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SOCIAL CHANGE AGENTS & COMMUNITY DEVELOPMENT PROJECTS ON THE TIBETAN PLATEAU

SOCIAL CHANGE AGENTS & COMMUNITY DEVELOPMENT PROJECTS ON THE TIBETAN PLATEAU . Fulbright-Hays Summer Seminar in China 2006. Prepared by Karen Krause. OUTLINE OF CONTENT. INTRODUCTION TO SOCIAL CHANGE AND COMMUNITY DEVELOPMENT SOCIAL ENTRPRENUERS

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SOCIAL CHANGE AGENTS & COMMUNITY DEVELOPMENT PROJECTS ON THE TIBETAN PLATEAU

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  1. SOCIAL CHANGE AGENTS & COMMUNITY DEVELOPMENT PROJECTS ON THE TIBETAN PLATEAU

  2. Fulbright-Hays Summer Seminar in China 2006 Prepared by Karen Krause

  3. OUTLINE OF CONTENT • INTRODUCTION TO SOCIAL CHANGE AND COMMUNITY DEVELOPMENT • SOCIAL ENTRPRENUERS • QINGHAI NORMAL UNIVERSITY – STUDENT COMMUNITY DEVELOPMENT PROJECTS • SHEM – TIBETAN WOMEN’S GROUP & COMMUNITY DEVELOPMENT

  4. OUTLINE(CONTINUED) EXERCISE TO LEARN ABOUT SOCIAL CHANGE • Community Development Projects • Change Agents/Social Entrepreneurs • Identifying and Examining Community Social Needs WEB LINKS

  5. SOCIAL CHANGE • IN TRADITIONAL SOCIETIES, CHANGE OCCURS SLOWLY. • FAMILY AND COMMUNITY TRADITIONS USUALLY SPAN MANY GENERATIONS. • AS SOCIETIES MODERNIZE, SOCIAL CHANGE ACCELERATES.

  6. CAUSES OF SOCIAL CHANGE • POPULATION AND ENVIRONMENTAL PRESSURES • CULTURAL INNOVATION • INTRODUCTION OF NEW TECHNOLOGIES AND CULTURAL PRACTICES • PLANNED CHANGES • SOCIAL ENTREPRENEURS

  7. FOCUS:PLANNED SOCAL CHANGE • The Sociological Tradition • Applied Sociology • Social Entrepreneurs • Qinghai Province PRC • Shem Women’s Group

  8. SOCIAL CHANGE: • THE FIRST SOCIOLOGISTS ENVISIONED USING SOCIOLOGY TO BUILD A BETTER WORLD. • FROM THE BEGINNINGS IN THE EARLY 19TH CENTURY, SOCIOLOGISTS SUCH AS COMTE WANTED TO APPLY SOCIOLOGICAL UNDERSTANDING TO SOLVING SOCIAL PROBLEMS.

  9. APPLYING SOCIOLOGYEARLY SOCIOLOGISTS • KARL MARX FOCUSED ON TRANSFORMING THE SYSTEM OF STRUCTURED INEQUALITY IN INDUSTRIAL SOCIETIES. • DURKHEIM ADVOCATED FOR EDUCATIONAL REFORMS

  10. SOCIOLOGISTS IN THE UNITED STATES • CHICAGO SCHOOL – FOCUSED THEIR RESEARCH ON THE NEIGHBORHOODS OF CHICAGO AND ESTABLISHING A PROGRAM OF PLANNED SOCIAL CHANGE. • JANE ADDAMS ESTABLISHED HULL HOUSE, A SETTLEMENT HOUSE TO SERVE THE POOR IN CHICAGO NEIGHBORHOOD

  11. SOCIOLOGISTS IN THEUNITED STATES • W.E.B. DU BOIS CREATED THE FIRST SOCIOLOGICAL LABORATORY AT ATLANTA UNIVERSITY IN 1897 TO SERVE THE POOR AFRICAN AMERICAN COMMUNITY IN THAT AREA.

  12. SOCIOLOGISTS IN THEUNITED STATES • C.W. MILLS, IN HIS BOOK, “THE SOCIOLOGICAL IMAGINATION,” HE CHALLENGED SOCIOLOGISTS TO EXAMINE THE LINK BETWEEN PERSONAL PROBLEMS AND SOCIAL ISSUES AND TO DEVELOP NEW SOCIAL FORMS TO ALLEVIATE INDIVIDUAL PROBLEMS.

