Architectural Voluntourism: “more harm than good?�
Should students of architecture seek to broaden their experience by volunteering in development projects abroad?
Luke AJ Moran MArch Dissertation Sheffield School of Architecture October 2017
Acknowledgements
I would like to say thank you to all those who have helped and supported me throughout this piece of research; particularly those who kindly gave up their time to be interviewed. Even if their work could not make the final edit, their testimonies have been of great help. A special thanks to my dissertation supervisor Carolyn Butterworth for her continued guidance and advice. Lastly, thank you Mum, for whom without, none of this would have been possible. 2
8793 Words Reg. No: 160197183
Fig. 0.1
Project Riandu roof construction
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Fig. 0.2
4
CONTENTS
Project Riandu classroom construction
Contents
Research Overview
1. Introduction 2.
The Debates
4. Findings 4.1 Conclusion 4.2 Architectural Volunteering Manifesto
2.1 The Voluntourism Conundrum 2.2 Architectural Eduction and Volunteering
3.
Bibliography Interviews and Focus Groups Images
Case Studies
References
3.1 Introduction 3.2 Case Study 1: Project Riandu 3.3 Case Study 2: Aga Sikolo 3.4 Case Study 3: House for a Victim
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Research Overview Methodology Diagram
Architectural V
Should student
Theory
Voluntourism
Postcolonial
Architectural
Industry
Theory
Education
Academia
Academia
Academia
Sally Brown
Lesley Lokko
Paul Ramsden
Kate Simpson
Frantz Fanon
David Kolb
Focus Group
Stephen Wearing
Edward Said
History/Context
History/Context
Case Studies
Fieldwork
Architects With Frontiers
Site Visit - Kenya March 2017
Social Media
Defining
Fig. 0.3
6
Applic
Research overview
RESEARCH OVERVIEW
Gulf Coast Community Design Studio SSoA Live Projects
Project Riandu
Publications
Personal Experience
Aga S
Photos
Focus
Voluntourism
ts get involved?
cation
Sikolo
Evaluation
A House for A
Conclusion
Victim
Drawings
Group
Online Resources
Interview
Architectural Volunteering Manifesto
Learning Outcomes
Framework
Role of Communities
Why Am I Involved?
Role of Students
Who Am I Helping?
Role of Architecture
What Is My Role?
Responsible Volunteering Manifesto
METHODOLOGY DIAGRAM
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8
INTRODUCTION
Fig. 1.1
Project Riandu kitchen block 2015
9
1. Introduction
“
It’s a new form of colonialism. The market is geared toward profit rather than the needs of communities.” (Brodie 2007)
T
he phenomenon of volunteering tourism, also coined ‘voluntourism,’ is the concept of combining travel with participation in charity work. Recently it has significantly divided opinion on whether it benefits or has a detrimental impact upon a community. Despite the involvement of many NGO’s facilitating these volunteering opportunities, there is a growing commercial market fuelled by the demand of students to venture abroad. What affect can this have upon a local community? Judith Brodie, UK director of Voluntary Service Overseas, goes as far as to suggest that “charity tourism” is a new form of “colonialism” and that students “risk doing more harm than good” (Moufakkir and Burns 2012). Since early 2014, I have been volunteering as a Project Manager and coleading the UK Architectural Team for Project Riandu, a community development project in Kenya which seeks to provide a secondary school for two hundred deaf students. There are currently no such facilities in the entirety of Eastern Kenya and due to local prejudices, many deaf students do not receive an education. 10
INTRODUCTION
With our architectural background and preestablished connections with the community, the Anglican Church of Kenya invited us to help facilitate the design, fundraising and construction of the school.
“
Healing wounds and building peace is not the exclusive responsibility of politicians. We, as architects…have a major role to play – and a matching responsibility.” (Barakat 1998) What role can students of architecture play in the global development conundrum? Much research highlights the positive contributions architecture can provide, particularly in areas of disaster relief and community development (Awan, Schneider and Till 2013). Research also demonstrates the benefits for students to practically implement their taught knowledge through David Kolb’s theory of ‘experiential learning,’ which shows discovery and experience to encourage a deeper understanding of taught material (Kolb 1983). The skills provided through an architectural education harness the potential to have positive impacts upon communities, but is the world’s stage an appropriate platform for students to be unleashed? Can examples of irresponsible volunteering outweigh the benevolent intentions and positive work that
Fig. 1.2
Project Riandu classroom wall construction
strives to be implemented? This research question has arisen from my experiences with Project Riandu along with: my time as President of Article 25 at the University of Nottingham, an architectural charity that designs, builds and manages projects in vulnerable communities, volunteering at Prithipura Communities, an orphanage specialising in the care of children with disabilities in Sri Lanka along with my involvement with ‘Live Projects’ at the Sheffield School of Architecture, an initiative giving masters students the opportunity to work with community clients on socially-engaged projects. Despite Project Riandu’s insatiable desire to employ a responsible volunteering policy, where actions intend to have a genuinely positive impact, I still found myself questioning
the validity of our role and if it was most appropriate way to truly help the locality. This research seeks to explore the complex issues surrounding architecture students engaging in global development projects. My experiences, contributed with analysis into architectural development projects along with surrounding literature and academic frameworks, will transcend into the ‘Architectural Volunteering Manifesto.’ These ideas will be intended for students and architects whom are eager to contribute but are unsure of the most responsible and appropriate framework to adopt; this research will aim to fill this gap.
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12
THE DEBATES
Fig. 2.1
Project Riandu ISSB mixture
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2. The Debates 2.1 The Volunteer Tourism Conundrum
What is Voluntourism?
I
n the simplest of terms, voluntourism as described by the EOD is a “form of tourism in which travellers participate in voluntary work, typically for a charity” (English Oxford Dictionary 2017). According to Stephen Wearing (2001), a more elaborate version defines voluntourism as:
“
A direct interactive experience that causes value change and changed consciousness in the individual which will subsequently influence their lifestyle, while providing forms of community development that are required by local communities.” Here, a dual “interactive” relationship between the volunteer and the beneficiary acknowledges the act of volunteering to have a profound effect upon one’s life. The extent of initiating changes in “values” and “consciousness” suggests the potential for moral, social, political and philosophical enlightenments to occur. In return, the volunteer is obliged to provide assistance “required” by the beneficiaries. It is the establishment of these requirements that has helped ignite the debate surrounding voluntourism. Who decides what these requirements are? How are they brought 14
THE DEBATES
to light? Why should volunteers be able to solve these issues? There is an inherently imbalanced nature to this definition. Wearing implies that it is only the volunteers whom can strive for a “changed consciousness” whereas the underprivileged can only hope for receiving help. Maslow’s ‘hierarchy of needs,’ a psychological approach to understanding motivational theory, places physiological needs at the bottom of the triangle followed by safety, belonging/ love, esteem and self-actualization (Maslow 1954). One must satisfy lower level deficit needs before progressing on to meet higher level growth. Maslow believed that everyone can achieve self-actualization however progress is often disrupted by one’s circumstances, thus demonstrated in Wearing’s definition. There is a danger here of volunteers taking advantage of local communities to achieve self-actualization.
