Fair Trade Learning - a strategy for reciprocity

Fair Trade Learning – a strategy for reciprocity Facebook: /globalsl.org Twi-er: @buildingbeMerw Email Updates: globalsl.org

Eric Hartman | Cynthia Toms Smedley | Nora Pillard Reynolds | Jessica Evert

IARSLCE | New Orleans, Louisiana | September 30, 2014

HOUSE OTHER Camp | Jamaica Youth M Summer COLLECTIVE| JAMAICA

FAIR TRADE LEARNING| JAMAICA

THE AMIZADE/JAMAICA MODEL

• Sugar industry collapses; • Community needs to reinvent itself; • Creates tradiVonal study abroad program, but compromises the morals of the community; • 12 years ago, the community creates innovaVve partnership with Amizade; • Women manage homestays, return 10 -­‐ 25% into community pot, then vote on how to use funds; • Hundreds of thousands of dollars have now been injected into the community.

THE TREND – Amizade’s view A few years ago, we started noVcing two simultaneous trends: 1. Large for-­‐profit companies began creaVng global service-­‐ learning programs.

2. Our communiVes began demanding more professional development opportuniVes. • STUDENTS: “I had an incredible experience, and my life has changed, but I fear that my experience was greater than those who hosted me.”

• COMMUNITIES: “We love hosVng students, but would prefer some professional development opportuniVes, just as the students gain.”

Fair Trade Learning • • • • • • • •

Dual Purposes: Community & Student Outcomes Community Voice and Direction Commitment and Sustainability Transparency Environmental Sustainability, Footprint Reduction Economic Sustainability Deliberate Diversity, Intercultural Contact, and ReDlection Global Community Building

ONE 4 ONE AUDITING: CLEAN WATER Water Projects | Brazil AND HEALTHCARE PROJECTS| BRAZIL

GLOBAL DEVELOPMENT THROUGH INTERNATIONAL VOLUNTEERISM AND SERVICE-­‐LEARNING

2.5 LocaL Sourcing Students, Entering, Community,

Family, Member, Benefit, (clothes;, school).,

The%Economic%Circle%% of%Interna6onal% Service*Learning%and% Volunteerism%% (Toms%Smedley,%2013)%

Women/ Homestay, Mother,

Local, Economy, (markets;, tourism).,

Home% Improve* ment%

,,,

Student, Comfort,

1. Families are wise business entrepreneurs 2. Homestays as Sustainable Livelihoods 3. Adaptive Strategies

Community & student Preparation 2.2 Community preparaVon • Family training sessions • CommuniVes did not disVnguish between programs and credit-­‐bearing versus non-­‐credit bearing

3.2 Student preparaVon. • Whose job is it? Homestay coordinator, In-­‐country placement agency, college partner?

Water for Waslala

Water for Waslala

• Which hat?

• If you don’t tell your story, someone else will…

• Key characterisVcs of this partnership • FTL standards – examples and tensions

WfW has helped over 3,400 Waslalans to date Projects for roughly 75% of all beneDiciaries are still functional today # of beneficiaries 100

Represent failed projects that are no longer providing clean water today for various economic, political or social reasons

Total # of beneficiaries added per year 1,011

297

196

115

61

810

275

565

4,000 Santa Maria Arenas Blancas 3,430

3,000

Dipina

Names of villages where projects were completed

El Triunfo Piedras Blancas #2

Yaro Central

San Benito 2,494

Filters pilot

2,000

Hierba Buena Piedras Blancas #1

-883

El Guabo Jicaral Las Nubes Piedras Blancas #1

El Varillal

San Benito

Hierba Buena Piedras Blancas #2

1,000

Ag. InsVtute Santa Rosa El Triunfo Hierba Buena

0 2005 Cumulative # of projects completed

1

Santa Maria Zinica #1

2006

7

2007

9

2008

2009

10

11

2010

12

2011

14

2012

15

2013

18

Gross Failed Net beneficiaries projects beneficiaries over history 18 5 13

Our team

October 2012 – 4 team members Iain, Denis, Virginia, Wilfredo

December 2013 – 6 team members Gasparini, Denis, Virginia, Wilfredo, MarVnez, & Josh

Our story

La Parroquia

“You’re not going to come here and leave only with an image of ‘the poor people’. You enjoy yourself! Because the poor have a beau>ful smile, the poor sing, the poor dance, it’s joyful here! You can go to the disco and…maybe you even fall in love and get married here in Nicaragua as well!” (Father Nelson, 2005)

Our story & how we work

2004

2012

Characteristics of partnership 1. This was not our plan!