  13. APPLIED SOCIOLOGY &SOCIOLOGICAL PRACTICE • APPLICATION OF SOCIOLOGICAL THEORY AND RESEARCH TO CREATE SOCIAL CHANGE AT THE: • MICRO LEVEL: PROGRAMS DEVELOPED TO AFFECT INDIVIDUALS IN COMMUNITIES. • MACRO LEVEL: PROGRAMS DESIGNED TO AFFECT SOCIAL POLICY

  14. SOCIAL ENTREPRENEURS • IDENTIFIES AND SOLVES SOCIAL PROBLEMS. • ACT AS CHANGE AGENTS FOR SOCIETY. • DEVELOPS SOLUTIONS THAT CREATE SOCIAL VALUE. • EXAMPLE: MUHAMMAD YUNUS GRAMEEN BANK IN BANGLADESH

  15. GRAMEEN BANKMICRO-FINANCE PROGRAM • BANK THAT MAKES LOANS ONLY TO POOR PEOPLE, MOSTLY WOMEN. • STARTED BY ONE MAN GIVING SMALL LOANS TO VILLAGERS. • TODAY THE PROGRAM REACHES 12 MILLION HOUSEHOLDS AND HAS 5.5 MILLION BORROWERS AND HAS LENT OVER $5 BILLION.

  16. SOCIAL ENTREPRENEURS • THEIR WORK GROWS OUT OF DIRECT CONTACT WITH PEOPLE WHO NEED ASSISTANCE. • HISTORICAL TREND: GREAT INCREASE IN SOCIAL ENTREPRENEURS SINCE THE 1990s.

  17. SOCIAL CHANGE AGENT KEVIN STUART QINGHAI NORMAL UNIVERSITY

  18. CHANGE AGENT :KEVIN STUART • INNOVATIVE EDUCATIONAL PROGRAM IN THE NATIONALITIES DEPARTMENT IN QINGHAI NORMAL UNIVERSITY • ADDRESS THE PROBLEMS OF: • LEVEL OF EDUCATIONAL ATTAINMENT AMONG ETHNIC MINORITIES BELOW THE NATIONAL AVERAGE. • NEED FOR TRAINING IN ENGLISH AS A THIRD LANGUAGE.

  19. DAZHUAN LEVEL ENGLISH PROGRAM • RECRUITMENT OF OUTSTANDING STUDENTS FROM MIDDLE SCHOOLS AND TEACHER TRAINING COLLEGES IN GANSU, QINGHAI, SICHUAN, THE TIBETAN REGION OF YUNNAN PROVINCE AND THE TIBET AUTONOMOUS REGION. • STUDENTS HAVE 30 HOURS OF INSTRUCTION PER WEEK, 12 – 14 HOURS IN ENGLISH. • IN LESS THAN TWO YEARS ARE READING ENGLISH CLASSICS (OLD MAN & THE SEA)

  20. GRASSROOTS SUSTAINABLE DEVELOPMENT PROJECTS • IN ADDITION TO LEARNING ENGLISH, STUDENTS HAVE THE OPPORTUNITY TO LEARN HOW TO DESIGN AND IMPLEMENT SMALL-SCALE GRASSROOTS SUSTAINABLE DEVELOPMENT PROJECTS FOR THEIR LOCAL COMMUNITIES.

  21. PROJECT DEVELOPMENT TRAINING • WRITING PROJECT PROPOSALS • APPLYING FOR FUNDING FOR PROJECTS • MONITORING AND MANAGING PROJECT FINANCES • WRITE REPORTS EVALUATING PROJECTS

  22. PROJECTS • BUILD VILLAGE SCHOOLS • IMPLEMENT WATER PROJECTS • PROVIDE SOLAR COOKERS TO RURAL HOUSEHOLDS IN THE PROCESS OF LEANING ENGLISH,STUDENTS ARE IMPLEMENTING PROJECTS TO BENEFIT THEIR COMMUNITIES.

  23. DEVELOPMENTAL PROJECTS ON THE TIBETAN PLATEAU • SOME OF THE PROJECTS CONDUCTED BY STUDENTS IN KEVIN STUART’S CLASS: • GREGORY • LUKE • ZACHARERY • KIMBERLY

  24. XIRE ( GREGORY) XIREJIANCUO Comes from a small Tibetan village called Sa dkyil in Tongren County, Huangnan Tibetan Autonomous Prefecture, Qinghai Province PRC

  25. Gregory • In 1999, he was one of five students chosen to study English at Qinghai Normal University. • While learning English, he also learned about development work and the possibilities for development programs in his home village and nearby communities.