Selfactualization Esteem Love/Belonging Safety Physiological Fig. 2.2
Maslow’s ‘hierarchy of needs’
Fig. 2.3
Order of St John awarded to Mr William Dewhurst part of the Voluntary Aid Detachment
Annually estimated at around US$ 173 billion and with a market size of 196 million trips (Vetrak 2012), voluntourism is a considerable global industry that has been fuelled by an increasingly competitive commercial market. The origins of formal overseas volunteering can be traced back to 1909 and the establishment of the ‘Voluntary Aid Detachment’ by the British War Office to offer medical support in the outbreak of war. The mid twentieth century saw the instigation of several international volunteering organisations including the Voluntary Services Overseas (1953) and the US Peace Corps (1961). With the rising popularity of volunteering movements, particularly among students, the UN Volunteers (1970) was created to provide long-term overseas programmes to help contribute towards peace and development.
At the turn of the century, voluntourism’s rising popularity coincided with growing trends in corporate social responsibility, the ‘Gap Year’ phenomenon and the rapid advancement of technology allowing communications and transport to grow increasingly accessible. From a postmodern perspective, pre-dating these formalised organisations, early pilgrimages are likened to voluntourism. While pilgrims endeavour to seek spiritual enlightenment, volunteer tourists often follow their “altruistic motives” and reach their “aspiration level in sacred liminoid” (Mustonen 2006). Is it too convenient relying on altruism to understand why the voluntourism industry is booming? According to Dr Sally Brown, there are four themes outlining why many seek to THE VOLUNTEER TOURISM CONUNDRUM
15
combine volunteering and tourism (Brown 2005). Firstly, ‘cultural immersion.’ The opportunity to gain an interactive and perceived authentic experience of people and place. Secondly, ‘the desire to give back.’ Perhaps the closest motivation related to altruism. Dr Brown’s study found that individuals who seek a “purpose-driven life” are drawn to the idea of combining travel and tourism. Thirdly, ‘seeking camaraderie.’ Around half of the study subjects cited enjoying the company of likeminded people who tend to be drawn towards volunteering, as a highly motivating factor. Finally, ‘educating and strengthening family bonds.’ Study subjects identified instilling the importance of a value system as motivation. These teaching aspects included: demonstrating diversity in the world, the value of giving and the insignificance of materialism.
Why is there a Debate Surrounding Voluntourism?
O
n face value, it is difficult to argue with the underlying moral values that Dr Brown’s study seems to reveal regarding the motivations of volunteer tourists. Inspired my Mark Twain’s sentiment that “travel is fatal to prejudice, bigotry, and narrow-mindedness,” (Twain 1869) researchers from Northwestern University examined whether travel really does broaden the mind. Research showed that breadth but not depth increased generalized trust demonstrating a trend that the more one travels, the more trusting one is (Cao, Galinsky and Maddux 2014). With ethical tourism on the rise, there are growing concerns whether this is a possible alternative to traditional tourism, or is it naïve to believe it creates the “kinds of encounters that foster mutual understanding and respect” (Wearing 2001)?
16
THE DEBATES
Dr Kate Simpson accuses organisations of creating a “publicly accepted ‘mythology’ of development” where merely “enthusiasm and good intensions” (Simpson 2004) are enough justification for their actions. The fear is that an oversimplified notion of development can lead towards desensitised perceptions of foreign communities, thus compartmentalising them as “a geography of homogenous peoples… without history or politics” (Simpson 2004). This binary relationship encourages a “them and us” (Moral Maze 2013) culture. The danger of homogenisation is a realistic affair. Kenyan writer Binyavanga Wainaina’s (2006) satirical essay entitled ‘How to Write About Africa,’ advises on effectively evoking the perceived image of ‘Africa,’ the singularised country with “rolling grasslands and huge herds of animals and tall, thin people who are starving.”
“
Your African characters may include naked warriors, loyal servants, diviners and seers, ancient wise men living in hermetic splendour. Or corrupt politicians, inept polygamous travel-guides, and prostitutes you have slept with.” (Wainaina 2006) Much of the criticisms towards voluntourism revolve around skillset. The nonskilled but enthusiastic volunteer as a quickfix solution to issues in the developing world. Many consider the motivations of altruism as no more than an idyllic utopia, whereas in reality, self-fulfilment and CV opportunities are more likely to be a volunteer’s motivation (Perkes 2009). High volunteer turnover and the lack of long term commitment to a place can have a detrimental effect and provide no real
Fig. 2.4
Mr M Toliver by Hassan Hajjaj
THE VOLUNTEER TOURISM CONUNDRUM
17
developmental impact to a community. There are scores of examples where local labourers have had to re-do the construction work of non-skilled volunteers after hours as to not offend their guests (Purvis and Kennedy 2016). An outspoken critic of the voluntourism industry, author JK Rowling took to Twitter to condemn volunteering in orphanages when asked to retweet an appeal from a charity offering these opportunities.
“
I will never retweet appeals that treat poor children as oppotunites to enhance Westerners’ CVs. #Voluntourism” (Rowling 2016)
Rowling founded Lumos, a charity that campaigns to end the institutionalisation of children worldwide. According to their research, 90% of the eight million children in institutions are not orphans but rather their families cannot afford to care for them due to poverty and discrimination (Lumos 2016). The explosion in popularity of social media has coincided with that of voluntourism. It has provided charities with an economic and effective platform for publicity but has also exacerbated the negative impacts of volunteering overseas. ‘Humanitarians of Tinder’ is a satirical website exposing the popularity of using images of volunteer travel to make oneself appear more desirable on the online dating platform. This is a similar situation on the global phenomena of Facebook and Instagram where the act of ‘swiping right’ is replaced with that of ‘likes’ and desirable ‘comments.’ Referred to as the ‘narcissism of global 18
THE DEBATES
Fig. 2.5
JK Rowling’s tweets regarding #voluntourism
voluntourism’ (DasGupta and Kascak 2014), this quest to promote one’s own self-fulfilment above that of humanitarianism, highlights the ethical implications of voluntourism which can transcend merely into a “search for the photogenic” (Urry 1990).
myself to fall into the category of a ‘voluntourist,’ I was shocked to find that this, in the eyes of some, would mean that I could be considered a colonialist. Where has this relationship originated from? Branching from the field of critical theory, postcolonial theory:
“
Fig. 2.6
Example of a Tinder profile image
Is Voluntourism a Resurgence of Colonialism?
