Rasi Salai/Hua Na Youth Center Proposal

For the Rasi Salai/Hua Na Learning Center, Sisaket, Thailand

CIEE Fall 2010

By Bryant Mason, Jake Teeny, Madeline Dick-Godfrey, Samantha Ryals

Introduction

The Learning Center

The Learning Center serves as a catalyst for local community building in Srisaket Province, Thailand. Through education, cultural preservation, and tourism, the center creates a venue where people can gain knowledge, support, and hope. The supporters of the Center help create strong, united groups in their own communities that join with others to build broad movements for sustainable and restorative development. (See Appendix A)

The Youth Center

As a result of ongoing collaboration between Isaan communities and American study abroad students, a proposal for incorporating a Youth Center within the Learning Center is presented here.

The Youth Center will provide younger generations of communities affected by the Rasi Salai and Hua Na Dams with opportunities to empower themselves. Youth will have the power to take control of their education, conduct research, and explore their own heritage, with the hope of feeling more deeply connected to the wetlands and their community.

Research Methods

During December 2010 CIEE students interviewed villagers, local schools, and governmental organizations to conduct a needs assessment and design a proposal for the Youth Center curriculum. Two TAOs, the Royal Irrigation Department (RID): Lower Mun Maintenance and Operation Project, three schools (Ban Bung School, Muangkong Wittaya School, Laokhao School), villagers and youth were interviewed.

CIEE students researched the current local wisdom curriculum in local schools. Through interviews with local schools the CIEE students assessed local wisdom curriculums. The local teachers and students recommended specific local wisdom subjects they found important and interesting.

After analyzing the information, and background research on youth centers worldwide ,the CIEE students developed this proposal for the Youth Center component of the Learning Center.

Vision for the Youth Center

Know your self to know the world and then learn to make it a better place.

1

Findings

Schools

1. Ban Bung Schoola.) Currently, local music, dancing, traditional crafts, housework, recycling, agriculture, and Thai Massage are taught at Ban Bung School.

b.) Elementary students are taught subjects relating to local wisdom approximately one to two hours per week. Junior High Students are taught subjects relating to local wisdom approximately two to three hours per week.

c.) Kroo Noi, Neet Paht Pown, and Wah Sah Nah are three of the teachers who teach local wisdom at Ban Bung School. According to Kroo Noi, the school is very interested in the Learning Center and would like to learn more about the Learning Center, as well as the Youth Center. The teachers expressed interest in local wisdom subjects such as fishing, agriculture, and weaving. “I really like the idea of students making local handicrafts and selling them in a cooperative store at the Learning Center,” said Kroo Noi. As well as talking with teachers at Ban Bung School, we talked with three students, Joy, Gift, and Fern, ninth graders at the school. These three students like the idea of a Youth Center and think that “it would be fun” They expressed interested in local wisdom subjects such as weaving, jungle exploration, fishing, herbal medicine, and environmental preservation.

2. Muangkong Wittaya School

a.) Currently, Isaan music, farming and agriculture, weaving, and Buddhism lessons are taught at Muangkong Wittaya School.

b.) On weekends, members from a local music group come to teach students Isaan music. Additionally, monks come to the school to teach Buddhism and morality.

c.) According to Ajaan Sumraan, the principal of Muangkong Wittaya School, “A lot of people do not focus on the arts and music. The Youth Center is a perfect place for students to learn about these and develop the right side of the brain.” “Learning in a fun environment like the Youth Center will allow kids to really learn. The Youth Center will provide creative ways to understand their communities, and provide younger generations an opportunity to preserve and conserve their lifestyle,” he said. “The Youth Center is very creative. It will be a beautiful thing.” Ajaan Sumraan emphasized that community, natural resources, and conservation should be incorporated into all Youth Center activities. “My dream is that the Youth Center is made up of local people teaching other people the importance of culture and tradition. There are so many natural resources around this area of Thailand that the Learning Center should also be called, “The University of Life.” Ajaan Sumraan recommended that all wise-persons be concentrated at the Learning Center, so that

2

“whenever someone is interested in learning something, they just go to the Learning Center.”

