Wednesday, July 1, 2009

Helena, Lotten, Sune, Cia and Aklilu

Dear Helena, Lotten, Cia, Sune and Aklilu

It is heart warming to be in Sweden on a bridge building seminar. I and Steve from Budondo village arrived in Gothenburg on 30th May for an intercultural seminar.

The intercultural seminar brought people from different countries and institutions, who are interested in networking and finding in between common things to talk about and build bridges for networking. I have met people who work in solar and biogas development, people who have experimented in creating sustainable alternative villages, found people having same ideals as ours in Budondo and who will form the bulk of the network. We are developing blogs for Budondo where you will be able to get our updates.On 31st we traveled to Ed where we help workshops the first 3 days. Then we came to Trollhattan and visited the Film Vast centre and the docks built in 1800, 1844 and 1916. The centre of seminars was University West and it was a wonderful experience. I am doing the translations to the 'Mi' film shot in Budondo, then we shall have more meetings at the university to deal with many other things in waiting.We flew back home on 10th June.I thank whoever cared to know us and work with us. Thank you so much, you gave us a beginning. We make mistakes on the way, but they are not intentional and we find ourselves having been face to face with them. These have become part of the process and we have learnt to evaluate ourselves and build on the shortcomings.

Below is an update of Budondo center:
We set up an intercultural learning center on Budondo village. We are trying to create an alternative villege, where we have biogas, solar energi, tree planting and food growing as some of the programs. Since your visits in 2005 and 2006, we have had more people visiting Budondo to see what we are doing: Asa Peterson from Sweden in December 2006 who came to see how Dramatool ICT was working in a rural village, Brad Stoller and Mecca Burns from the USA in July 2007 who shared with youths skills and methods of using The Theatre of The Oppressed, Eleonor and Sara students of education at University West in Gothenburg came to do field work at Budondo school in September and October 2008,Ase, Lars and Lennarth teachers at University West visited our center in January 2009 and Lena, Lisa and Angelica students of education at the University of Gothenburg had fieldwork at Budondo school in April 2009. All these visits have encouraged learning at Budondo school. Many items for games, footballs, pencils, colors, books have been donated to the school. The children have had pen pals in between these interactions.

We have come up with the idea of a community library and computer lab where the youths and teachers can come and learn how to use the computer, and read books. I would like to enable them network with the outside world through the Dramatool.org and other networks. We have received many books to this effect. The village football and netball teams also got a life line when they got balls. We are now finding ways of getting solar panels to get energi for lighting and computer. It will then be possible to install internet on the village. We are also developing a film program on the village; we want to use film as another alternative in communicating between peoples of different cultures and languages. I have set up a studio for actors for the children and youth theatre groups. They gather during holidays to learn acting skills, play making along other things like morals, family and community values. I also discuss with them life skills, climate change, therelationship and differences between the individ and material things.


mukisa

Budondo Intercultural Center (Bi Center)

Bi Center

The first two weeks of June 2009 I participated in an Intercultural seminar at Ed and University West. The seminar was so successful that I was inspired to have a general design for Budondo center, as a starting point to have vision on how to put into practice the shared experiences. Below is the summary

Introduction:
Budondo Intercultural Center (Bi Center) is located on Budondo village 18 km from Iganga town in eastern Uganda which is 28km from Jinja on the Nile. The village has a population of about 10,000 people with 1 primary school, no secondary school, no healthy center. There is no electricity and people collect water from wells. The people use paraffin candles for lighting and cut down trees to get firewood for cooking. Many children used to drop out of school at the age of 13-15 years due to parents being ignorant about the value of education.

Girls suffered a lot due to teen age pregnancies and early forced marriages. Families are large and the population still increasing, yet the people do not trust the family Planning methods in place because those who tried them have fallen in big healthy problems. People used to get their income out of coffee and maize harvests but coffee wilts have destroyed many coffee trees. Because of the endless cultivation of the same plots of land, maize yields have fallen. People resorted to growing sugar canes, which require large portions of land and as a result food out put has fallen. Though the government has introduced the Universal Primary Education in schools, many boys are laborers, harvesting sugar cane instead of attending school. There are more girls attending school than boys.