2. We were young & naïve 3. The Padres approached Villanova 4. This is not my job 5. Partnership change over Vme 6. Parroquia à liberaVon theology

FTL Standards 1.1 Dual purposes -­‐ Start of WfW; start of partnership with Villanova; Director of Engineering Service example

1.3 Commitment & sustainability -­‐ Student knowledge of org; catalyVc validity; physical presence

1.4 Transparency -­‐ Grant budget example vs. promotores examples

3.7 CommunicaRve skills & language learning -­‐ Challenges for engineering; interdisciplinary group

Dialogue about Fair-Trade Service Learning: Considering Health-related contexts Jessica Evert MD Executive Director, CFHI Faculty, UCSF Department of Family and Community Medicine

What we’ve learned: Challenges and OpportuniVes “Developing Context”/LowResource Setting

ServiceLearning

!

Health-Related Settings

Global Health Education Programs

Fair Trade Service-Learning & Health-Related Settings Indicator*

Ideal&

Level&3&

Theory&of& Change&

Reasons*for* partnership*–*in* terms*of* community*and* student* outcomes*–*are* understood*and* embraced*by* multiple*and* diverse* stakeholders*

In*addition*to* clear*student* development* rationale,*the* program*is* infused*with* and*guided*by*a* clear* understanding* of*its*approach* to*community* outcomes*

Clarity&of& Commitment& and&Evaluation& of&Partnership& Success&

Clarity*of* ongoing* commitment*or* clear*reason*for* alternative***;* Mutual* agreement*on* reasons*and* process*for*end* of*partnership*

Partners*have* clear* understanding* of*ongoing* relationship*and* common* definition*of* partnership* success*

!

Level&2& Clear*efforts*are* made*to* systematically* grow*students’* intercultural* skills,*empathy,* and*global*civic* understandings* and* commitments* through*best* practices*in* experiential* learning*

Commitments* are*understood* in*relational* terms*and*openD ended**

Level&1&

Service*is*not* tied*to* consideration*of* its*implicit* theory*of* development,* community* partnership,*or* social*change**

Commitments* are*specific*to* individual* program* contracts,*which* reflect* economic* exchange*and* obligations*

Schroeder SA. NEJM 2007;357:1221-1228.

Global mortality projections for selected causes, 2004 to 2030 12

Cancers

Deaths (millions)

10

Ischaemic HD Stroke

8

6

Acute respiratory infections

4

2

0 2000

2005

2010

2015

2020

2025

2030

Road traffic accidents Perinatal HIV/AIDS TB Malaria

Updated from Mathers and Loncar, PLoS Medicine, 2006

Assumptions about service‌ “those being served control the services provided; those being served become better able to serve and be served by their own actions.â€?

Sigmon, R. (1979). Service-learning: Three principles. Synergist, 8, 9-11.

• “voluntourism” “fly-by medical care” “duffle bag medicine” • 50% of patients did not know who was providing the care (org has worked in community for over 40yrs) • “[Student involvement] is good because now they know…they help the campaign” • “When a student does not understand something, he is able to ask another doctor in order to do the right thing. For that reason, I feel good.”

Matthew DeCamp, Samuel Enumah, Daniel O'Neill & Jeremy Sugarman (2014): Perceptions of a short-term medical programme in the Dominican Republic: Voices of care recipients, Global Public Health: An International Journal for Research, Policy and Practice, DOI: 10.1080/17441692.2014.893368

• How do the complex power and information differentials in healthcare settings require additional Fair Trade and Service-Learning considerations?

• In what ways do Service-Learning, Fair Trade or not, in health-related settings set up students and partners for crossing ethical boundaries and threatening patient safety?

• How do Service-Learning programs incentivize community members to ‘set-up’ sub-optimal clinical efforts?

• How can Fair-Trade help to recognize the strongest determinants of health and their evidence-based solutions in order to provide students with accurate education and experiential learning?

Facebook: /globalsl.org Twi-er: @buildingbeMerw Email Updates: globalsl.org

ehartman@ksu.edu | ctoms@westmont.edu | nora.reynolds@temple.edu | jevert@cvi.org