J
udith Brodie’s opening quote to this dissertation is an influential factor in wanting to contribute towards the research within this field. Considering
formulates its critiques around the social histories, cultural differences and political discriminations that are practiced and normalized by the legacy of colonial and imperial machineries.” (Hopkins 2011)
Postcolonial theory transcends the legacy of colonialism and the structures of oppression that still concern many nations today. Its premise is based upon an insatiable ‘Western’ desire for power and subordination that was made absolute in the 19th century when expansion of European empires engulfed ninetenths of the worlds land mass (Young 2003). This power was legitimised through anthological theories brandishing the colonialised as inferior and unfit to fend for themselves, thus in need of Western paternal rule. Prominent postcolonial theorist Edward Said’s seminal text, ‘Orientalism’ employs the concept of the ‘Orient’ “an almost European invention…the source of its civilizations and languages.” Orientalism is described as a Western “corporate institution” employed to deal with the Orient by “making statements, authorizing views of it, describing it, by teaching it, settling it, [and] ruling over it” (Said 1979). Postcolonialism as a discourse names a politics and philosophy of activism sought to dispute these disparities imbedded by colonial THE VOLUNTEER TOURISM CONUNDRUM
19
Fig. 2.7
20
THE DEBATES
Moorish Bath by Jean-Léon Gérôme
Fig. 2.8
Cartoon from The Private Eye Journal Annual 2003
rule. It seeks to distort established power structures through invoking a change in the way people think and behave to implement a politically, socially and philosophically just international community. For voluntourism, this discourse provides a critical framework to analyse “colonial history and development paradoxes,” as well as to “reconstruct more equitable and mutually beneficial” (Pastran 2014) postcolonial relationships between volunteers and beneficiaries.
“
Because it is a systematic negation of the other person and a furious determination to deny the other person all attributes of humanity, colonialism forces the people it dominates to ask themselves the question constantly: “In reality, who am I?”
(Fanon 1965)
On a personal note, the echoes of colonialism were present in my experiences volunteering for Project Riandu and Prithipura Communities; both nations previously under British Imperial rule. Never was I made to feel in any part responsible by the local people, yet the freedom in which they spoke about colonialism and the pride of achieving independence, left me feeling guilty for the previous actions of my homeland. Many perceived ‘developing’ nations have traditionally been confined to the realms of being influenced rather than influencing. For a long time, the story has been “’development’ is our paradigm, ‘poverty’ is our context and ‘progress’ is our aim” (Lokko 2017). This not to say that tourism is an evil, sterilising industry that should be irradiated, rather that major reforms need to occur. To ensure both beneficiaries and volunteers can benefit from their respective experiences and rise above the simplified view of the ‘other,’ postcolonial theory can provide a pedagogy for social justice through critical engagement. THE VOLUNTEER TOURISM CONUNDRUM
21
2. The Debates 2.2 Architectural Education and Volunteering
What Role Does Architecture Play Within the Voluntourism Debate?
F
rom an architectural standpoint, Patrick McLoughlin founder of ‘Build Abroad’, a volunteer organisation that offers architectural and construction services to developing nations, shares five reasons as to why he believes architects should be involved with volunteering:
1. Construction provides a lasting physical impact. 2. Construction encourages community involvement. 3. Construction projects will serve the community for years. 4. Construction can make an environmental impact. 5. Construction can directly help other service opportunities. (Bennett 2014) In comparison with Dr Sally Brown’s motivations of a voluntarist, McLoughlin’s reasons primarily concentrate upon the idyllic, practical implications that volunteering can provide. Both share a sense of an altruistic ambition “to give back” (Brown 2005) through McLoughlin’s multiple references to promoting the ideas of “community” (Bennett 2014). 22
THE DEBATES
Interestingly, McLoughlin does not outrightly promote self-fulfilling benefits for the volunteer, contrasting with many academic opinions, instead chooses to concentrate on the positive outcomes for the beneficiaries and the environment. Does this show architecture’s understanding of sustainable tourism or a naïve interpretation of the voluntourism industry? Cynically, focusing on the altruistic motivations could be interpreted as an attempt to advertise towards a certain target market, one in which self-actualization is a key component of their volunteering ambitions. Why is it beneficial for students to seek practical experience alongside their studies? According to Paul Ramsden (2003), an ‘active learning’ approach is a proven method for improving the ability to learn and retain newfound knowledge. In many architecture qualifications around the world, this is implemented in the form of a ‘year out’ gaining experience by working in practice, however there is a call for this approach to be further integrated into university courses. Volunteering as part of the syllabuses not only enables the implementation of technical, practical and theoretical skills within a ‘real’ context, it develops integral ‘soft skills’ that are somewhat harder to gain within a lecture theatre or studio context. Is there relevance in construction experience? Most architects will never have had any practical building experience but this
Fig. 2.9
Project Riandu earth bag construction
ARCHITECTURAL EDUCATION AND VOLUNTEERING
23
does not seem to inhibit their ability to design a building. This seemingly recent yearning from students to want to build may be a contemporary need for authenticity in a world where technology is developing traditional notions of ‘how architecture should be done.’ Furthermore, practical knowledge gained first hand volunteering abroad is not necessarily directly transferable to their places of origin: differing environments, technologies and economies all vary greatly, thus questioning the validity of this yearning to build.
Examples of Volunteering
Architectural
Education
and
A
ccording to Professor Esther Charlesworth of the RMIT University and co-founder of ‘Architects Without Frontiers’, a non-for-profit organization aiming to make design accessible to vulnerable communities around the world, there is a growing trend where young architects want more from their careers then just financial rewards (Charlesworth 2006). This view is supported by the Carnegie Foundation who found that nearly a quarter of architecture students surveyed went into the career to “help improve communities” (Bell 2004). Outlining her post conflict regeneration work through three case studies: Beirut, Nicosia and Mostar, Charlesworth has combined her experience with advocating a change in architectural education and practice. Seeking a way to “inspire young architects…to become more socially engaged,” Charlesworth established design studios to encourage and empower students to practically contribute as well as providing a platform for public engagement. Charlesworth (2006) considers this practice critical to the architectural industry’s 24
THE DEBATES
Fig. 2.10
Project Riandu classroom construction
lack of significance in aiding the “chronic human and physical suffering” resultant from urban conflicts when compared to other professional groups such as lawyers, doctors and engineers. Interestingly, she shares concerns towards the implementation of a “colonial mentality and framework,” (Charlesworth 2006) referencing Le Corbusier’s work. The Swiss architect’s role in ‘Plan Obus’, a masterplan for the
North African city of Algiers within the French colonial empire, is explored in Zeynep Çelik’s essay ‘Le Corbusier, Orientalism, Colonialism.’ This experiment in “urban colonialism” (Çelik 1992) represented Corbusier’s rejection of his machine-age ideology and instead, a search for new expressions of Modernism through nature and vernacular architecture – arguably another “Western drama” played out through appropriated images of Said’s philosophy of “the
other” (Ackley 2006). David Perkes (2009) describes his pedagogical approach to architectural education as “an alternative practice.” Associate Professor at the Mississippi State University and founder of the ‘Gulf Coast Community Design Studio’ (GCCDS), a programme established to aid those effected by Hurricane Katrina, he believes this program has evolved into a ARCHITECTURAL EDUCATION AND VOLUNTEERING
25
26
Fig. 2.11
Charlesworth’s Dividing Line Design Studio
Fig. 2.12
Le Corbusier’s ‘Plan Obus’
THE DEBATES
practice with values that support the aim of being “useful to the community” (Perkes 2009). GCCDS provides a taught design-build studio for students to participate in community-based design where the purpose is not teaching, but rather assisting the community needs. Perkes’ philosophy is based upon three main values; service, proximity and experience. Regarding service, Perkes believes volunteering can distort the work in hand. There is a danger of elevating the volunteer in the eyes of beneficiaries as the work may receive greater appreciation because it is ‘charity’, regardless of its quality. Perkes quotes examples of this occurring in in the aftermath of Hurricane Katrina, with unskilled volunteer groups executing poor quality work, resulting in it needing to be redone.
