on Culture & Development - Seameo-SPAFA

deemed necessary dependent on whathas been expressed throughout theweek by the group. Activity 5.4highlights that it is not words like‘tolerance’ that are being challengedbut the way in which we use suchwords which can negate the intendedmeaning. In this regard, the activitydoes serve a useful purpose if only asa reminder that we need to take carewhen expressing ourself. We need tothink twice before talking about‘empowering’ people or ‘giving peoplea voice’ or indeed referring to a groupof people as a ‘target’. There is therisk that this all too familiar (andseemingly harmless) language servesto reinforce a particular group way ofthinking and the existing relationshipof power and decision-making.Presentation of case studies, Activity5.5, comprises the bulk of the contentof Day 5. The delivery of the casestudies in an inter-active manner withcontributions from the listeners, andnot just the presenter, helps toemphasize the point that listening towhat people have to say isfundamental in making progress. Thisis indeed a classroom based activitybut the principle of active listeningand valuing what people have to say,does apply, of course, as a guidingprinciple of the case study actuallybeing presented. As noted by Copley,Haylor, & Savage in ‘Telling Stories,Understanding Lives, Working TowardChange’ (2006)“… the importance of stories restsless on their being told, than on theirbeing listened to. When we listen toother people’s stories, we aredemonstrating that we value whatthey have to say. When we act onwhat people are telling us, we areshowing that we believe they knowwhat is best for themselves”Finally, Activity 5.6 encouragesparticipants to offer a verbalassessment on the whole week withspecific reference to the ‘problem’they had each identified at the outset.It is invaluable, as qualitativeevaluation input, and thus advisableto record by video camera if possible.117