesses and cultural frameworks on all uses of social media tools in activism.

—–

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Because I am a Girl 2010: Girls and ICTs

Posted in children, development, gender, girls, ICT4D, ICTs, mobile and technology, m4D, MDG, participation, protection, tagged , , , , , , , , , , , , , on September 22, 2010| 5 Comments »

Because I am a Girl 2010

The urban and digital environments are the 21st century’s fastest-growing spheres. Both offer enormous potential for girls around the world, but prejudice and poverty exclude millions of girls from taking advantages of the transformative possibilities that cities and information and communication technologies (ICTs) can offer.  Exploitation and the threat of violence exist in both urban spaces and in cyberspace, especially for the most marginalized and vulnerable girls.

Since 2007, Plan has published annual reports on the state of the world’s girls. The 2010 ‘Because I am a Girl report’ is called Digital and Urban Frontiers: Girls in a Changing Landscape. It focuses on girls in these two rapidly expanding spaces: the urban and the digital.

The piece that I’m most interested is the segment on Girls and ICTs, since that’s the main area I currently work on. (Disclosure: I contributed to the development of the chapter). To give you a taste of what’s in the report, here’s a summary of Chapter 4: Adolescent girls and communications technologies – opportunity or exploitation. You can download the full report here.

Chapter 4’s introduction explains that online behaviors mimic offline behaviors.  Empowerment and abuse of girls reveals itself through technology as it does in other areas of girls’ lives.  Through girls own voices, expert opinion and original research, the report highlights the positive and negative consequences of ICTs, in particular mobile phones and the Internet. The authors talk about the positive ideas and new ways of thinking that ICTs open up for girls in terms of learning, networking, campaigning and personal development. They then discuss the darker side of technology  — how cyberspace makes it easier for sexual predators to operate with impunity, where girls are prime targets for abuse, and where girls are sometimes perpetrators themselves.

Section Two offers girl-related statistics on the digital revolution and the digital divide and highlights the enormous variation between and within countries in terms of digital access, and the gaps between rich and poor, male and female, urban and rural.  The report cautions that excluding girls from the digital revolution will have consequences on their growth and development. For additional global ICT statistics (1998-2009) see this post at ICT4D blog. Another resource on mobiles and women is the Cherie Blair study.

Section Three describes and provides statistics around 7 important reasons that ICTs are important to adolescent girls:

  1. To keep in touch with others and reduce isolation in countries where this is an issue
  2. To further their education and acquire new skills
  3. To take an active part in their communities and countries
  4. In order to have the skills to find work
  5. To build specific skills and knowledge on subjects they might otherwise not know about, such as HIV and AIDS
  6. Because evidence has shown that learning to use these technologies can build self-esteem
  7. In order to keep safe

Section Four goes in depth around ways that adolescent girls compete with adolescent boys for the most use of communications technologies such as mobiles and the Internet, but that often they are using them for different reasons and different purposes. Most of the available research for this chapter is from the ‘North’, yet the studies indicate that girls tend to use ICTs for communication and boys tend toward a focus on the technology itself. Studies on this from the ‘South’ are unavailable to date.

When girls are treated as real partners....

Section Five discusses the barriers that keep adolescent girls from accessing ICTs. In other words, if the importance of ICTs has been established, girls are willing and able and keen to use ICTs, then what prevents them from having equal access to ICTs? Some of the issues that the chapter discusses are those of power and control.

‘I can immediately call the wholesale market to inquire about prices and place direct orders. I am now recognized as a businesswoman, growing and selling sesame seeds, not just as somebody’s wife or sister,’ said a woman in India.

‘You’re a girl – a mobile can cause many problems, and so you don’t need it,’ said the father of a Palestinian girl.

Girls’ access to technology is limited by their societies, communities and families. In patriarchal societies where men control technology, girls and women simply have less access, because ICT’s confer power on the user. Even in educational settings, a study found that boys tend to hog available ICTs. Teachers have distinct expectations from boys vs. girls. Girls also don’t tend to go into the field of ICTs or want to have ICT careers, since the field is typically a male field. ‘Technology appears to be marketed by men for men. It’s time we started switching bright and talented girls on to science and technology,’ comments a British government official.

Women and girls in developing countries however are not receiving the basic education and training that they need to be ready technology adopters. They are seen as users and receivers of technology, not as innovators involved in technology design and development. Once they are computer literate, however, many young women see the computer industry as a route to independence. The report offers statistics on the numbers of young women in countries like South Africa, India, Malaysia and Brazil who are working in the ICT related industries and professions.

What stops girls from using technology?

There are seven key factors that prevent girls from taking advantage of technology:

  1. Discrimination – girls are still viewed as second-class citizens in many societies.
  2. Numbers – boys both outnumber girls and tend to dominate access to computers.
  3. Confidence – because they don’t have equal access at school, girls may be less confident than boys when it comes to going into IT jobs because they don’t feel they have the same skills and knowledge as the young men competing for the jobs.
  4. Language – in order to use these technologies, English is usually a requirement, and for girls with only basic literacy in their own language, this is a major barrier.
  5. Time – girls’ domestic roles, even at a young age, mean they have less free time than boys to explore and experiment with new technologies.
  6. Money – girls are less likely than their brothers to have the financial resources to pay for, say, a mobile phone and its running costs, or access to the web in an internet café.
  7. Freedom – boys are also more likely to be allowed to use internet cafés because parents are concerned about their daughters going out on their own.

Section Six digs into the dark side of cyberspace and the risks that adolescent are exposed to at a time of their lives when they are beginning to develop sexually. One in 5 women report having been sexually abused before the age of 15, according to the authors. The Internet by and large is simply a new medium for old kinds of bad behavior, however; and new technologies simply extend the possibility of abuse to new arenas. Girls who are not even using the Internet are still vulnerable, given that a photo of them can be taken and posted by someone else even if they have no computer access. Cyberbullying and cyberharrassment are other risks that girls face.

Many young people and youth organizations are active in facing these risks and protecting themselves, and various campaigns exist to help adolescent girls be more aware of how to protect themselves while using ICTs. New technology can itself also be a tool to help with counter-trafficking efforts. The chapter outlines some of the different efforts being made to protect girls online, and emphasizes the role of parents and schools in discussing on-line use and being supportive as girls begin exploring cyberspace.

There is a quite broad set of recommendations for a wide array of actors at the end of Chapter 4 that could be taken up, contextualized and fleshed out by different parties or stakeholders into specific calls to action:

Brazilian girls in a digital world. As an annex to Chapter 4 on ICTs, new research with 49 boys and 44 girls, aged 10-14 examines adolescent girls’ rights and protection in Brazil within the context of ICTs. ICT use is growing exponentially in Brazil, particularly among 15-17 year olds, where between 2005 and 2008, ICT usage went from 33.7 to 62.9 percent. The study covers use pattern, links between on-line and off-line behavior, and on-line safety.

Conclusions. The report concludes by calling for greater knowledge about ICT-related sexual exploitation and violence against girls, more emphasis on prevention and stronger international standards. It also points out that girls need to be empowered to use new communications technologies safely, on their own terms, and in ways that promote their development and build their futures.