develop one’s soft skills such as team work, client relationships, project management and communication otherwise overlooked. These case studies provide evidence of a definite link between architectural education and volunteering. In these situations, the programmes have all made a commitment to engage and appropriately meet the needs of the communities they endeavour to serve. This evidence of long term commitment to people and place, along with the appropriate skillset of volunteers, begins to address some of the issues surrounding irresponsible voluntourism that have been highlighted.
“
It is my hope that the experience will help the student of architecture to be more sensitive to the power and promise of what they do, to be more concerened with the good effects of architecture than with ‘good intentions’.” (Mockbee 1965) Since joining the master’s programme at the Sheffield School of Architecture, I have had the opportunity to take part in their education initiative ‘Live Projects,’ where students work alongside community clients on socially-engaging projects. Established in 1999, this experience is hugely beneficial in removing students from their hypothetical worlds nestled away in the studio, to real-life situations with real clients and real budgets. The student led projects allows opportunities to engage and ARCHITECTURAL EDUCATION AND VOLUNTEERING
27
28
THE CASE STUDIES
Fig. 3.1
Project Riandu soil brick press
29
3. The Case Studies 3.1 Introduction
T
he previous chapter has provided an overview into the debates surrounding volunteer tourism through both historical and contemporary investigations. To sufficiently analyse the effects upon communities it seeks to interact with, and in turn, determine whether architecture students should seek to engage with development projects abroad, an outline of postcolonial theory was presented to provide a critical framework. In this chapter, three case studies will be presented that demonstrate the differing contexts architecture students have engaged in volunteering abroad. Each project will be outlined and subsequently evaluated using the theoretical information acquired in the previous chapter.
3.2 Case Study One: Project Riandu Project Riandu 3.3
Case Study Two: Aga Sikolo
3.4
Case Study Three: House for a Victim
The University of Nottingham
SAWA Architecture // Squire and
Partners
30
THE CASE STUDIES
To achieve fair and well-rounded research, each case study has been chosen based on the following criteria:
- The projects are based abroad with a management aspect in the UK.
- All involve the work of architecture students.
- Each project is within the realms of ‘development’ work rather then set in the context of ‘emergency’ relief.
- Each represent a different aspect of architectural discourse: student, university and practice.
- There was sufficient access to data to create a case study.
Each case study is built upon various primary and secondary sources including: personal interviews, focus groups, publications, presentations and online resources. My involvement has been with Project Riandu and the case study is in part an opportunity for self-reflection, however I have interviewed other volunteers and referred to various literatures to ensure that the account presented is as fair and accurate as possible.
Fig. 3.2
Project Riandu classroom
Fig. 3.3
Aga Sikolo exterior classroom
Fig. 3.4
A House for a Victim wall construction
INTRODUCTION
31
3. The Case Studies 3.2 Case Study One: Project Riandu
Fig. 3.5
32
THE CASE STUDIES
Site Location
Fig. 3.6
Tree removal by dormitory block
PROJECT RIANDU
33
Project Description
E
stablished in 2013, Project Riandu’s long term vision is to contribute towards the integration of the deaf community within Eastern Kenya through the building of a specialised secondary school, with focus on increasing employment opportunities. The need is great. Due to the archaic nature and lack of social understanding, the deaf community are often marginalised and experience much discrimination. St Mary Magdalene School is only the sixth secondary school for the deaf in Kenya, compared with that of seventy-one primary schools, meaning only 12% of deaf Kenyans receiving a secondary level education (Project Riandu 2016). Due to these challenging conditions and a frequent lack of family support, many deaf people live in abject poverty experiencing little self-fulfilment and future prospects. Developing access to secondary education is a fundamental step towards providing the skills necessary to engage in employment and elevating their current position within society.
“
Sometimes people think, that the deaf cannot do anything but other people, we always tell them, that becoming deaf does not mean you are disabled. Meaning that being deaf or having a ‘disability’ is not an inability.”
Simon K. Head Boy at ACK St May Magdalene’s School (Project Riandu 2015) Project Riandu’s primary role is facilitating the design, fundraising and construction of a fully boarding, secondary school for two hundred students and staff. 34
THE CASE STUDIES
Fig. 3.7
Project Riandu masterplan axonometric
Situated within the rural context of Riandu, Embu, the site is adjacent to two hearing schools, chosen in part to help establish stronger connections between the two communities. To date, the school has forty-five students with a capacity for one hundred. School facilities currently include; five classrooms, two dormitories, one kitchen, one staff house, two offices, a perimeter fence and gate plus various stores and outside toilets. Currently under
Fig. 3.8
construction is the dining hall, two science labourites and two additional dormitories.
Secondary school for the deaf comparison in UK and Kenya
23
Stakeholders
B
efore Project Riandu’s involvement, this project had been a vision for a decade but a lack of finances and expertise, never initiated. The project’s
6 PROJECT RIANDU
35
visionaries were the Mbeere Mother’s Union, a local branch of an international organisation of Christian women who work together to support their local communities. In collaboration with the Anglican Church of Kenya (ACK) Diocese of Mbeere, these groups recognised the hardships that the deaf community had been facing and decided to act. Reaching out to connections in the UK, the Mbeere community invited Peter Macnaughton, a third-year architectural engineering masters student at the University of Nottingham, to provide assistance and thus Project Riandu was conceived. The project is owned and run by the school’s Board of Management whom are appointed by the diocese to manage the construction, daily running of the school along with hosting volunteer trips. The board consists of fifteen representatives from the school, diocese and the wider local community. To help facilitate, a UK team predominantly consisting of students, are responsible for fundraising, architectural designs and arranging volunteer trips. Overseeing the finances within the UK is the Peter Cowley Africa Trust, a registered charity who have supported work within the region for the past twenty years.