  26. Gregory’s First Project • Mountain God Temple in Sa dkyil village. • Gregory secured a $11,000 grant from the Bridge Fund for restoring the temple.

  27. RESTORATION OF MOUNTAIN GOD TEMPLE IN REBGONG

  28. Sa dkyl Village Temple Project Supported

  29. PROJECT: PROVIDE BEDDING FOR BOARDING SCHOOL

  30. Gregory Giving Bedding to Student

  31. Gregory’s Current Project:Kaji Rima Primary School Project Kajia Rima Village, Madpa Townshi Tongren County, Huangnan Tibetan Autonomous Prefecture, Qinghai Province, PRC

  32. Kaji Rima Primary School Project • Poor and remote village that wants an education for their children. • 95 % of villagers are illiterate. • Village of twenty-two households. • 30 kilometers from Tongren town. • Must travel by foot for 4 hours on winding treacherous path to reach the village. • Situated on top of a mountain.

  33. Kaji Rima School Project Potential Benefits: • The school will have a room for grades 1-2 and a second room for grade 3. • Students will be taught Tibetan, Chinese, and math in Tibetan. • Twenty students (males and females) will have an opportunity to receive an education. • With education, poverty will be reduced.

  34. Nomadic kids reciting books on the grasslands

  35. Luke(Mr.Caihera Dorji) “Rural Village Develop-ment Projects”

  36. GERMAN EMBASSY (BEIJING) TIBETAN VILLAGE IRRIGATION PROJECT • ZHURMER NANG VILLAGE, QINGHAI PROVINCE, PRC. • CONCRETE-STONE IRRIGATION DITCH. • PROBLEMS SOLVED: • NO MORE TIME LOST FIXING BROKEN SYSTEM. • LARGER CROP YIELDS & MORE INCOME • LESS EROSION OF LAND FROM WATER

  37. LUKE • LUKE IS CURRENTLY SEEKING FUNDING FOR SEVEN PROJECTS (SIX RUNNING WATER PROJECTS AND ONE SCHOOL PROJECT).

  38. Social Change Agent: Zachary(Mr. Dawa Tenzin)“The Namyi: Language Cultural Preservation”

  39. CULTURAL PRESERVATION PROJECTS • STUDENTS ARE ENCOURAGED TO GET INVOLVED IN CULTURAL PRESERVATION PROJECTS: • FOLKLORE COLLECTION IN AUDIO AND VIDEO FORMATS. • TRANSCRIPTION OF MATERIAL IN TIBETAN WITH IPA(INTERNATIONAL PHONETIC ALPHABET) AND TRANSLATION INTO ENGLISH.

  40. Social Change Agent-Britney(Ms. Dawa Zhoma)“Endangered Tibetan Music Project”

  41. FOR MORE INFORMATION • DEVELOPMENT PROJECTS: http://iris.lib.virginia.edu/tibet/community/commdev.html ENGLISH PROGRAM: http://iris.lib.virginia.edu/tibet/education/english/EnglishTrainingForTibetans.pdf TIBETAN-FRIENDLY ENGLISH TEACHING MATERIAL: http://iris.lib.virginia.edu/tibet/xml/showEssay.php?xml=/education/english/index.xml&m=print

  42. Social Change Agents SHEM WOMEN’S GROUP

  43. SHEMWomen’s Group • Focus on the empowerment of Tibetan women and their communities through grassroots development. • Trains young, educated women to design, implement, and manage sustainable grassroots development projects that will address needs for water, fuel, and education in their home communities.

  44. Most Projects are Designed to Directly Benefit Women • Reason for this focus: • Knowledge: As women, Shem members have first hand knowledge of the needs for women in impoverished villages. • Women’s Roles: Women’s lives are greatly impacted by limited access to clean water, electricity, health care and education. Projects are designed to provide women with more free time, better health and safer access to water and fuel. • Challenging Traditional Attitudes: Shem members serve as positive role models demonstrating the importance of education for women.

  45. HOW “SHEM” GOT STARTED • After hours course in Gender Studies taught by Michelle Kleisath – raised student’s awareness about women’s roles. • Discussion of gender specific concerns lead to motivation to move forward to help women through small scale development projects. • At student’s request. Michelle designed a development skills training class.

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