Call to action for September 22: As part of the launch of the Because I am a Girl Report, Plan is calling for International Day of the Girl to be established on September 22. You can sign the petition here.

Resources

Download the full report here: Digital and Urban Frontiers: Girls in a Changing Landscape

Download the Girl’s Cohort Study: Real Choices, Real Lives. Plan researchers follow 142 girls lives over a 9-year period.

Download past Because I am a Girl Reports (since 2007)

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11 concerns about ICTs and ‘social media for social good’

Posted in development, disaster and emergencies, ICT4D, ICTs, mobile and technology, m4D, MDG, participation, politics, protection, random, musing or confusing, smart aid, social media, tagged , , , , , , , , , , , , on September 18, 2010| 17 Comments »

Coming from the viewpoint that accountability and transparency, citizen engagement and public debate are critical for good development, I posted yesterday on 5 ways that ICTs can support the MDGs. I got to thinking I would be remiss not to also post something on ways that ICTs (information and communication technologies) and poor or questionable use of ICTs and social media can hinder development.

It’s not really the fault of the technology. ICTs are tools, and the real issues lie behind the tools — they lie with people who create, market and use the tools. People cannot be separated from cultures and societies and power and money and politics. And those are the things that tend to hinder development, not really the ICTs themselves. However the combination of human tendencies and the possibilities ICTs and social media offer can can sometimes lead us down a shaky path to development or actually cause harm to the people that we are working with.

When do I start getting nervous about ICTs and social media for social good?

1) When the hype wins out over the real benefits of the technology. Sometimes the very idea of a cool and innovative technology wins out over an actual and realistic analysis of its impact and success. Here I pose the cases of the so-called Iran Twitter Revolution and One Laptop per Child (and I’ll throw in Play Pumps for good measure, though it’s not an ICT project, it’s an acknowledged hype and failure case). There are certainly other excellent examples. So many examples in fact that there are events called Fail Faires being organized to discuss these failures openly and learn how to avoid them in the future.

2) When it’s about the technology, not the information and communications needs.  When you hear someone say “We want to do an mHealth project” or “We need to have a Facebook page” or “We have a donor who wants to give us a bunch of mobile phones–do you know of something we can do with them?” you can be pretty sure that you have things backwards and are going to run into trouble down the road, wasting resources and energy on programs that are resting on weak foundations. Again, we can cite the One Laptop per Child (OLPC) initiative, where you have a tool, but the context for using it isn’t there (connectivity, power, teacher training and content). There is debate whether OLPC was a total failure or whether it paved the way for netbooks, cheap computers and other technologies that we use today. I’ll still say that the grand plan of OLPC:  a low-cost laptop for every child leading to development advances; had issues from the start because it was technology led.

3) When technology is designed from afar and parachuted in. If you don’t regularly involve people who will use your new technology, in the context where you’re planning for it to be used, you’re probably going to find yourself in a bind. True for ICTs and for a lot of other types of innovations out there. There’s a great conversation on Humanitarian Design vs. Design Imperialism that says it all. ICTs are no different. Designing information and communication systems in one place and imposing them on people in another place can hinder their uptake and/or waste time and money that could be spent in other ways that would better contribute to achieving development goals.

4) When the technology is part of a larger hidden agenda. I came across two very thought-provoking posts this week: one on the US Government’s Internet Freedom agenda and another from youth activists in the Middle East and North Africa region who criticize foundations and other donors for censoring their work when it doesn’t comply with US foreign policy messages. Clearly there are hidden political agendas at work which can derail the use of ICTs for human rights work and build mistrust instead of democracy. Another example of a potential hidden agenda is donation of proprietary hardware and software by large technology companies to NGOs and NGO consortia in order to lock in business (for example mHealth or eHealth) and prevent free and open source tools from being used, and which end up being costly to maintain, upgrade and license in the long-term.

5) When tech innovations put people and lives at risk. I’d encourage you to read this story about Haystack, a software hyped as a way to circumvent government censorship of social media tools that activists use to organize. After the US government fast-tracked it for use in Iran, huge security holes were found that could put activists in great danger. In our desire to see things as cool, cutting edge, and perhaps to be seen as cool and cutting edge ourselves, those of us suggesting and promoting ICTs for reporting human rights abuses or in other sensitive areas of work can cause more harm than we might imagine. It’s dangerous to push new technologies that haven’t been properly piloted and evaluated. It’s very easy to get caught up in coolness and forget the nuts and bolts and the time it takes to develop and test something new.

6) When technologists and humanitarians work in silos. A clear example of this might be the Crisis Camps that sprung up immediately after the Haiti Earthquakes in 2010. The outpouring of good will was phenomenal, and there were some positive results. The tech community got together to see how to help, which is a good thing. However the communication between the tech community and those working on the ground was not always conducive to developing tech solutions that were actually helpful. Here is an interesting overview by Ethan Zuckerman of some of the challenges the Crisis Commons faced. I remember attending a Crisis Camp and feeling confused about why one guy was building an iPhone application for local communities to gather data. Cool application for sure, but from what people I knew on the ground were saying, most people in local communities in Haiti don’t have iPhones. With better coordination among the sectors, people could put their talents and expertise to real use rather than busy work that makes them feel good.

7) When short attention spans give rise to vigilante development interventions. Because most of us in the West no longer have a full attention span (self included here), we want bite sized bits of information. But the reality of development is complicated, complex and deep. Social media has been heralded as a way to engage donors, supporters and youth; as a way to get people to help and to care. However the story being told has not gotten any deeper or more realistic in most cases than the 30 second television commercials or LiveAid concerts that shaped perceptions of the developing world 25 years ago. The myth of the simple story and simple solution propagates perhaps even further because of how quickly the message spreads. This gives rise to public perception that aid organizations are just giant bureaucracies (kind of true) and that a simple person with a simple idea could just go in and fix things without so much hullabaloo (not the case most of the time). The quick fix culture, supported and enhanced by social media, can be detrimental to the public’s patience with development, giving rise to apathy or what I might call vigilante development interventions — whereby people in the West (cough, cough, Sean Penn) parachute into a developing country or disaster scene to take development into their own hands because they can’t understand why it’s not happening as fast as the media tells them it should.

8 ) When DIY disregards proven practice. In line with the above, there are serious concerns in the aid and development community about the ‘amateurization’ of humanitarian and development work. The Internet allows people to link and communicate globally very easily. Anyone can throw up a website or a Facebook page and start a non-profit that way, regardless of their understanding of the local dynamics or good development practices built through years of experience in this line of work. Many see criticism from development workers as a form of elitism rather than a call for caution when messing around in other people’s lives or trying to do work that you may not be prepared for or have enough understanding about. The greater awareness and desire to use ‘social media for social good’ may be a positive thing, but it may also lead to good intentions gone awry and again, a waste of time and resources for people in communities, or even harm. There’s probably no better example of this phenomenon than #1millionshirts, originally promoted by Mashable, and really a terrible idea. See Good Intents for discussion around this phenomenon and tools to help donors educate themselves.