The Volunteers Role
T
he summers of 2014, 2015 and 2016 saw a team of around fifty, largely unskilled volunteers assist with the construction alongside local, skilled labourers. The volunteer group consisted of equal numbers of UK Construction Assistants (UKCAs) and Kenyan Construction Assistants (KCAs) whom around half were deaf students from St Mary Magdalene’s. To aid integration, volunteers were split into teams consisting in equal numbers of KCAs and UKCAs with Swahili, 36
THE CASE STUDIES
Kenyan Sign Language and English all used as methods of communication. Led and trained by skilled local labourers, the volunteer teams were involved with most tasks on site including: brick making, brick laying, concrete mixing, digging, truss making and roofing. The volunteers were required to finance the build, each fundraising £1000 which went directly on material and local labour costs. Each volunteer was also required to finance their trip however a clear separation between these costs and those covering the build were required when fundraising.
“
This is a collaborative project. Each day you take so much from the Kenyan culture, while they learn from ours. It is also a wonderful opportunity for us and, most importantly, the people of the local community to learn about the deaf students and how they live their lives.” UK Volunteer 2014 (Project Riandu 2016) My volunteer role on the UK management team has primarily been co-leading the architectural side consisting of designs, construction drawings, on-site construction management and crucially, ensuring inclusive design. My role has also extended to cover that of photography along with assisting in the overall project management. Personally, the opportunity to serve the needs of a real client at an early stage in my architectural career, has been an absolute honour and a privilege. As too has being involved with fundraising, project management and above all, developing and nurturing a close relationship with stakeholders and the community whom benefit from our collaborative efforts.
ACK St Mary Magdalene Secondary School for the Deaf
Board of Management Staff
Deaf Students Family
Local Community
Mothers Union
Friends
ACK Diocese of Mbeere Community Partnership Disability Services
Kenyan Government UK Team Management
Outreach Worker Core Team
Funding
Donors Volunteers
Design
On Site
UK Architecture Team
Site Manager
Kenyan Structural Engineer BuroHappold
Fig. 3.9
Local Labourers Volunteers UKCAs
KCAs
Project Riandu stakeholders diagram
PROJECT RIANDU
37
38
Fig. 3.10
Members of the Mother’s Union and ACK Diocese of Mbeere
Fig. 3.11
Classroom block
THE CASE STUDIES
Fig. 3.12
Interlocking Soil Stabilizing Bricks
Fig. 3.13
Early classroom axonometric
PROJECT RIANDU
39
Fig. 3.14
Volunteer team 2015
Evaluation
H
ow has Project Riandu faired in navigating the pit falls presented by voluntourism? Referring to Wearing’s (2001) definition, on a basic level, the project has seemingly adhered to his thoughts in providing changes to “lifestyle” in terms of “value” and “consciousness,” along with successfully identifying what was “required” by the locality. Critically, the project has had a clear understanding of its role as a facilitator and not taking overall ownership, which has been left to the stakeholders. When asked their views on the main role of the UK team, members of the management agreed that they were two-fold; “funding and encouraging.” To date, Project 40
THE CASE STUDIES
Riandu has raised in the region of £300,000 through community fundraising as well as grant applications. Within the context of postcolonial theory, this image of volunteers “encouraging” the local community may evoke a somewhat paternalistic relationship. The UK team were a catalyst for instigating the project’s development, however the feeling of “encouragement” was certainly reciprocal. Once returned home and settled back into ‘normality,’ the UK team’s commitment to the project certainly needed encouraging to keep momentum going. This was often in the form of Skype conversations with the Kenyan management team, photos of developments on site and news of how
Fig. 3.15
Window detail drawing
the students were relishing their education. This whole experience for both teams takes patience, frequent communication and above all, commitment.
“
Despite not quite knowing what we were initially signing up to, we have all worked hard and honoured our commitment which is a big thing as it has not been without sacrifice.� (Project Riandu Focus Group) Further demonstrating a commitment towards sustainable volunteering, all volunteers
underwent training prior to starting on site. The UK volunteers training day consisted of talks on deafness, site safety, responsible volunteering along with physical construction training. Each volunteer was given an information pack containing further reading to provide historical and cultural context to both the project and wider Kenyan life, including that of colonial rule. The volunteer trip in 2016 signified the beginning of a transitional period where the UK team began to withdraw certain services to return greater responsibility and independence to the locality. The largest impact was the end of volunteer trips which have worked well as a catalyst to get the school initiated, however PROJECT RIANDU
41
to continue would risk reliance and a possibly unsustainable future. Evaluating the process, research was conducted into the volunteer’s role to assess potential risk factors and gauge the effectiveness of international volunteers. Some of the findings suggested signs of reliance upon UK volunteers, not in terms of project continuation but the fear of motivation slipping. Students and staff demonstrated positive attitudes towards assistance from UK volunteers but considered the operational management to have been led by the UK team, showing possible signs of disempowerment. This could be attributed to the school’s Board of Management not having been fully established, suggesting that the leadership was a matter of resource not cultural power relations. To avoid reliance upon international volunteers, the implementation of a more transparent management system to explain the terms of the UK team’s involvement could reduce disappointment and reliance. This opportunity has provided me with beneficial and self-fulfilling experiences, like those that voluntourism sceptics describe, however I, like the project, have been cautious to exercise a contextual perspective on why we are involved and what our role has been. Interestingly, what started out as primarily an ‘architectural’ project has transformed into a far more socially motivated and aware endeavour with the promotion and integration of deafness into the wider Kenyan community, at its forefront. This, in my opinion, has been developed from a close relationship and understanding between the local community and volunteers. This demonstrates the ability of a local community to undergo a “changed consciousness,” something that Wearing’s (2001) definitions suggests is solely under the jurisdiction of volunteers. 42
THE CASE STUDIES
Fig. 3.16
Dormitory block bay studies
Fig. 3.17
Gable end of dormitory block
PROJECT RIANDU
43
3. The Case Studies 3.3 Case Study Two: Aga Sikolo
Fig. 3.18
44
THE CASE STUDIES
Site location
Fig. 3.19
Timber trusses
AGA SIKOLO
45
Project Description
O
rganised by the University of Nottingham in collaboration with ‘Education Africa,’ a charity that seeks to assist disadvantaged people in gaining a quality education, Aga Sikolo is the second phase of ‘Project Africa,’ a series of design-build schemes for communities across South Africa. Run in 2013 as a design competition, second year undergraduate architecture students submitted designs to provide classrooms, a kitchen and multiple communal spaces for a nursery school in Calais, Limpopo. Aga Sikolo, meaning ‘build a school’ in the local dialect of Sepedi, was the continuation of a previous project undertaken by the university two years previous, however part of this was “left unfinished with some considerable issues left unresolved” (Aga Sikolo 2012).
