By Jessica Fobert
As the second week continues, I find myself more interested in learning as much as I can about Malawian culture and their traditional ways of doing things. I learned that Malawians have a unique handshake when they meet new people, their favourite meal is Nsima, a type of maize flower and water that is usually served with either rice, potatoes and/or pumpkin leaves. We have had lessons on their language of Chechewa and each day I try to learn new phrases that will be useful while working with the people here. It is imperative that we engage in dialogue with the locals in order to fully understand their wants and needs. Especially when working with the After-school program.
Before coming to Malawi, the Transformative Praxis: Malawi group read a chapter by Easterly called Planners versus Searchers. In the chapter, Easterly states that, “let’s call the advocate of the traditional approach the Planners, while we call the agents for change in the alternative approach the Searchers” (Easterly, 5). The Transformative Praxis: Malawi (TPM) group planned and discussed our objectives for our projects so that when we arrived in Malawi we would be prepared. Before coming to Malawi, I engaged in research based on curriculum development, gardening in Malawi and how to compost efficiently. Now that we are in Malawi it is time for us to expand on our research and try the alternative approach suggested by Easterly by searching for our answers. “Searchers know if something works only if the people at the bottom can give them feedback” (Easterly, 15).
The second week’s goal was to engage in more dialogue with locals to distinguish what Malawians wanted out of the after-school program, and to inform others about the benefits of composting. I shared with my co-learner some traditional and nutritious crops that I had researched and was planning on trying to grow here. I soon found out after being here that what I had researched had to be adjusted. Because I have started a compost pit, my co-learner suggested that we try and grow vegetables so that we could educate the women that our vegetable scraps can be used as compost.
I am very grateful to have a co-learner by my side so that I am aware of what the communities would like to try and grow at the TPM campus. She has provided me with five women, each from different villages, to work on the garden so that they can return home and tell the other women in their villages about what is taking place here on Campus. I am planning with my co-learner now to travel to each village and inform the women on what we are doing on Campus so that they feel included and a part of the program. Later this week the Education students have arranged to meet with local villages to discuss what the parents would like out of the After-school program. Engaging in dialogue with locals is imperative for change and success so that we accomplish our project goals in Malawi. Tionana (see you later).
Easterly, W (2006) The white man’s burden: why the West’s efforts to aid the rest have done so much ill and so little good. London, England: The Penguin Press.
About the Blog
From 2013 to 2017 students participating in Transformative Praxis: Malawi wrote blog posts reflecting on their experiences of participating in action research in Malawi.