3 things inspired me to try to do something for my village, and they have always been at the back of my mine:
a) My mother divorced my father when I was 3 years old and the subsequent years under step mums didn’t make me enjoy my childhood. I want to wage campaign against women and child abuse to preserve the family unit.
b) Between 1989-1995 I was on a study scholarship in the former USSR. By the time I was so poor that I couldn’t leave any money with my wife and children, yet my wife was not working. When I came back in 1995, I found my wife and children healthy. My village had assumed the responsibilities of a community and looked after my family, providing necessities where possible.
c) On coming back from the former USSR I was saddened to find that my children had not gone to school for 6 years since my wife didn’t have money to pay for school fees.

Entry point:
In 2000 a guardians committee was put in place to select, guide and nurture 68 children and youths on the village. These were school dropouts, some of them were married, some girls had produced babies while still living with their parents. Others were orphans and those from extremely poor families. With them I formed a theatre group through which they were educated and sensitized, along side the community, about HIV/AIDS, value of education, adolescent reproductive health, formation and management of small scale economic projects, leadership and democracy among others. They learnt acting skills, play making and production techniques and we used themes from the village. Our rehearsals and performances took place under trees, market places and school play grounds, where everyone was free to watch and appreciate.

Confidence building:
The 68 children and youths in the theatre group were born and grew up on the rural village. The majority had never been to town, never seen a TV or computer and lacked confidence in themselves. I planned various ways through which to build their confidence: the open-air rehearsals and performances in communities, performances in different theatre festivals in Uganda and also Kenya, Tanzania and Sweden.

I also lobbied for different professionals to visit the group. These came from Makerere University and theatre organizations in Uganda, Kenya and Tanzania as well as from New Zealand, the UK, Sweden and the USA. They held seminars and workshops with the group and interacted with the community.

Formation of the intercultural study group:
Out of various experiences, the intercultural learning and entrepreneurship study group was formed. Meetings and workshops are held to discuss course study material, food security, climate change, alternative energy for lighting and cooking, government and NGO programs among others. We have started a community library and computer lab.

Projects started:
Dramatool, Charllotsville-Budondo village project, Viskjors-Budondo project, e-twinning project, Children and youth Theatre Studio.

Programs planned:
Social Center; (to house theatre, cinema and TV halls for shows, discussions and interaction, computer lab, library, secretarial services, clinic, restaurant)

Vocational school; (to teach project planning and management, agribusiness, intercultural learning and entrepreneurship, sustainable energy technology from renewablesources)

Guest House

Volunteers; (in various field)

International Experience

mukisa

Tuesday, June 9, 2009

Reflections from 5th of June

Notes from June 5 2009

Embody to learn. This means observe how it works and feels. Test, observe, reflect – a learning cycle. Scientific process just like natural science – this is cultural and spiritual science.

Philosophy -> Process -> Context

We are representatives of alternative futures

Why? Spirit; What? Technology and Science: How? Arts & Prout

Social banks can create opportunities for individual and social improvement.
Question is how to define capital:

Ø Financial
Ø Human/social
Ø Natural
Ø Spiritual

Redefine purpose of banks for profit or empowerment?

Money as energy – a medium for service; must be a currency of love. This way it builds relationship rather than, as it currently does, weakening relationship. Money must build trust in communities rather than break it.

Ecology – ecos = home

Progress or regress? Must remember that consciousness is born of choice

We are on a journey – collective caravan of souls and cultures

Sentiments forge identity. We need to build universal sentiment to foster intercultural identity. See cultures as resources for a universal human society of animate and inanimate universe.

Work towards economic democracy

Sustainability is about balance – inner, outer, and intra

Intercultural entrepreneurship is about the intra – imagination an intercultural resource that expands categories of the possible. Thus the intercultural entrepreneur becomes a shaman, charting the inbetween.

The shaman can reframe Value. Develop a pedagogy supportive of economic democracy. This is a pedagogy that dances between the heart and the head (sentiment and intellect) and between individual and society (agency and structure).