Stakeholders
T
he collaboration sees Education Africa acting as a facilitator with involvement in the area since 1992 and specifically ‘social architecture’ projects since 2004. The University of Nottingham provides funding, architectural skills and volunteers to assist with the construction. According to the charity, partnerships with an international university are:
“
implemented for the creation of physical structures…thus encouraging social tourism and the transfer of skills from the university students to unemployed and often uneducated, locals.” (Education Africa 2017) 46
THE CASE STUDIES
Fig. 3.20
Exterior view of kitchen space
Interestingly, through facilitating these projects, is Education Africa promoting voluntourism with reference to colonial tendencies? The information available shows that all their international partnerships are with European universities. Does this cement the idea that voluntourism is a form of contemporary colonialism, with the privileged westerners able to star as ‘heroes,’ or does it simply portray a genuine humanitarian desire to
help those deemed less fortunate? The validity of suggesting that the “locals” are uneducated is extremely difficult to confirm or challenge, however this rhetoric echoes the presumptions already discussed of the colonial nature in which much voluntourism is undertaken, with an imbalanced superiority favouring the ‘heroic’ volunteers.
The “transfer of skills” from students to
the local as described by Education Africa (2017), is a common theme throughout voluntourism, often used as justification; but what are these skills? Is it not a large assumption to presume that because these young people are often from affluent backgrounds and receiving a higher education, that this means they have useful skills to offer communities? Many of these volunteers are undergraduate students with no construction skills, no project management AGA SIKOLO
47
Khomotso Creche
School Committee Staff
Nursery Students Family
Local Community
Education Africa
Friends
University of Nottingham
Sponsors
UK Team
On Site
Core Team
Site Manager
Donors
Local Labourers
Volunteers
Volunteers
Design UK Architecture Team CPMG
Fig. 3.21
48
Aga Sikolo stakeholder diagram
THE CASE STUDIES
skills and often not even any experience working in practice, yet it is assumed they are experienced enough to help “uneducated locals.” Lesely Lokko’s (2017) metaphor poignantly captures this ‘Western’ presumption through Africa’s domination from the “paradigm of development-aid-charity,” describing it as a:
“
world apart…trapped in our own development bubble, perpetual children peering through the looking glass at the ‘adult’ world.”
Volunteers Role
A
group of thirty-five students commenced design work in September 2012, initially working in small groups, then choosing the best designs to proceed. Construction work started in Easter 2013 with the students split into two groups, each visiting South Africa for two weeks. Students were involved with most work on site including; digging, truss constructing, brick laying and roofing. Along with design and construction work, students were required to contribute towards financing part of the build cost, each fundraising £1000 as well as £1200 to cover the cost of their trip. Other roles included website design, photography and videography.
Evaluation
U
ndoubtedly a unique selling point of the architecture course at the University of Nottingham, ‘Project Africa’ has now run seven designbuild projects involving over three hundred students. Although the university is trying
to strike a balance between developing their own students and simultaneously helping international communities, is it contributing towards the rejuvenation of colonialism? The title of their endeavour is questionable; ‘Project Africa.’ This epitomises the presumptions and stereotypes that have plagued a continent where “after celebrity activists and aid workers, conservationists are Africa’s most important people” (Wainaina 2006). If a university were to undertake volunteering work in France, for example, would it be entitled ‘Project Europe’? The opportunity to “travel and see your designs realised” (UoN Live Build 2013) is certainly a motivating factor in choosing to become involved with Aga Sikolo. Students speak of a “major” aspect of these projects as filling the gaps “missed in architectural education” by providing students with a “keen eye on how things are put together” (UoN Live Build 2015). Staff agree that live build projects enable students to “develop in many ways” particularly at a “practical level” stating that:
“
once you build these things, you remember them for life. If you’ve only ever seen them on a drawing, they go in and out of your mind.” (UoN Live Build 2015)
Aga Sikolo clearly provides many benefits for the students partaking but what about the community they seek to help? Students admitted that they had limited opportunities in meeting the stakeholders and when asked what they would change, one comment expressed a desire to have an “introduction to the local community” ideally before the design processed commenced. Another idea was to engage with the nursery children to suggest ideas on what AGA SIKOLO
49
50
Fig. 3.22
External kitchen detail
Fig. 3.23
View from playground
THE CASE STUDIES
Fig. 3.24
Website design
AGA SIKOLO
51
Fig. 3.25
Student volunteer team
they would like to see in their new facilities, rather than trying to presume. With students fundraising to volunteer abroad, issues can arise where one’s experience becomes more important than the project, as they have ‘paid’ for it. Aspects of this occurred during the design phase where the final design was an amalgamation of various proposals which resulted in “possibly not the best solution.” Skillset on site was too a balance between offering students a diverse experience and developing the project in the short time frame. Local labourers performed menial roles whilst the largely unskilled volunteers gained experience through more complex tasks. Perhaps an approach where both groups worked and learned from one 52
THE CASE STUDIES
another may well have helped to integrate the project more thoroughly. For example, sharing local knowledge on materials and construction methods would enable the students to improve their designs. Projects without sufficient site knowledge are a difficult endeavour and whilst on the one hand, provide a unique challenge for students, could affect the quality of the final product. Upon reflection, the limited site analysis available and the relative inexperience of second year architecture students resulted in a design that did not completely “suit the needs of the clients” and begins to question the effectiveness of students as volunteers, after all “student projects are only as successful as the students who get to do it.”
Fig. 3.26
Assembling trusses
AGA SIKOLO
53
3. The Case Studies 3.4 Case Study Three: A House for a Victim
Fig. 3.27
54
THE CASE STUDIES
Site Location
Fig. 3.28
Brick laying
A HOUSE FOR A VICTIM
55
Project Description
C
onceived in 2014, ‘A House for a Victim’ is a community project to design and build a house for Rutaganda, a local farmer in rural Arete, Rwanda. A collaboration between SAWA Architecture, an architectural collective and REACH, a local charity whose mission has been the reconciliation of Rwanda post-genocide. With support from Squire and Partners, a London based architecture practice, this project aims to engage the community in a programme of reconciliation, whereby former aggressors rebuild civic facilities directly for their victims, as form of restorative justice.