9) When the goal is not development but brand building through social media. Cause campaigns have been all the rage for the past several years. They are seen as a way for for-profit companies and non-profits to join together for the greater good. Social media and new ICTs have helped this along by making cause campaigns cheap and easy to do. However many ‘social media for social good’ efforts are simply bad development and can end up actually doing ‘social harm’. Perhaps a main reason for some of the bad ideas is that most social media cause campaigns are not actually designed to do social good. As Mashable says, through this type of campaign, ‘small businesses can gain exposure without breaking the bank, and large companies can reach millions of consumers in a matter of hours.’ When ‘social good’ goals are secondary to the ‘exposure for my brand’ goals, I really question the benefits and contribution to development.

10) When new media increases voyeurism, sensationalism or risk. In their rush to be the most innovative or hard-hitting in the competition for scarce donor dollars, organizations sometimes expose communities to child protection risks or come up with cutesy or edgy social media ideas that invade and interrupt people’s lives; for example, ideas like putting a live web camera in a community so that donors can log on 24/7 and see what’s happening in a ‘real live community.’ (This reminds me a bit of the Procrastination Pit’s 8 Cutest and Weirdest Live Animal Cams). Or when opportunities for donors to chat with people in communities become gimmicks and interrupt people in communities from their daily lives and work. Even professional journalists sometimes engage in questionable new media practices that can endanger their sources or trivialize their stories. With the Internet, stories stick around a lot longer and travel a lot farther and reach their fingers back to where they started a lot more easily than they used to. Here I will suggest two cases: Nick Kristof’s naming and fully identifying a 9-year-old victim of rape in the DRC and @MacClelland’s ‘live tweeting’ for Mother Jones of a rape survivor’s visit to the doctor in Haiti.

Update: Feb 22, 2011 – adding a 10a!

10a) When new media and new technologies put human rights activists at risk of identification and persecution. New privacy and anonymity issues are coming up due to the increasing ubiquity of video for human rights documenting. This was clearly seen in the February 2011 uprisings in Egypt, Tunisia, Libya, Bahrain and elsewhere.  From Sam Gregory’s excellent piece on privacy and anonymity in the digital age: “In the case of video (or photos), a largely unaddressed question arises. What about the rights to anonymity and privacy for those people who appear, intentionally or not, in visual recordings originating in sites of individual or mass human rights violations? Consider the persecution later faced by bystanders and people who stepped in to film or assist Neda Agha-Soltan as she lay dying during the election protests in Iran in 2009. People in video can be identified by old-fashioned investigative techniques, by crowd-sourcing (as with the Iran example noted above…) or by face detection/recognition software. The latter is now even built into consumer products like the Facebook Photos, thus exposing activists using Facebook to a layer of risk largely beyond their control.”

11) When ICTs and new media turn activism to slacktivism. Quoting from Evgeny Morozov, “slacktivism” is the ideal type of activism for a lazy generation: why bother with sit-ins and the risk of arrest, police brutality, or torture if one can be as loud campaigning in the virtual space? Given the media’s fixation on all things digital — from blogging to social networking to Twitter — every click of your mouse is almost guaranteed to receive immediate media attention, as long as it’s geared towards the noble causes. That media attention doesn’t always translate into campaign effectiveness is only of secondary importance.” Nuff said.

I’ll leave you with this kick-ass Le Tigre Video: Get off the Internet.… knowing full well that I’m probably the first one who needs to take that advice.

‘It feels so 80s… or early 90s…  to be political… where are my friends? GET OFF THE INTERNET, I’ll meet you in the streets….’


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5 ways ICTs can support the MDGs

Posted in children, development, ICT4D, ICTs, mobile and technology, m4D, mapping, participation, politics, protection, smart aid, social media, youth, youth media, tagged , , , , , , , , , , , on September 17, 2010| 7 Comments »

I’ll be speaking on a panel called ICT4D, Innovations and the MDGs next week during UN Week in New York and another on Girls and Mobiles hosted by Mobile Active. So, I’ve been putting together my thoughts around girls, child rights, ICTs and the MDGs.  The angle I’m taking is not from the large donor, top down, huge institutional program side, but instead, looking at examples from the work I’ve been closest to over the past few years at the community and district level, mostly focused on child and youth participation in the development process. Check my MDGs through a child rights lens post for more background.

My last post (3 ways to integrate ICTs into your development organization) uses Hannah Beardon’s framework to discuss how organizations can integrate ICTs into their work. Hannah suggests that ICTs can be integrated directly(providing access to ICTs), strategically (using ICTs as tools to support development processes) and indirectly (using ICTs to improve efficiency and communication within the organization).

To complete that post, I’m listing below 5 ways that ICTs can facilitate accountability and transparency, citizen engagement, and public debate, all of which are necessary to bring about development improvements and achieve the MDGs. Obviously these are not the only ways ICTs can support the MDGs, but this post would have been miles long if I’d listed all the initiatives that are out there.

1) Engaging children and youth in the development process

An engaged and active population is a key ingredient for good development programs. Children and youth have much to offer, are directly targeted in the MDGs and many other development initiatives, offer valuable ideas and energy, and make up around half the population in many of the countries that are lagging in reaching the MDGs. ICTs can help children and youth engage in the development process and bring their ideas, opinions and voices alive at the community, district, national and global level. ‘Using new technology, new media, children and youth can claim a space that they didn’t have before. They can influence certain things, advocate on particular issues that are important to them, take ownership in communities and in leadership. ICTs excite them and encourage them to be more involved and engaged.’ Anthony Njoroge, Plan Kenya Community ICT Manager.

ICTs empower young people with skills that make them more confident and more involved at the community level.‘Using ICTs, children and youth have become more responsible because they are not waiting for adults to come in with something. Now they are designing it themselves, they are creating space for themselves and bringing their agenda to adult meetings instead of waiting to be invited in or having to work within the agenda of the adults. It used to be that you’d start working with 20 youth, you’d invite them into a community meeting. You’d see the number go down to 10, to 4, to 3, because they didn’t see any relation to themselves in the topics and the goings on. With integration of technology and the arts however, youth have a high level of interest. It’s really bringing in their opinions, their thoughts and ideas to join their voices with parents. Now they use arts and media to promote communication, dialogue on their issues and look for ways to resolve them. Before they were totally missing from the discussion, but now they are here.’ Judith Nkie, Plan Cameroon Youth Empowerment through Arts and Media Project Coordinator.

Arts and ICTs were used in the above-mentioned project as tools for youth engagement, mapping and prioritizing, research and community dialog. The media produced with the ICT tools was shared first within the community and then outside at the district, national and global levels as a way of engaging decision makers and the public in the youths’ agenda.  For more on how arts and ICTs are being used in the above-mentioned project, see this post. Watch 100 videos made by youth in 6 African countries on topics they are passionate about.

GPS work in Kwale, Kenya

2) Identifying resources and mapping patterns for better decision-making

Tracking and visualizing information is an excellent way to improve decision-making capacity. The advent of simpler and open source participatory digital mapping tools allows community members to map their communities digitally and to have more ownership of the information. Mapping helps identify patterns that may not have been visible before. Local maps shared on-line allow local people to provide their own information from their own perspective, and that information serves multiple purposes at the local level and beyond.