3. Laokhao School

a.) In the past, local wise-persons taught subjects such as: making fermented and sour fish, using bamboo shoots, weaving, wetlands ecology, wetland animals, wetlands herbs, wetlands vegetables, and planting wetland potatoes. Currently, making coal from wood, and producing salt are the local wisdom subjects taught at Laokhao School.

b.) Usually, students are taught local wisdom for one hour on Wednesdays and two hours on Thursdays. Currently, local wisdom teachers are busy harvesting rice during harvesting season so local wisdom classes have decreased.

c.) According to Mrs. Nattaya Wangnoi, teachers and students at Laokhao School are “very interested in local music courses such as Isaan dance and local instruments.” Another teacher expressed interest in teaching students how to make fishing gear, and how to use plants for medicinal purposes. “Students know how to identify certain medicinal plants, but they do not know how to use them to make medicine. I think it is very important for them to learn this.” Wangnoi was concern that the Learning Center is very far from Laokhao School, and therefore it would be hard to transport students to the Learning Center. However, she seemed very excited about the idea of teaching local wisdom classes on weekends and holidays.

TAO

1. Deputy Donrad TAO

Sergeant Pote Suladnam, the TAO Deputy, respects the idea of the Learning Center. “The Learning Center is a perfect example of the Sufficiency Economy. The Learning Center is an important starting point for people to learn about the Kings policy,” he said. The Deputy liked that the Learning Center “supports agriculture without big investments, uses the way of the past, and educates community members about small scale projects.” He then further described how people today, “if people follow modern agriculture they will not be happy,” he said.

The TAO and The Learning Center do not currently work together, however, there are many opportunities for collaboration in the future. We discussed with the TAO various ways to become more involved with the Learning Center. According to Sergeant Pote Suladnam, “Local schools should support the Sufficiency Economy. Currently, the TAO is supporting local schools’ lunch budget, however we would like to see them move away from government support.” The idea of helping local schools start their own vegetable gardens and chicken houses in order to help them slowly shift from relying on government money to being more self sufficient. “That’s a great idea,” said Sergeant Pote Suladnam suggested that if the Learning Center ever

3

needed assistance from the TAO, Learning Center leaders should schedule a meeting, make a proposal about what they need, and present their ideas. In order to maintain clear communication, the TAO and Learning Center leaders should have meetings with one another. Additionally, the TAO is a great resource to help spread awareness about the Learning Center.

2. District of Nong Kae

Sayan Sridhram likes the idea of the Learning Center. “The concept of different parties coming together and working to solve problems is brilliant,” he said. The TAO has a number of different occupation groups such as: silk production, sewing, fermented fish production, frog raising, student groups, and adult education groups. The TAO has an occupation group in every village and supports each group with budget. “We do not have a lot of budget, and most of it is spent on sub-districts, HIV infected communities, elders, disabled people, and other expenses.”

The idea of the TAO collaborating with the Learning Center was presented. For example, coordinating TAO’s occupation groups at the Learning Center and helping spread awareness. The occupation groups could be used to educate younger generations about local wisdoms. Inviting the occupation groups to work at the Learning Center will allow them to grow, have a common venue to sell their goods, and also give back to the community by educating others.

Royal Irrigation Department (RID): Lower Mun Maintenance and Operation Project

We spoke with the Head of Engineering: Mr. Natthaset Thirawattanakorn

The RID has supported the Learning Center in a number of ways. For example, they provided and prepared the land, and provided electricity and other materials for construction. According to Mr. Natasaid, the head engineer of RID, “the Rasi Salai/Hua Na Learning Center will be the best.” “The fact that this Learning Center creates their own economy will make them strong. This Learning Center depends on the people, not the government. The Rasi Salai Hua Na Learning Center will be the best because it came from the people, “he said.

The Villagers

Rasi Salai and Hua Na Villagers are very enthusiastic about the idea of a Youth Center and the Learning Center. According to Paw Boonma Lumgon, passing knowledge from one generation to the next is very important. “We must educate our youth to love their own community. If the Youth Center does not exist our youth will not know anything,” he says. So far, the Villagers have proposed the following local wisdom subjects to be taught at the Youth Center: wetland ecology, wetland foods, wetland herbs, rice farming, water management, handicrafts, raising animals,

4

making compost, fishing techniques, constructing fishing gear, gardening, human rights, networking, and working as a group.

Educating students outside of the classroom environment provides many benefits for students. “There is a big difference between studying agriculture at a University and studying agriculture from an actual farmer,” says Paw Singha Chumroen, one of the leaders of the Learning Center. “Compared to a classroom, the Youth Center is a much better environment to learn in,” he says. “The local wise-people will not be teaching theories, rather teaching actually how to plant the seeds, harvest the plants, and then use the product as a source of food or income.” From the teachers to the students, the Learning Center will provide many different members of the community opportunities to learn from one another. “Whatever you have never seen, you will see here. Whatever you do not know, you will get to know here,” says Paw Singha Chumroen, about the Youth Center.