“
He killed my brother, but now I forgave him.” “I have been forgiven, now I feel worthy of life again.” “So now we work together. We are building peace in our hearts together.” (SAWA Architecture 2015)
Stakeholders
R
EACH, an acronym for Reconciliation Evangelism and Christian Healing was founded by the Reverend Philbert Kalisa in response to the genocide that occurred in Rwanda during 1994, costing the lives of an estimated 800,000 people (Gwin 2014). REACH exists to support Rwandans through their journey towards healing, reconciliation and sustainable development. They have trained over 22,000 rural Rwandans in peace building and have initiated over thirty cooperatives each consisting of victims and culprits. This is done by: 56
THE CASE STUDIES
Fig. 3.29
Entrance to completed house
“
Bringing together people, often those who have been in conflict. Providing them with opportunities for learning, truth-telling, restorative justice, healing and forgiveness. Assisting them to work together in various peace-building initiatives.” (REACH)
SAWA, an acronym for Socially Active Workshop Architecture, describe themselves as a “humanitarian architecture collective.” To date, SAWA has been involved with several community led projects in Rwanda, Sierra Leone, Mozambique and in the UK. SAWA, also meaning ‘good’ or ‘right’ in Swahili and Kinyarwanda, describes its approach as:
“
We look to engage community and grass roots that can facilitate positive social change through making or adapting space, while upholding the broadest sense of sustainable design.” (SAWA Architecture 2015)
A HOUSE FOR A VICTIM
57
Rutaganda
Family Friends
Local Community
REACH
SAWA Architecture
Professional Partner
UK Team
On Site
Squire and Partners
Ed Dale-Smith
Site Manager
Donors
Local Labourers Volunteers
Education
Design
London Metropolitan University
Local Community
Enock Ruziga
Fig. 3.30
58
A House for a Victim stakeholders diagram
THE CASE STUDIES
SAWA Architecture
Fig. 3.31
Community consultation
The Volunteer’s Role
S
AWA describe themselves not as charity or a business but rather a “collective who collaborate and volunteer” their services to charities, organisations and communities of whom, like Wearing’s definition, they consider their work to be “meaningful” (SAWA Architecture 2015). This collective was cofounded by Ed Dale-Harris, a Part II architecture student at the London Metropolitan University, who wanted to push the discourse of architectural education by combining his MArch studies with a ‘live’ project. In the context of ‘A House for a Victim,’ Dale-Smith was closely involved with all aspects of the project from initiation through to design and construction however was cautious of
“overstepping” his involvement. Rather than running the project, SAWA’s role was to “critique the design and make strategic improvements” to the local vernacular. Spending time on site, gaining a cultural understanding from the local community, learning about local material resources and studying the local vernacular were some of the roles undertaken.
Evaluation
U
pon reflection, Dale-Smith describes the opportunity to live and work alongside the communities SAWA assists as “invaluable.” Skype conversations often do not provide key information necessary as clients are often not computer literate and are no replacement for A HOUSE FOR A VICTIM
59
60
Fig. 3.32
Existing house
Fig. 3.33
Rendering external wall
THE CASE STUDIES
Fig. 3.34
Proposed section through exterior wall
A HOUSE FOR A VICTIM
61
Fig. 3.35
ISSB toolkit produced by Squire and Partners
“spending time within the context in which you are working.” A key aspect from the collaboration between REACH and SAWA, is the importance of “cultural awareness.” The very nature of the issues that are being addressed elevate the work from singularly an architectural project, to a socially aware and engaging endeavour. The involvement of Squire and Partners demonstrates a possible solution to the limited skills that students can often bring to projects. A partnership with a professional group not only provides greater experience and skillset, it can also challenge the traditional notions of practice. Squire and Partners are not renowned for their social agenda, however a collaboration in this nature may initiate a shifting of established practice and a greater ethical understanding of compassionate corporatism. To enable their work to be more effective, Dale-Smith formed a relationship with a Rwandan architecture student, Enock Ruziga. The partnership with Ruziga was key on several 62
THE CASE STUDIES
levels. The importance of someone who could understand both the “language of architecture” and the local “trauma and cultural sensitives” along with local dialects was a vital in providing the project with further grounding. This partnership also begins to tackle the somewhat colonial nature in needing to outsource architectural volunteers from further afield, rather than promoting the skills of locals. Aligned with postcolonial theory, this project is enriched in a broad historical and cultural context which has transformed the role of a volunteer as a ‘doer’ to an “enabler and facilitator.” Here design and aesthetics are not the driving force, instead the communities they intend to benefit are made the centrepiece. This does not belittle the importance of good design. An appropriate scheme does not have to strive to feature in architectural magazines to define it as a success, rather a response tailed to its users and context through a collaborative approach, often has a far greater and positive impact.
Fig. 3.36
External wall render
A HOUSE FOR A VICTIM
63
64
THE FINDINGS
Fig. 4.1
Project Riandu generator housing
65
4. The Findings 4.1 Conclusion
“
Can you imagine a world without volunteers? It would be a poorer world because volunteering is about action and service, about active citizenship, social cohesion, partnership and relationships. Its impact on local, national and global development can be transformational.”
Dr Gill Greer, CEO of Volunteer Service Abroad (UN Volunteers 2015)
E
stablishing if architecture students should seek to volunteer in development projects aboard has led to researching various influencing factors. On one level, an interrogation of the voluntourism industry, its involvement with colonialism and the relationship between architectural education and volunteering. Complimenting this, the analysis of three case studies, all of which depict the differing roles students have contributed towards volunteering abroad; with varying degrees of success. It has become apparent that the opportunity for students to exercise and develop their theoretical, creative and personal skillsets is both something that students relish and seemingly has a positive effect upon their 66
THE FINDINGS
education. Frequently, these experiences could not be replicated within a classroom context and are often opportunities that simply could not be attained in the student’s native country. For example, my involvement with Project Riandu would have been all but impossible in the UK; financially, professionally and logistically. Ideally the benefits experienced by students should be reciprocated to the communities they intend to serve. According to SAWA’s cofounder, this is indeed possible with Dale-Smith stating that he considers having “learnt as much as the people I have worked with.” This notion reflects the responsible manner that SAWA has conducted their volunteering, but unfortunately, this is not always the situation. As has been outlined, the fear of over-dominating ‘Westerners’ evoking aspects of colonialism, a lack of long term commitment and ignorance towards a community’s actual needs, is all too real. This is not to say however, that when conducted in a responsible manner, architecture students do not harness the potential to have positive impacts. On a local level, the Sheffield School of Architecture’s ‘Live Projects’ initiative demonstrates that collaborating with the community can be successful for all parties:
“
Far beyond the tangible results, as powerful as they have been, the project has created moments that are impossible to capture. The energy through school, the sense of possibility and creativity, problem-solving and togetherness has touched the lives of so many children in deep, profound and meaningful ways.” Headteacher, Arbourthorne Community Primary School (Butterworth 2013)
Taking volunteering models like Live Projects and adapting their principles for reappropriation to an overseas context is what many of the case studies I have presented have achieved. Despite Aga Sikolo’s mixed results, the University of Nottingham recognises the importance of a long-term commitment and has thus seen subsequent schemes improve particularly in their preparation, social awareness and appropriateness.
mortar. Another key principle critical to adopt, is honesty particularly in terms of: motivations, expectations, timescales and resources. It is a naïve endeavour to believe that volunteering can be undertaken for purely altruistic motives. Even when conditions suggest no obvious motivations for volunteers, research shows that psychologically, volunteering increases life satisfaction and reduces depression and anxiety (Musick and Wilson 2003). What is fundamental is employing a high degree of mutual honesty and transparency between volunteers and beneficiaries in balancing the benefits that both groups can gain. Ultimately, if a project is run in a sustainable and responsible manner, with students fully aware of their roles and responsibilities, an appropriate knowledge of cultural sensitivities, a relationship with beneficiaries built on trust and a long-term commitment to people and place, then architecture students can have a positive and responsible impact upon development projects abroad.