Digital mapping can be helpful when governments decentralize. Municipalities are mapping resources as well as projects and interventions. District authorities can track their own initiatives and those by local and international organizations to avoid duplication of efforts and wasted resources. When maps are public, the population can better demand answers about where resources are being allocated and why. Maps can help with disaster risk reduction and tools such as Ushahidi can help during emergency response. Mapping information is also useful for holding up a mirror to the population to ask them questions about themselves and their behaviors and for showing the direct consequences of actions; for example in a Community Total Led Sanitation mapping project, the community faces its realities about where their own waste is entering food and water sources.

Map Kibera is a good example of participatory digital mapping. mGEOS is a mobile mapping tool developed to help Plan Kenya staff to gather and share data needed for their daily work. Map Kibera and Plan Kenya are collaborating in Kwale on youth and governance work, and in Mathare to work on Community Total Led Sanitation using digital mapping tools (see July 27th entry). In this video, a district youth officer in Kenya talks about why digital mapping is useful for his community.

Mapping Violence against Children in Benin

3) Pulling in quick information to guide further investigation, response, or advocacy; pushing out information for targeted actions

ICTs can be used to gather quick information from a broad population. This can be useful in a variety of situations and themes, including those outlined in the MDGs. For example, SMS are being used to report on whether teachers are showing up at school, where violence against children and women is happening, where help is needed in the aftermath of a disaster, and for tracking endangered wildlife. Crowd sourced information can help governments and agencies get preliminary information so that further investigation and support can be provided in a particular area. Another example is the use of mobiles in different health initiatives, including:  child-birth care; HIV and AIDS prevention and treatment programs; support for volunteer community healthcare workers; and bed net treatment reminders. Most of the ICT and development world is also already familiar with the work of two organizations:  Ushahidi and FrontlineSMS who have been combining SMS with digital mapping.

A program that I’m closely involved with is SMS reporting of violence against children in Benin, where local communities, government agencies and NGOs are collaborating to improve the child protection system. This type of program shows promise if heed is paid to the pros and cons of collecting information by SMS, and if those implementing are clear about the type of information that will be gathered, privacy implications, and how the system will complement existing systems. (Here is one document that outlines some considerations). Increasing controls by governments and mobile phone companies, including SIM card registry and Mozambique’s recent government shut down of SMS services during the bread riots are good examples of how quickly the ICT landscape can change, and how flexible and agile those working in the area of ICTs need to be.

Checking info on constituency development fund

4) Supporting accountability and transparency

ICTs are useful to support accountability and transparency, necessary for attempts to track and ensure good use of funding for different efforts, including those related to the MDGs and other aid and development programs. Making information more available to the public by mobile is one such way.  SODNET’s budget tracking tool, for example, informs Kenyans of how much funding is allocated by the Constituency Development Fund to different municipalities in different categories. Combined with mapping, as outlined in this post, the budget information can help constituents to track where their funds are actually being spent.  Other interesting examples of how ICTs can be used for transparency and accountability can be found at TacticalTech’s Info Activism site and at Technology for Transparency.

Paper forms will soon be digitized….

5) Improving municipal services and information management

Civil registration documents, especially a birth certificate, are a precursor to demanding any number of rights or accessing a wide array of services. Without a birth certificate a child may not be able to sit for school exams, receive immunizations or free health care or claim rights to inheritance or legal protection in courts of law. Proof of age is critical in successfully prosecuting perpetrators of crimes against children such as child trafficking, sexual offenses, early recruitment into the armed forces, child marriage and child labor. ICTs are being used to digitize civil registry in Kenya, for example. Not only are records being digitized, but mobile phones are used to make it more convenient for the population to know when their documents are ready. This saves people time and money and means that more parents will register their children.

But wait, there’s more!

These are only a few examples of ways that ICTs are being used at the grassroots level to improve participation, transparency, accountability, debate and ownership of the development process.  The MDGs are lofty, but informed local community participation and ownership is key in efforts to reach them and in ensuring that marginalized populations can also be included.

Please add your examples of ways that ICTs can support development and ICTs in the comments section!

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3 ways to integrate ICTs into development work

Posted in children, development, disaster and emergencies, ICT4D, ICTs, mobile and technology, m4D, MDG, participation, protection, youth, tagged , , , , , , , , , , on September 15, 2010| 2 Comments »

Continuing on with the Millennium Development Goal (MDG) related posts…. I’ll be on a panel on Sept 21st talking about how ICTs can contribute to the MDGs. My perspective is less from a top down, big business, giant project point of view. In my work, I look at ICTs (Information and Communication Technologies) as tools that children and young people can use to create and access information and to advance their own agendas locally and beyond, and ICTs as tools that organizations (big and small, local or not) can incorporate into their work to improve their efforts to attain development goals (such as the MDGs).

ICTs can be helpful tools for enhancing accountability, transparency, citizen engagement, public debate, participation and local ownership of the development process — all of which help with achievement of the MDGs. (See my post on MDGs through a child rights lens for more reasons why). ICTs and social media can also help organizations do more efficient, effective, engaging and high quality work.

ICTs are not silver bullets or magical elements, however; and they will not solve anything on their own. They need to be well-integrated into programs, and well-contextualized.

One framework I especially like to use for thinking about how organizations can integrate ICTs into their work comes from Hannah Beardon. Hannah suggests that ICTs can be integrated directly, strategically and indirectly:

Directly (Providing Access to ICTs): Mobiles and other ICTs have an immediate and striking impact at the family and community level, connecting people for personal, business and community reasons. Mobile devices save individuals time and money and are indispensable in emergencies and for connecting people to the larger world, such as for remittances and commodity pricing. Mobiles and ICTs can help people access information, improve their education, maintain social networks, participate in governance and community, and generate income.

Providing equipment directly is one way to think about ICTs in development programs. This includes ICT tools such as computers, mobile phones, video cameras, digital cameras, radio equipment, electricity, and Internet access. Often direct ICT support is considered for education programs and efforts focused primarily on ICT training or media projects. Computer centers and classrooms are an example, as is supplying mobile phones to project participants or GPS units for mapping projects or equipment for health programs. If this equipment and the information it collects are managed at the community or local organization level, it can enable people to assess and respond to local development needs in a powerful way.

The availability of ICTs is obviously a pre-cursor to using them in different programs and projects. However I’m not much in favor of development organizations coming in and giving away mobile phones (unless it’s some type of extreme emergency or crisis, I suppose). I’m also wary of external NGOs setting up computer centers or giving large equipment donations because of sustainability and capacity concerns. Care needs to be taken that a non-profit organization is not assuming the role that local businesses or government institutions should be playing. Working in good partnerships with local and national government institutions and local businesses and keeping clear agreements on the roles of all actors, including the community, can help to reduce these risks and make programs more sustainable. Programs that directly provide equipment also need to think carefully about what other elements are required for success (purpose of the equipment, training to use it, ongoing maintenance and repair, electricity/power, a place to keep the equipment safe, local involvement in defining the type of equipment, etc). (See 10 Worst Practices in ICTs in Education).