Traversing the inbetween:

Transcendental → Transdisciplinary → Transformation



Thoughts for next year

Have two students in each session whose task is to sum the session up for the collective at a later time.
Have a one day Futures day at the beginning of the session
Have students who are dedicated filmers who have an assessment mark attached to their constructing accounts of session themes
Track tasks between this session (2009-2010) and the next: the relationship between Dada’s CNS and Academy; Bima’s ‘school’; a publication by Eddy and Marcus; accounts from Africa and Bolivia
International course visitors run sessions on how they enact intercultural encounters
Jan Erik & Per both give overviews of their journeys with intercultural education
Invite African attendees to make suggestions for next event
Juma running a seminar on humour
Poetry and Music
Music and Visual Arts – traveling exhibition, SI founding? Sculpture, Media, Short films – intercultural work
Students to make database on alternative energy and other sustainable initiatives entrepreneurship
What is this intercultural pedagogy? Alternative Educational Futures – focus on SD (buy Alternative Educational Futures as a PDF)
Broader issues relating to the course, ie inter related units that bring depth to practice: History and Future, Reflections on Philosophy, Pragmatism (comparing to descriptions and understanding of different Philosophic traditions) reflective and supporting the activities
Balancing the prepared workstructure with Emerging Activities in the In between Playground.

Seminars over, communications continues

Hi everybody, here we are me and Mercy and Steve trying to learn how to operate this blog. To start with we will add some photos from seminar captured by Lennarth.

http://picasaweb.google.com/lennarth.bernhardsson/InterculturalEd2009#

to be continued

Wednesday, May 20, 2009

Rough Programme for Thursday -who will be presenting










  • Programme Thursday 4th of June
    It will take place in Trollhättan city, University West the Kreativa Centrum.
    - a playground for intercultural communication in-between an exploration of collaborative playgrounds in relation to sustainability music film drama teddybears and

YOU are the content
We will run parallel groups and we aim at a creative chaos. Music, films, installations, collaborative artshow and TEDDYbears and...
If You are presenting and would like to add more information about Your topic or about You please Do so here at our blog.

Events of Thursday Intercultural Communication
*Mwangozi a story about a Budondogirl, filmed and produced by Ellinor Johansson and Sara Hagelin and written and directed by Mukisa Bernard Budondo Uganda
*Marcus Bussey, Australia On the Shaman and Microvita: dancing the inbetween in globalising playground. Reflections on Agency – the Individual and Collective dimensions – Dialogue between Vitruvian Man and Nataraj
* Eddy Nehls , Sweden Deleuze, Culture and becomings
* Maj Asplund Carlsson On Carnival and Play
*Jonah; telling stories inbetween a cooperation between students at the mediadepartment at University West and the department for music dance and drama Makerere University Uganda * Mercy Mirembe Ntangaare; Practical Drama Experience from Uganda.
* Ways to tell a story; between content and technology Lars Dahlqvist filmproducerprogramme Univ west
*Creating meaning together webtools for collaborative intercultural learning- an Andine experience Jan-Erik Perneman Lennarth Bernhardsson Leonel Ceruto Kawsay Pluriversity Bolivia
*A critical intercultural course in-between; a project between Manchester Metropolitan University and Univ West, Kurt Wicke
*Intercultural Student democracy; a course in Sweden/ Ukraine Ulla Norgren
· Juma Bakari head of Bagamoyo College of Arts. Tanzania
· Childrens Voice; advocating a childs perspective in Tanzanian film. Dennis Chimbalambala
· Yoga Dancing – spiritual aesthetics Dadaji Shambhushivananda, Indien
· Tommy Petterson Artist Designer Tranemo, Rooms for Creativity , Installations
· Per Lundberg, University West Perspectives on Intercultural competence
· Pernilla Josefsson University West facebook2.0
· Caroline Lindholm , Images, Form and Intercultural Learning
Music in various forms that will interfere with programme
· Vrat na vrat: kletzmer inspired
· baby/jesus plays on almost everything





Leonel Ceruto from Kawsay Pluriversity, Bolivia

Collaboration in action

Tuesday, May 19, 2009

More about participants. Mer om Deltagarna

Här får du gärna skriva mer om dig själv, på det språk du vill.

Here is some room for writing a few lines about Yourself