CIEE Students

In the United States, Youth Centers play a key role in the lives of adolescents. Educators in the United States use Youth Centers a way to help transition children from adolescence to adulthood. Adolescents involved in Youth Centers share experiences, develop knowledge and skills, and positively participate in community and social issues.

The Youth Center, at the Learning Center, will provide many benefits for the communities of Rasi Salai and Hua Na. It will allow younger generations to become more in touch with their culture, customs, and traditions. Additionally, the Youth Center will provide children with a place to meet other youth from different communities and learn from and inspire one another. The Youth Center will provide local wise-people from many different communities a place to come together and teach their own specific talents. “I think it’s a really special opportunity for youth to learn from adults that did not come from their own community. It will broaden their horizons and teach them things they may have never learned,” said Sam Ryals, a student from The United States.

5

Brainstorm Ideas:

This is a compilation of ideas for the Youth Center from community members, past and present students of CIEE, youth, teachers, and NGOs.

Stakeholders Meeting. A meeting for parents, teachers, principals, NGOs, youth, and villagers to talk about how they can participate and support the Youth Center. Someone who is knowledgeable about the Youth Center facilitates the meeting. The goal of the meeting is to build relationships, build a network of supporters, form a committee for the Youth Center, and to create, discuss a vision for the Youth Center.

Workshop for Local Teachers and Principals. Invite all local teachers to the Learning Center for a workshop on what the Youth Center is and how the Youth Center can support their students. This is an informational meeting for those who know little about the Youth or Learning Center. The participants discuss the importance of local wisdom and the role of the youth in the community and how, as a teacher, can they get students involved.

Youth Center Working Group. A small group of adults that are dedicated to coordinating and organizing events for the Youth Center. It is important to have a director as a contact person and organizer for the Youth Center to give schools and outsiders someone to contact with questions. A committee helps to provide consistency in the programming and events held with the Youth Center. It is beneficial for this group to meet and evaluate the progress of the Youth Center.

Survey/Consultations with Local Schools. To follow up on the research done for this proposal we recommend a more in depth assessment of how the schools can get involved right now with the Youth Center. The goal is to reach out to local schools and consult with them about how they could best utilize the Youth Center. This could be an actual order form with open-ended questions followed up with a verbal consultation or someone could directly talk to the schools about how they can get involved. Questions should include: Days available to travel to the Learning Center? Topics interested in? Problems with transportation? Etc.

Develop Local Wisdom Curriculum. Have a meeting with all of the wisepeople in the area to find out what they can teach at the Youth Center. This is a formal process where information about what they can teach is written and compiled in a concrete fashion. Lesson plans or a thorough summary of what each person can teach is important to gather in order to communicate what is available to local schools. (See Appendix B)

Wiseperson Directory. A compiled list of people, what they can teach, what days they are available and where they live.

Course Topics. Compile a complete list of topics.

6

o Human rightso Fishingo Weaving mats and fish netso Mushrooms growingo Gardening veggies and integrated agricultureo Raising chickens and fisho Wetlands ecologyo Compostingo Rice farming wetland styleo Water managemento Group formation and networkingo Herbs and wetland plantso Photographyo Music danceo Lawo Environmental preservationo Nie Hoi Buffalo school

Art and Music. The local schools and students are very interested in the arts. Perhaps offering a variety of courses and a competition could be a way to attract youth. Example activity: a mural that everyone contributes to.

Music Event. Many of the schools have Isaan music programs. A music event is a way to get a variety of schools together periodically to play their traditional instruments together. There could be a big concert, or a competition between individuals or schools.

Parent Involvement. It is important to include parents in the education of youth. Some ideas for parent involvement include joint parent and youth classes, a show or a fair for the youth to present their work, parents guest teach a course, community meetings held at the Learning Center show the importance of the Learning and Youth Centers, and while advertising the Youth Center inviting the parents to join. Parent involvement is important so they become more invested in the movement and their involvement helps to create a deeper understanding of the issues as the conversation is continued at home.

Youth and CIEE. The youth spend a night with each other at the Learning Center in order to get to know one another and bond before meeting with CIEE students. CIEE students visit the Learning Center to spend time with the youth. All of the students begin with games to get to know one another. Later the students participate in a local wisdom activity together. Other ideas for activities include an English activity, photography workshop, and a gardening activity.