In thinking about providing direct access to ICTs, one place for NGOs to focus energies is keeping an eye on government ICT policies and plans and strengthening civil society to pressure government to ensure that ICTs (including Internet) are accessible to the population now that more and more information is shared via ICTs. Article 17 in the Convention on the Rights of the Child outlines children’s right to information, including access to information and material from a diversity of national and international sources, especially those aimed at the promotion of a child’s social, spiritual and moral well-being and physical and mental health. States Parties are obliged to (a) Encourage the mass media to disseminate information and material of social and cultural benefit to the child and in accordance with the spirit of article 29; (b) Encourage international cooperation in the production, exchange and dissemination of such information and material from a diversity of cultural, national and international sources; (c) Encourage the production and dissemination of children’s books; (d) Encourage the mass media to have particular regard to the linguistic needs of the child who belongs to a minority group or who is indigenous; (e) Encourage the development of appropriate guidelines for the protection of the child from information and material injurious to his or her well-being, bearing in mind the provisions of articles 13 and 18. The 2005 World Summit on the Information Society’s Tunis Agenda also provides a useful platform for thinking about advocacy around rights to information and ICTs.

Making a film on birth registration, Cameroon

Strategically (Using ICTs as tools to support development processes): Beyond directly providing ICTs, new technologies can be used in a myriad of ways to support the broader development process. Starting from larger program goals, defining the roles that information and communication play, looking closely at the local context, and then researching existing tools that could be supportive is a good way to start when planning concrete initiatives. (Forthcoming is a second publication by Hannah outlining a good process for local contextualizing and ICT integration into specific programs). If there are no existing tools, a case can be made for developing or building onto a tool or an application.

Mobile phones, as tools for effective and timely dissemination of information, have real potential to strengthen the design and delivery of programs, for example in health, education, household economic security, disaster risk reduction and response, emergency and crisis management, HIV and AIDS prevention and treatment, child protection, youth-led advocacy, and water and sanitation. ICTs should be an integral part of local, country-level and broader strategic planning processes and they should be incorporated, where appropriate and relevant, into programs where they can add value, keeping a close eye during monitoring and evaluation on whether their purported benefits are real.

On-going capacity building and exchange at various levels is critical to help program staff become aware of advances in the field of ICTs and to help ICT advisors better understand programs, staff needs and community realities. Conversations across sector and silo boundaries are also critical to ensure that ICT integration is successful. ‘Bridge figures’ are helpful — those persons with good knowledge of both programs and ICTs — to help these processes along. In the absence of someone to serve as a bridge figure, well-structured teams with expertise in both areas should work closely together to take advantage of their specific expertise and to learn from one another.  ICT tools should be selected based on local needs and contexts as well as program priorities, starting with information and communication needs, rather than starting with new ‘breakthrough’ technologies. (Though other sectors often start with the cool technology and see if/how it can be useful). During strategic planning processes, program staff should be analyzing program information and communication needs and working with ICT staff to incorporate technology that may add value and help reach program goals in a higher quality and more effective way. Again, ‘bridge figures’ can be helpful in that process. Monitoring and evaluation are important along the way to check whether adding ICTs is actually helping. Sometimes things work perfectly fine without new ICTs.

Indirectly (Using ICTs to improve efficiency and communication within the organization): The wealth of knowledge and information that a development organization generates and uses needs to be documented, shared and communicated effectively in order to improve impact. Advances in knowledge management and on-line collaboration, including blogs, wikis and other social media tools and feedback mechanisms can bring immediate access to information and real-time discussion. Lower cost technology, notably in the areas of digital mapping, GPS, mobile mapping, mobile internet can help staff to carry out their daily work and improve information sharing and decision-making across departments and to engage and inform the public. Engagement with donors can also be heightened through ICT tools and social media, always taking into consideration the additional burden 24/7 demands can add to staff’s workload, and the child protection and other risks posed by more direct access to communities.

ICTs and social media can help make aid and development organizations more participatory, more agile, and able to pull in information from variety of sources and process it faster. This in turn can help pull people out of their silos and force them to consider new ideas and ways of working and thinking about challenges. Mobiles especially are helpful for better communication with community members and local organizations. Forward thinking organizations should be taking advantage of these new tools to gather direct feedback from those that they are supporting, for better dialog to improve their work, and for devolving helpful information to community members. Mobile data collection, for example, in addition to being a strategic tool for program implementation, can also be a way of improving the quality of data collection and increasing ownership by community members of their own data which support them to take back management of their own development processes from external agents. Mobiles are also a great tool for gathering data quickly from a broad subset of the population; data which can shape rapid responses and emergency interventions.

Twitter and blogging and other web-based services can serve as a springboard for deeper discussions and coordination among different development actors, government agents, institutions and the private sector. Social media is a way to share and discuss lessons learned and challenges faced, and to diffuse information about new ICTs and how they are being used by different agencies and individuals. Global partnerships can easily be initiated, developed and nurtured on-line. Organizations can provide on-line training opportunities to staff and save time and money by using new technologies such as forums, blogs for sharing and reporting, Skype and chat tools, and social networking. These same tools can be used to improve relationships with donors and with partners and staff working in disperse offices. However, in order for any of the above to happen, command and control practices that are common in large institutions and organizations need to be abolished so the tools can be most useful.  Here is an excellent post on use of social media tools in humanitarian work.

3-fold path

Using those three categories to think about ICT integration in an organization’s work can help clarify and strategize. Some initiatives may include all three categories and some may be more focused on one particular category.

In a follow-up post, I’ll share some examples of tools that I find interesting and helpful for organizations working at the grassroots level to achieve broader programmatic goals and to improve local community participation and ownership of the development process.

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MDG related posts on Wait… What?

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MDGs through a child rights lens

Posted in children, development, disaster and emergencies, gender, ICT4D, MDG, participation, protection, smart aid, social justice, youth, tagged , , , on September 13, 2010| 9 Comments »

The latest UN report on the MDGs states that progress towards the Millennium Development Goals has been made, but it’s uneven. It looks like the Goals will be missed in most regions.

I’m blaming Madonna for launching her line of MDG sunglasses and not linking them to an MDG promotion campaign (kidding!)

To discuss all this (well, except for the sunglasses part), MDG week is happening in New York from September 20-24, 2010.  I’ll be part of some of the activities, including 2 panels. The first panel is on ICTs, Innovation and the MDGs and the second is on Women/Girls and Mobiles. What better way to prepare than to write some blog posts to sort through some ideas?

This post looks at the link between child rights and the MDGs. I’ll write some additional posts and add links at the bottom of this post when they are ready. I would love feedback on which elements would be most important to highlight during the MDG panels next week.

Human rights and the MDGs

If you look at why some countries are more on track than others in achieving the MDGs, the answer often comes down to there being greater accountability and transparency at all levels, more citizen engagement, and more public debate. Human rights are instrumental in ensuring empowerment, access to social services, equality before the law, and poverty reduction. So the link between human rights and the MDGs is clear. There are a number of human rights concepts: shared responsibility, indivisibility, non-discrimination, equality, and accountability that are also necessary for achieving the MDGs.

Due to discrimination, the most marginalized are still not accessing their rights or being included in the MDGs. There are still massive inequalities between rich and poor, rural and urban, men and women, boys and girls, adults and children. Disability and ethnicity also prevent some groups from being included. Until these disparities are addressed, the achievement of the MDGs will be far off for many particular groups. The discussion around the MDGs needs to include and reflect the opinions and concerns of those who have been traditionally marginalized.

