Project Report - La Trobe University

Friends first
Probably the single most important factor is that
we were friends with the Ichananaw first, and the
friendships counted (and still count) for more than
any aspect of our formal work. The project was
only conceived in the context of trust and
friendship, which was formed in turn through a
series of visits to Chananaw. So we were friends
with our Ichananaw project supervisor, and other
key people with whom we worked, before the
project began. This meant that there were no
relationship issues or personality clashes to
negotiate. And at a deeper level, our personal
relationships established with the Ichananaw
translated into long-term commitment to doing our
very best by the community in terms of the project,
always keeping in mind potential long-term
implications of our actions.
Respecting the community’s wishes
We were doing something that was actually
requested by the beneficiaries of our project. This
was important to us in principle, but also had
useful consequences in practice. We didn’t need to
‘win’ the community over to get them involved –
everyone we interacted with was enthusiastic to
participate and all involvement was volunteered. It
also meant that all aspects of the project were
considered important by the community. In
practical terms, we couldn’t have done anything
without community support and participation: the
Ichananaws’ involvement was essential to most
aspects of our work on a daily basis. Also, during
the course of the project, we allowed the
community’s wishes and interests to direct our
activities. For example, the development of the
four-way dictionary came about largely in
response to the strong community sentiment that
it would be a useful resource not just for the school
but for the entire community.
Flexible about everything…
We were flexible. Flexible about what we wanted
to achieve (we adjusted our ‘wish list’ of project
outputs many times, without worrying about not
meeting any preconceived ideas of what we
wanted to produce), flexible about our roles (we
‘filled in’ for each other when necessary or
convenient), flexible about our location (we moved
between Chananaw, Manila and across the
Cordilleras as needed), flexible about the resources
available to us (we were prepared to make do
without funding for publishing if the grant
Indigenizing Education in a Kalinga Public School | 23
To top off our project presentation and celebration in
Chananaw on July 3, 2009, Maria sings a song she
composed in Chinananaw to a common salidummay
melody. The song tells of our time in Chananaw, our
plans to return in a few years, and thanks the
Ichananaw for the shared experience of the last five
months. Good friend and supervisor Agom (Arlene)
Dawing supports Maria by singing with her, while
Edwin stands by for moral support.