7

Learning Center Network. A network of learning centers in the region. The goal of this network is to exchange information, ideas and strategies for success. It will be recommended that CIEE invites representatives from other learning centers to exchanges. Networks help with the following:

o Accelerate professional growtho Accelerate the transmission of good or new ideaso Enhance participants’ confidence to try new approaches and to act boldlyo Accelerate the formation of joint programso Help pinpoint issues, obstacles, and opportunities within the movemento Strengthen the movement

Establish Gardening Programs at the Local Schools. Work with the TAO and local schools to establish gardens on the property of the schools. The schools could use the produce as ingredients in the lunches or the students could run a stand that sells the vegetables at a market. The Youth Center provides trainings on how to garden, support a garden club or agriculture class for students. Students learn at the Youth Center and take the knowledge back to their schools.

Internship Program with Universities and High Schools. Interns can be very valuable with added help and insight, but it is also a way to invest in the youth by giving them the experience of working with the Youth Center. Possible ideas include connecting with Sisaket Rajaphat University, Ubon Ratchathani University and interested students (possibly the Crazy English Club). CIEE contacting Rasi Salai/Hua Na students at KKU. Involve Dao Din or other university students. A mentorship between older and younger students in the area is valuable in building relationships, a way to keep older youth involved, and build interest in community issues.

Holiday and Weekend Programs or Events. This is a chance to take advantage of the time that students have off of school to provide longer or full day programs and classes. There could be occasional programming on the weekends or one class offered each weekend on a different subject from a different wise-person. This is a way to get youth and parents both involved by providing joint activities or holding activities before or after community meetings. (See Appendix C).

Youth Center Building. The Youth Center will include a lounge with resources such as cameras, arts and crafts materials, books, information on health and nutrition, multimedia, movies, and games. There will be space for youth to interact with tutors and mentors; these individuals can even be older youth helping younger ones with homework and acting as role models. Also, elders of the community, future CIEE students, and the youth themselves can conduct workshops in the youth center. Most importantly, the youth will have the freedom to adjust the center and develop it as they wish so long as it fulfills the Learning Center’s goals. Also a place to display the artwork the youth creates.

8

Local Business Involvement. Collaborate with local businesses to support the Youth Center. Local businesses sell products that the youth make in order to raise money and spread awareness of the Youth Center. A student run shop at the Learning Center that is open during events. This is a chance for the students to learn marketing and advertisement skills.

Youth Camp Week (eco-week). Students stay at the Learning Center for 3-6 days and participate in a variety of activities. The length and activities depend on the age group. This is a chance for the students to camp and learn about a wide variety of local wisdom from many teachers. In the United States many schools hold multi-day camps that include cultural, environmental and group building activities with the entire grade, not just a single class, it is a great way to get the schools involved and expose all students to local wisdom. If possible it could be aligned with a holiday or break. Multiple schools would attend in order for students to interact with neighbors. (See Appendix D).

Variety. The Youth Center provides a variety of activities that extend out of local wisdom, but still benefit the community. (ex. Media workshops).

TAO and Occupation Group Collaboration. Occupation groups sponsor an event for the youth.

Email Address. Specifically for the Youth Center with the goal of the coordinating group receiving the emails directly.

Facebook Group. A good way to advertise, keep youth up to date and notified. (http://www.facebook.com/pages/na-hnxng-bng-Na-Nong-Bong-Village/123215757741469?v=wall)

Website. This is a good way to advertise and gain support from a larger community. A potential way to receive funding through donations.

Promotional Video. A short piece on the Youth Center that could be used to explain the center to schools and interested parties. Also a way to encourage future students. Could be displayed on the website. Utilize the youth working with the citizen’s news.

Wikipedia Page. A public place to compile information and the history of the Youth Center.

9

Appendix A: Youth Centers.

US Organizations:

Highlander:

Our goal is to help these leaders examine institutionalized sources of ageism within their organizations, implement intergenerational models of work that honor and sustain youth power and leadership, and create youth-led organizations that can speak directly for youth on the issues that concern them.

Movement-building on the left has suffered from this lack of multi-generational shared-leadership organizing models.

http://www.highlandercenter.org/p-seeds-of-fire.asp

Example of youth camp at Highlander:

The camp offers a unique week of summer fun and self-discovery for campers 7 through 12 years of age. It also serves as a catalyst in encouraging our young campers to choose a life of social justice activism.

http://www.highlandercenter.org/p-kidscamp.asp

Our School at Blair Grocery:

“Our School at Blair Grocery is creating a resource rich safe space for youth empowerment and sustainable community development,” says Turner. “We must have safe spaces for youth to take risks to transform themselves. We must increase their overall literacy by building skills, abilities and confidence including their sense of efficacy: they must know how to access resources that build stronger communities and they must recognize themselves as valued participants in community building efforts. We must bring youth to the table with a developed and articulate vision of their own creation to act as agents of social change. We must understand that anyone who is not speaking to the youth in our community is not truly speaking to our community.”