Girls and the MDGs

Children, especially girls, and especially girls in poor, rural areas and urban slums, are often the most marginalized in these processes and in general. The MDGs highlight some critical gender gaps, especially in education, but they do not reveal the power imbalances that are an underlying cause of these disparities. Girls are often subjected to harmful practices such as early marriage and sexual violence. In countries where literacy is lowest, girls’ chances of early marriage are highest. Girls spend more time working, shoulder the burden of household chores and are more often not in school. Organizations and entities working towards the MDGs need to do more to ensure that girls and other marginalized groups are not excluded.

MDGs through a child rights lens

Child rights are a set of specific rights for those under the age of 18. They are outlined in the Convention on the Rights of the Child. Much of the work that child rights organizations are doing is complementary to achieving the MDGs, and 6 of the 8 MDGs are directly related to children.

Working with children and young people to participate effectively in the development of their communities and the realization of their rights contributes directly and indirectly to the achievement of the MDGs. Ensuring that children, especially girls, and other marginalized groups are listened to and heard by decision makers at the local, district, national and global levels is critical in identifying and addressing the hidden power dynamics and the underlying issues that slow the achievement of the MDGs.

Applying a ‘child rights’ lens to the MDGs is helpful in identifying responsibilities for achievement of the different MDGs. A child rights lens can also help ensure the concepts of non-discrimination and the best interest of the child are incorporated into MDG work.

What is a child rights lens?  How can it be applied to the MDGs? In a simplified way, it means:

  1. Identifying and monitoring those persons and institutions responsible for ensuring children’s rights/achievement of the MDGs (the ‘duty bearers’).
  2. Helping children and adolescents (the ‘rights holders’ in this case), to empower themselves by knowing their rights/knowing the MDGs, and together with supportive adults and institutions, to hold duty bearers accountable for ensuring children’s rights/achievement of the MDGs.
  3. Supporting children to participate fully in the process. Children’s participation leads to better outcomes and policies, and involving children early in their lives helps them develop skills and attitudes that lead to a better society in the short and long-term. Not only do children have something to contribute to their societies now, but by engaging in community development and developing good leadership skills at a young age, they also become better leaders in the future.

A child rights approach should be central to all programs and funding that are addressing the MDGs, since the MDGs are interrelated with children’s rights to survival, development, participation and protection. In addition, the principles of non-discrimination and the best interest of the child should be paramount in all decisions taken related to the MDGs.

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Resources:

UNICEF’s Narrowing the Gaps to meet the Goals shows that paying attention to equity and the unreached can be a more cost-effective way of pursuing the MDGs in aggregate.

3 ways to integrate ICTs into development work

5 ways ICTs can support the MDGs

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Social memory and ICT4D collaboration

Posted in development, disaster and emergencies, ICT4D, ICTs, mobile and technology, m4D, participation, smart aid, social media, youth media, tagged , , , , on August 29, 2010| 1 Comment »

Angelica Valeria Ospina recently wrote about the role of social memory and ICTs in building climate change resilience.  She refers to Carl Folke’s definition of social memory as “captured experience with change and successful adaptations embedded in a deeper level of values, and actualized through community debate and decision-making processes into appropriate strategies for dealing with ongoing change.”

Ospina suggests that social memory is “key for linking past experience with present and future adaptation actions, and in turn allows for novelty and innovation.” She comments that “Although the role of memory tends to be overshadowed by that of innovation, the two are in fact important foundations for change, and are equally relevant within contexts that are struggling to adapt to uncertainty….”

I really like this idea of balancing memory and innovation, and it’s not only valid within the framework of resilience and climate change.  Social memory is also useful for those of us working in ICT4D and m4D because we find ourselves at the intersection of development and technology, where methodologies and mindsets can be in opposition at times and where change is happening at a rapid frequency.

A quick characterization of the mindsets

Development Organization Mindset: How can we work with our existing resources and work around our challenges to reach our goals? How can we build on experience?

Those who work with grassroots community development are schooled to look at assets, to help communities and local organizations look at what exists already, what is within their reach, and how to identify their existing resources before looking outside for support or help. This helps a program to be more locally owned and sustainable.  Those in this field are trained to look for potential obstacles and limitations and see how to go around them or to work within them. There is a sense that lives and livelihoods are on the line, this is nothing to play around with and failure carries a high price both for community members and for organizations. This mindset can be really frustrating for for-profit or marketing consultants who come in to get people to do ‘blue sky thinking’ and to forget about limitations.

This is the group that people would describe using that Henry Ford quote:  ‘If I had asked people what they wanted, they would have asked for a faster horse.’ But this kind of thinking does have its place – local context, perceived limitations, and local experience, eg. social memory, are important in design and sustainability and impact. In addition, innovations don’t only happen in terms of ‘products’, there are process, position and paradigm innovations also which happen all the time in non-profit organizations and communities.

(Note: Certainly some will say that in aid work, no one does evaluations, and no one learns and it’s all a waste of time and resources, but that’s not been my personal experience at this point, and the work I’ve been involved in has been community development focused, not top down delivery of services and goods.)

Design Student/Technology Innovator Mindset: What can we make? What can we build that’s like nothing that’s come before? What solutions can we offer?

Innovation thinking pushes for a different kind of visioning. For throwing aside conventions and ignoring limitations so that the chains are completely off. It urges people to move quickly, to try and fail fast and often. A lot of innovation and tech thinking is product focused – What can we make? What can we build? What solution do we have that people might need? What tech can we invent and then let people figure out uses for? Those in this group are trained to move forward without thinking so much about the challenges and limitations, to move at a quick pace, and without engaging a thousand people in the process. This enables new ideas to flourish unfettered by endless rounds of consultations and participation by too many people bringing you to the fabled and unfortunate “a camel is a horse designed by a committee” result.  It allows totally new ideas and processes as well as products to spring up. Lots of trying might equal lots of failing, but it also brings about those few amazing and game changing innovations that allow huge leaps forward. Many within this field are amazingly bright and creative. At this point few have long-term experience living in poor communities in developing countries, and there are few opportunities for gaining enough of that experience.

The middle ground

Both of these mindsets have advantages and limitations and seem to have a very hard time coming to a middle ground to work together effectively, though some initiatives are overcoming this challenge. Potential collaboration can be compromised when people address each other in snarky or accusatory ways, without sufficient knowledge of the other’s work and experience. For example, this series of blog posts around crowdsourcing and humanitarian aid between Patrick Meier (here, here and here) and Paul Currion (here and here). Unfortunately I don’t have a audio recording to post of the conversation where someone told me that Paul is quite well-known for innovations in the field of humanitarian aid and technology, and would be an excellent person to collaborate with on innovations in humanitarian aid — I really hope people like Patrick and Paul will work together, as the results could be fantastic.

Ken Banks has also raised this issue of m(obile) vs d(evelopment); most recently in his post Dissecting m4d: back to basics, where he asks: Do the majority of people working in “mobiles for development” work in mobile, or development? It may seem like an odd question, but how people approach “m4d” may have more of an impact on success or failure than we think.