The adoption of a postcolonial discourse to scrutinise the effects of working with foreign communities, is imperative to a project’s effectiveness. Initiatives such as SAWA and Project Riandu have developed trusted relationships that have enabled them to grasp the social and cultural contexts in which they work. Interestingly, both projects have learnt that at their heart, is not merely a design-build project; but a catalyst for social change. Student volunteering projects need to accept that a successful scheme treats architecture not just as a product, but as a process. They need to strive to provide more than simply bricks and CONCLUSION
67
4. The Findings 4.2 Architectural Volunteering Manifesto
T
o accumulate and make accessible the findings of this piece of research, I have developed the ‘Architectural Volunteering Manifesto.’ This framework and guidance, is predominantly designed for students but also applicable to architects or those merely interested in the idea of engaging within architectural development projects abroad. Useful resources on appropriate overseas volunteering practices include ‘Comhlámh’s Volunteer Charter’ set out by the Irish Association of Development Workers as well as ‘Learning Services’ series of guidelines. Existing guides specifically interested within the architectural realm, are hard to come by. Architecture Sans Frontières UK’s ‘Participate’ tool offers information in terms of wider participatory, but lacks specifics on the roles and expectations of volunteers. Before one seeks to volunteer in a development project abroad, there are three simple yet critical questions to answer honestly:
Why Am I Involved? What is the necessity in your volunteering? Could the local community achieve their goals without your assistance? What are your motivations? What are the benefits you gain from volunteering? Are these taking advantage of anyone? 68
THE FINDINGS
Who Am I Helping? Who will benefit from your assistance? Are you aware of the project’s wider stakeholders? What cultural and social sensitivities that you need to be aware of? Are the beneficiaries involved in the process? What are the motives of your partners? Are there other people and groups who should be involved?
What Is My Role? What are the skills that you can provide? Are these appropriate? Is there a risk that your involvement may have a detrimental impact upon the local economy? Are you helping to facilitate or are you overstepping your involvement?
Responsible Volunteering This dissertation has frequently referred to the importance of ‘responsible volunteering’ but what does this entail? Controversially, the voluntourism industry is currently unregulated meaning that there are no legal requirements for organisations involved. This can result in local communities being taken advantage of. It is therefore imperative that as a volunteer, you adhere to adopting the principles of responsible volunteering to ensure that your experience is worthwhile and beneficial to all those involved.
Reflect on your motivations for volunteering. Research the local region, country, its communities and relevant issues before you go.
Know who you are really intending to help. Be flexible, expect a challenge and be prepared to learn.
Always remember that you are a guest. Act professionally. Respect local customs. Take care of your health and safety. Reflect and provide feedback at the end of your involvement.
Remember that you are part of a team and a bigger picture.
Ensure there is a sustainable exit strategy once your involvement comes to an end.
ARCHITECTURAL VOLUNTEERING MANIFESTO
69
70
REFERENCES
Fig. 0.4
Project Riandu exterior teaching space
71
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Interviews and Focus Groups Dale-Harris, Ed. SAWA Architecture. Interview. 2nd August 2017. Kenyan Board of Management. Project Riandu. 10th March 2017. UK Management Team. Project Riandu. Focus Group. 27th July 2017. Volunteer A and Volunteer B. Aga Sikolo. Interview. 20th August 2017. Volunteer C. Article 25. Interview. 28th July 2017.
Images All images are the author’s own unless otherwise stated. Fig. 2.3: Dewhurst, W., (1919). Order of St John award to Mr William Dewhurst in recognition of his services during WW1 [digital image]. [Viewed 3 October 2017]. Available from: http:// haslingdens.blogspot.co.uk/2016/04/williamdewhurst-and-st-johns-ambulance.html Fig. 2.4: Hajjaj, H., (2013). Mr M Toliver [photography]. Available from: http:// m y a r t g u i d e s . c o m/e x h i b i t i o n s/ h a s s a n hajjaj-my-rock-stars/at tachment/ hassan-hajjaj-mr-m-toliver-2013-metalliclambda-print-on-dibond-with-wood-andfound-objects-34-5-x-25-in-courtesy-of-theartist-and-gusford-los-angeles/
Fig. 2.6: Humanitarians of Tinder., (2017). Francisco, 29 [screenshot]. Available from:http://humanitariansoftinder.com/ Fig. 2.7: Gérôme, J., (1870). Moorish Bath [painting]. Museum of Fine Arts Boston. Available from: http://www.mfa.org/collections/object/ moorish-bath-32124 Fig. 2.8: Hislop, I., (2003). ‘Gap year kids, I expect’ [cartoon]. The Private Eye Annual 2003. London: Private Eye Publications Ltd. Fig. 2.11: Charlesworth, E., (2006). The Dividing Line Design Studios [illustration]. Architects Without Frontiers: War, Reconstruction and Design Responsibility. Oxon: Architectural Press. Fig. 2.12: Jeanneret, CE., (1933). Plan Obus Rendering [image]. Available from: http:// bidoun.org/articles/le-corbusier-s-algerianfantasy Fig. 3.3, 3.19-3.20, 3.22-3.23, 3.25-3.26: Tynegate, B. (2013). Aga Sikolo [photograph]. Available from: https://www.ben-tynegate.com/ Fig. 3.4, 3.28-3.29, 3.31-3.36: Dale-Smith, E. (2015). A House for a Victim [photograph]. Available from: http://studyrwanda.blogspot. co.uk/ Fig. 3.24: Cobb, M. (2013). Aga Sikolo Website [screenshot]. Available from: https://www. behance.net/matthewcobb
Fig. 2.5: Rowling, JK., (2016). JK Rowling’s tweets regarding #voluntourism [screenshots]. Available from: https://twitter.com/jk_ rowling/status/767364055740846081?lang=en
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ARCHITECTURAL VOLUNTEERING MANIFESTO Before one seeks to volunteer in a development project abroad, there are three simple yet critical questions to answer honestly:
Why Am I Involved?
What is the necessity in your volunteering? Could the local community achieve their goals without your assistance? What are your motivations? What are the benefits you gain from volunteering? Are these taking advantage of anyone? Who Am I Helping?
Who will benefit from your assistance? Are you aware of the project’s wider stakeholders? What cultural and social sensitivities that you need to be aware of? Are the beneficiaries involved in the process? What are the motives of your partners? Are there other people and groups who should be involved?
What Is My Role?
What are the skills that you can provide? Are these appropriate? Is there a risk that your involvement may have a detrimental impact upon the local economy? Are you helping to facilitate or are you overstepping your involvement?
Reflect on your motivations for volunteering. Research the local region, country, its communities and relevant issues before you go.
Know who you are really intending to help. Be flexible, expect a challenge and be prepared to learn. Always remember that you are a guest. Act professionally. Respect local customs. Take care of your health and safety. Reflect and provide feedback at the end of your involvement. Remember that you are part of a team and a bigger picture. Ensure there is a sustainable exit strategy once your involvement comes to an end.