School at Blair Grocery Initiatives: Maintaining a student-led urban micro farm complete with vegetable gardens,

composting, and farm animals Hosting weekly neighborhood farmer’s markets featuring produce from local

growers and the students’ own community garden Taking part in the Build Our Village Program where students learn the theory as

well as the practical aspects of home building and construction Providing an Afternoon Activity Center for neighborhood children to participate

in outdoor activities, street beautification, and art projects

10

Offering educational classes such as Food Justice, New Orleans History, Urban Communities, and Public Health

http://www.theneworleansinstitute.org/reports/detail/46/School-at-Blair-Grocery

Innovation Center:

Youth leadership occurs when young people, by giving of themselves - their energy, gifts, and beliefs - inspire and propel others to action for the common good.  The Innovation Center brings a social justice vision to youth leadership development. We design and promote a collaborative approach that prepares young people to provide leadership for positive change in organizations and civic life. This dynamic new approach, collective leadership, is quickly gaining appreciation throughout the field. We offer practical tools, training, and consulting services to help foundations, organizations, young people and adults develop leadership abilities rooted in their own values, goals, and skills.

http://www.theinnovationcenter.org/what-we-do/youth-leadership

Campfire USA:

Philosophy There are five essential elements that form the Camp Fire philosophy, all derived from the Camp Fire mission.

We are youth-centered. Whether it is determining the program content or activities Camp Fire youth take an active role in programs, enabling them to become better leaders.

We engage the entire family in fun and outcome-rich activities. Since youth live in families and the larger communities Camp Fire USA's programs are designed to include the whole family in whatever form the family takes. This makes Camp Fire unique, because it offers an opportunity for the entire family to belong and join together in fun and enrichment.

We are welcoming and inclusive. Regardless of race, religion, socioeconomic status, disability, sexual orientation or other aspect of diversity, any child, youth or adult may join Camp Fire.

We build youth and adult partnerships. Camp Fire USA programs are about doing "with" youth, not about delivering "to" youth, forming a partnership between youth and adults.

We provide service to others. From the time of the Gulicks Camp Fire USA has been known as a service organization, which is still true today. Councils provide programs that are responsive to the needs of their community.

http://www.campfireusa.org/

11

Appendix B: Local Wisdom Curriculum.

Potential resources: Laow Cow School has developed several course curriculum in the subjects of Wetlands ecology herbs and vegetables, weaving, plating potatoes, charcoal, and salt production.

Example of a written curriculum:

12

Appendix C: Holiday and Weekend programs.

Khon Kaen Educational Initiative (KKEI) seeks to help students and teachers find alternative, hands-on educational practices and reconnect local schools with their surrounding communities. KKEI is trying to break the mold of standardized formal education by implementing a curriculum that emphasizes the process of learning through the development of creative lesson plans that integrate English into other subjects and gives students the skills and interest to learn outside the classroom.

Contact Information:

Amphur MuangKhon Kaen 40000THAILANDFax: 66-43-347922Tel 1: 66-85-7396293Tel 2: 66-87-9959170

http://KhonKaenInitiative@gmail.com

13

Appendix D: Youth Camp Week.

This is an example of a day during a youth camp.

6:30 a.m.  Wake up! Counselors prepare for the day and ready their small group of students.

8:00 a.m. Breakfast

9:00 Lessons: Cycles and Resource lessons. The Cycles lesson focuses on natural cycles such as water, soil, and nutrients. The Resources lesson focuses on how plants, animals, and humans get the resources they need to survive.

noon Lunch: At all meals, counselors sit with the students and engage in conversations. At the end of each meal, we announce the daily duty assignments for the small groups. Daily duties help to creating a sense of community.

2:00 p.m. Then and Now: Students learn about resources needed for survival in the past by experiencing traditional life in a hands-on way. Counselors teach this entire lesson to all learning groups.

4:00 Solo Spots: This is a time to rest and reflect on the day.

4:30 Choice Time Activities: Counselors supervise students in recreational activities and games.

5:30 Dinner

7:00 Hoedown: The hoedown is not a dance! It's a social gathering with the collective movement of arms and legs in a coordinated fashion set to music.

8:15 Campfire: A time to share stores and talents.

9:00 Cabin Time: Get ready for bed.

10:00  Lights Out!

14