An example of collaboration

There are some good examples of collaboration however. One I saw most recently is MIT’s Department of Play’s Summer Institute in early August, where a team of incredible innovators and students from MIT working on community youth engagement tools spent 2 days in discussions with folks with years of experience working on child participation and youth engagement, including UNICEF; CUNY Children’s Environments Research Group; Project Vision Design and Research Collective at Srishti School of Art Design and Technology Bangalore; and the Program in Education, Afterschool & Resiliency (and me :-D)

I think eventually these gaps will smooth out as the younger generation moves in and up the chain at development organizations and some of the newer technology becomes ubiquitous within organizations. It’s quite possible also that the current and new generations of design and tech students will spend more time ‘in the field’. And I am not only talking about ‘Western’ folks here, I’m also talking about young people and design students from the so-called ‘underdeveloped countries’, many of whom use technology at a dizzying pace and who are already re-shaping how development is viewed and carried out in their countries.

By lowering the fences that we are all working behind, and finding ways to combine our different skills, ICT4D and m4d can come up with even better solutions and achieve better impact in areas like accountability, health, education, livelihood, governance, emergency response and disaster preparedness.  We can build teams that capitalize on the different kinds of knowledge, skills and mindsets. We can harness social memory and strive for a balance between experience and innovation.

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Orgasmatron moments

Posted in development, disaster and emergencies, ICTs, mobile and technology, participation, random, musing or confusing, smart aid, tagged , , , , , , , , on August 7, 2010| 17 Comments »

I taught English in El Salvador when I was 24. A few of the students liked to talk with me about music. One day they wanted me to hear ‘this great song by Sepultura’, and I was like ‘Cool! That’s Orgasmatron!‘ and mentioned that I knew the Motorhead version. I don’t know what shocked them more: that I knew that particular song, or that their Sepultura version wasn’t the original.

I find myself having my fair share of those moments these days. I’m happy when good ideas in development and aid work are taken up, and especially happy when they are improved on (though I have to say that I like Motorhead’s version better than Sepultura’s). But it kinda bugs me when people talk about those ideas as if they are brand spanking new when they’ve actually been around for awhile. It seems like people should do some research, to at least know what came before.

What are some examples of 2010 re-makes?

Bottom up development

I find it weird that we are still discussing ‘bottom up’ development as a new or innovative thing in the year 2010 when it’s clearly been around for a really long time.

I started in development in 1994 in El Salvador. Most of the work that local NGOs were doing at that time was focused on helping grassroots groups and communities organize and manage their own development. A lot of time was spent in communities with community organizations. But this concept wasn’t born in the 1990s. It was grounded in Liberation Theology and Paulo Freire’s Pedagogy of the Oppressed.

Liberation Theology emerged in the 1960s ‘as a result of a systematic, disciplined reflection on Christian faith and its implications’ as the Catholic church in Latin America was reflecting on itself and its relationship with the poor. Those who formulated the concept worked closely in communities with the poor and saw the social and economic injustice begun by colonization and continued through those in power both in governments and within the church. Liberation theology re-interpreted the scripture in a way that affirmed the dignity and self worth of the poor and their right to struggle for a dignified life. ‘Liberation theology strove to be a bottom-up movement in practice, with Biblical interpretation and liturgical practice designed by lay practitioners themselves, rather than by the orthodox Church hierarchy.’  Check here and here for good links on Liberation Theology.

Pedagogy of the Oppressed. Brazilian Paolo Freire, based on his experiences working on literacy with poor communities developed his Pedagogy of the Oppressed all the way back in 1968, around the same time that Liberation Theology was emerging. Freire’s philosophy has been heavily drawn from and applied to development. Especially pertinent is the concept of dialogics ‘an instrument to free the colonized, through the use of cooperation, unity, organization and cultural synthesis (overcoming problems in society to liberate human beings). This is in contrast to antidialogics which use conquest, manipulation, cultural invasion, and the concept of divide and rule’. Freire’s ‘emphasis on dialogue struck a very strong chord with those concerned with popular and informal education…. However, Paulo Freire was able to take the discussion on several steps with his insistence that dialogue involves respect. It should not involve one person acting on another, but rather people working with each other. For more on Freire (I certainly did not do him justice) check here and here.

These 2 philosophies closely mirrored ideas that arose during the Civil Rights Movement in the US. There’s a brilliant book called “We Make the Road by Walking: Conversations on Education and Social Change” where Paulo Freire and Myles Horton (who started the Highlander Folk School in 1932 and influenced Rosa Parks and Martin Luther King Jr.) discuss the similarities between their philosophies.

Public policy and advocacy

Fast forward to 1996, where we get a new director at the organization where I’m working, a Brazilian. He simply won’t stop talking about ‘civil society’ and ‘public policies’.  ‘There will be no sustainable changes if we don’t have an impact on the level of policies and their implementation. How does this program idea impact on public policies? How is civil society involved in holding the government accountable? Where is the budget for Peace Accords implementation going?’ Changing systems, transparency, political participation by those formerly excluded, and moving away from hand outs and emergency type programs were key in the vision of how the country would improve.

Working with local partners

To that aim, we funded different local organizations that raised awareness in rights holders on their rights and that advocated for the implementation of the 1992 Peace Accords. We worked with an association of women who were demanding that the alimony laws be operationalized, ex-combatants groups from both sides of the conflict who were not getting the benefits promised them in the Peace Accords, sex workers who were being harassed and abused by police, civic education, environmental organizations who worked with local communities on issues such as deforestation, water and land rights, etc. We also met and discussed a lot with other international organizations, and many of them were doing similar kinds of work.

Local management of the development process

I was pretty much ineligible for any advancement in the organization because the director’s mandate was to nationalize and hand over the program, now that the civil war and the ‘state of emergency’ were over. Local organizations now had more political space to work without the protection of international organizations. The idea was to strengthen capacities of all local staff, to move over to a national board of directors and to nationalize the organization. At the same time, the thought was to build the administrative capacity of local organizations so that they could function transparently with full accountability.

Participatory design/participatory development

I moved to a different organization in 1998, and one of my first tasks was to help write the organization’s strategic plan. The first step in developing that plan was community consultation. Staff (all of them local by the way) facilitated a consultation process with people  in the 400+ communities where we worked. In addition, they met and consulted with community based organizations, local NGOs, local governments, national level ministries as well as other international organizations, to learn of their plans and to avoid duplication of efforts.

The community consultations were done using PRA (aka ‘participation, reflection, action’) methodologies. Many of the tools staff used were developed and written about by Robert Chambers. Check here for a great overview of PRA or these 2003 notes on PRA since 1998.  PRA traces many of its roots back to Freire’s Pedagogy of the Oppressed and looks to make communities the real owners of the development process. Any externals involved act as facilitators of a process (not drivers of the discussion) who ‘hand over the stick’ to local people as often as possible so that they fully manage their own processes. Chambers warns against ‘fascipulation’ – facilitation + manipulation, and surface PRA, saying the main ingredient in PRA is having real respect for local knowledge and local people. Some reading suggestions here.

