Project Report - La Trobe University

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Why this report? Introduction Maria hard at work in ‘the office’ – this time on a rock beside the Matû stream, near the waterfall where we would often join the village children for a refreshing swim during their midday break from school. Many different people and organizations have contributed to our work over the last five months with the Ichananaw tribe of Kalinga in the Philippines. One of the main purposes of this project report is to communicate to these individuals and organizations what the project in which they participated achieved overall, and the areas in which we hope they will continue the partnerships and the work we have begun. Second, some of the organizations that supported our work require us to report on the entire project. This report is also intended to meet the reporting requirements of the Ateneo Center for Educational Development of Ateneo de Manila University, the Philippines Australia Studies Centre of La Trobe University and the Volunteering for International Development from Australia program. Meanwhile, several people who have heard about our work have said they are interested to learn more about how the project came about, what we did, how we went about it and what comes next. We have written this comprehensive project report keeping this audience in mind as well, so as to communicate to a wider group our experience in general. Last, we should point out that this report is our one chance to tell our story in as much detail as we like. For us, and for the Dananao Elementary School and the wider community in Chananaw, this will serve as the documentation of our shared experience – although we should add that this report only reflects our own views, rather than those of the Ichananaw or any project partners. So, as you read through, feel free to skip to the parts that interest you most as not all will be equally relevant to all readers.
Once upon a time… Project background So many people have asked us, “Why did you choose Chananaw as the site for your project?” or “Why did you decide to work in Kalinga?” But we didn’t ‘choose’ Kalinga or Chananaw and we didn’t conceive of the project in abstract beforehand (as most research or community development projects seem to be). Instead, it all started with friendship, and we can’t stress the importance of this enough. We went to the Philippines for work and study. Edwin arrived in January 2008 to conduct a year’s fieldwork in Metro Manila for his doctoral thesis in urban sociology, which he is taking at La Trobe University in Australia. Maria followed in March 2008 to work at the Ateneo Center for Educational Development of the Ateneo de Manila University with support from the AusAID-funded Australian Youth Ambassadors for Development volunteer program and the Philippines Australia Studies Centre of La Trobe University. The houses of Chananaw forms a crescent moon around a group of terraced rice fields at their center.
Page 1 and 2: Project Report Indigenizing Educati
Page 3: Chananaw is surrounded by terraced
Page 7 and 8: The project at a glance Timeframe P
Page 9 and 10: Arranging support Obtaining funding
Page 11 and 12: At the forefront of our mind was ou
Page 13 and 14: Maria drafted the written English t
Page 15 and 16: The tangible results Project output
Page 17 and 18: The intangible results Project outc
Page 19 and 20: issues. It is possible that the net
Page 21 and 22: Thank yous and goodbyes Project han
Page 23 and 24: Friends first Probably the single m
Page 25 and 26: What challenged us? The main challe
Page 27 and 28: Publishing for a wider audience? Al
Page 29 and 30: Appendices Project schedule and pro
Page 31 and 32: Appendix 2. Philippine Daily Inquir
Page 33 and 34: materials suited to the needs and c
Page 35 and 36: culture, language, traditional poli
Page 37 and 38: Appendix 4. Connect Magazine articl
Page 39 and 40: centers and pre-schools across the

Project Report - La Trobe University

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