(Side note to get an idea of how awesome Chambers is. I went to a workshop with him once and he walked in barefoot, pants rolled up, hair askew. He stood in front of us holding a map. It was upside down. Someone raised their hand to tell him it was upside down. He looked down at it and said ‘it looks fine from my perspective’. Then he went into a whole discussion about perspective. As part of that discussion, he started talking about computers and network thinking and how birds fly in flocks. This guy is some kind of genius.)

Community managed projects

Following the strategic consultations, staff worked with communities to design, plan and carry out their own projects, which were also administered by the community once they had gone through project administration training and had opened their community bank account to receive deposits.

Orgasmatron moments

Thinking about sustainability and working with local communities is really not a new concept, nor is the idea of working yourself out of a job if you work in development. The buzz words of transparency and accountability have also been around for awhile. Participatory design is not new either.

I don’t know. Maybe the organizations I’ve worked with in the 1990s and up to now are just amazingly progressive. Or maybe I’m missing something and when people use the terms above they are talking about something different and much more advanced and innovative than what I’m talking about.  I mean, the White Stripes first album was a total Doors/Zeppelin rip off, but they did go on to develop their own sound as they matured, and their third album was brilliant.  Snoop’s Upside Ya Head is obviously drawing on the Gap Band’s Ooops Upside Ya Head, but both versions are excellent. I do actually like a lot of the re-makes that are out there and there are also some really good new concepts and ideas and some great people and organizations that I learn from on a regular basis.

However, Green Day are not the ‘godfathers of punk rock’ (sign the petition here and help settle that issue once and for all) – How could they be if they came out in the late 80s and punk started in the early 70s? And I keep having Orgasmatron Moments when I see people gushing over an NGO that hires local staff (no brainer) or has a child protection policy (implementing ours since 2003) or consults with communities (why wouldn’t you consult with local communities?).

I suppose, like with my students in El Salvador, it kind of sucks when you realize your idea or your version isn’t the original. But you can be annoyed or bummed out or remain in denial, or you can go back and do some research, and see what you can learn from the original and try to improve on it. With music, knowing about the original song (even if it’s horrible and the new version is much much better), usually scores you some points for legitimacy.

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Salim’s ICT4D advice part 1: consider both process and passion

Posted in development, ICT4D, ICTs, mobile and technology, Kenya, m4D, mapping, participation, protection, smart aid, tagged , , , , , , , , , , , on August 1, 2010| 4 Comments »

Salim Mvurya, Plan Kwale's District Area Manager

Plan’s Kwale District office in Kenya has been very successful in building innovative community-led programming that incorporates new ICTs.  I had the opportunity to interview Salim Mvurya, the Area Manager, last week, and was really struck by his insights on how to effectively incorporate ICTs into community-led processes to reach development goals and improve on child rights, child protection and governance.

In this video, Salim gives some background on how Plan Kwale has been using ICTs in their programs since 2003 (1:11). He shares ideas about the potential of new ICTs (3.42) and some key lessons learned since 2003 (5.03).

Watch the video to get the advice straight from Salim. Or if your internet connection is slow or you’re like me and you like to skim through an article rather sit still and watch a video, the transcript is below.

In a second video, Salim gives really astute advice to the tech community (0.15), corporations (1.19), and development organizations (1.57) on how to successfully integrate ICTs to enable good development processes. He also mentions the importance of moving with the times (4.43). Read the transcript here.

Transcript for Part 1:

ICTs and development Part 1: ICT tools for child rights, child protection and social accountability

My name is Salim Mvurya, I’m the Area Manager for Plan in the Kwale District. My core responsibility as an area manager is to provide leadersip to the Kwale team in both program issues and also operational issues within the organization. This week we have been here in a workshop where we’ve been focusing mostly on issues of ICT for development and particularly what we’ve been learning here is the issue of mapping. We’ve also learned Ushahidi. We’ve also learned from our colleagues in Kilifi on mGESA (a local application of mGEOS that Plan Kenya, Plan Finland, University of Nairobi and Pajat Mgmt are developing) and basically we have been looking at this workshop as providing opportunities for using ICTs for development, but more particularly for us in Kwale is the issue of child protection and youth governance.

How has Plan Kwale been using ICTs for issues of child rights, child protection and child participation?

ICT in Kwale has a bit of a long history and it’s because of the issues on child rights. Kwale has a number of issues. Child marriages, issues of violations of child rights through sexual exploitation, and child poverty. So the efforts to do media started in Kwale in 2003 when we rolled out our first video that was done by children at the time to profile some of the issues of child marriage. But more importantly in 2005, we began to think greatly how we can bring the voices of children to duty-bearers and at time we thought of having a children’s community radio.

Because of lack of experience, we were thinking maybe at the end of that year we could launch the radio station. But then it took longer than we envisioned because we needed to roll out a participatory process. Alongside the same time, we had ideas of community-led birth registration which was being done in one community based organization. But later we also thought about looking at how ICT can help us in moving that direction.

Then we also had this idea of inter-generational dialogue, where children and youth can sit with duty-bearers and discuss critical issues affecting them, so we began using youth and video there, children and video, and showing those videos in a community meeting where then people could discuss the issues.  Alongside the same time we were partnering with various media houses and also rolling out radio programs where people could listen and also foster some discussions on children.

So it’s been a long journey but I think what we are seeing is that we need now to consolidate the gains, the experiences and efforts so that we can have a more strategic approach to ICT for Development and this workshop basically provides us with an opportunity and a platform to think much more.

What potential do you see for some of the newer ICT tools for your work in Kwale?

I see great potential in some of the tools that have been learned here this week, more particularly to get information at the click of a button from the ground. We could use the tools to map out resources out in the community, to map zones where there are a lot of issues on child protection, areas where we have issues like low birth registration… There is great potential for the tools that we’ve learned here to assist us not only in planning for projects, but in issues of social accountability. For example if you map out the areas where we have projects for Constituency Development Fund you can easily see where we have projects that have been done well but where we also have projects where maybe communities will need to discuss much more with duty-bearers to be able to, you know, foster issues of social accountability.

What are your biggest challenges? What mistakes have you made?

One thing that we’ve been learning in the process… well, you know sometimes we have ideas that we think can work in the next week, like for example the children’s community radio when we were thinking about it we were thinking that it could take off in about 2 months. But what we learned is that there are processes to be involved. Communities have to be prepared well for sustainability. Children have to be trained, there needs to be capacity building. You have also to conform to government procedures and processes.

The same also with birth registration. We thought in 6 months we could send an SMS and get your birth notification, but what we have also learned is that it takes a process. It takes awhile. You have to get the government buy in.  You also have to work on software, where the government is having a critical input. Because, although it is a pilot, we also think that if it works well then it has to be replicated, so it has to conform with the thinking in government. Also, with the issues of youth and media, one thing that has to be very clear is that you have to get youth who are committed, so you start with a bigger group, and you end up with those who are passionate

So I think it’s very critical when somebody is thinking about ICT for Development that, one, you look at the context: is it relevant to that area? What kind of skills are needed? What kind of processes for sustainability? but also getting the passion. Getting people who are passionate to lead the process is also a very critical lesson.

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