James travelling to Rwanda this coming Friday
Will be working with youth and youth-led organisations there
Created a list of guiding questions
To try to understand their experiences with interacting with various parts of life
Educational institutions, society in general, etc.
Try to understand their approaches for overcoming challenges, or what challenges they were not able to overcome
To understand how they work with young people, and what's their understanding of young people with learning differences
Want to understand what their approaches, methodologies, etc. are
How do they represent and be the voice for these young people?
Organise workshop guided by outcomes of the above
See where ideally he could support these movements and youth-led groups
There are some grants that could be given, small grants
Maybe about 20 people
Learning a skill, or something similar, e.g. how to bake bread. UWEZO will facilitate this
Try to understand how these young people interact with their environments and society, identify solutions and support a process of inclusion
Alan asked about the differences in terminology between the academic community and the world at large (ties in directly with James’ update)
How to “translate” learning differences concepts to youth/groups?
Looking at mismatch between systems (service provisions and groups)
What happens when a youth doesn’t fit into a particular system?
The measure would be the education institution as a beginning point, but it is not the end in itself. There is no one way of looking at things
How do we match in the different contexts to make sure there is equity and equality?
How can/do youth experience different services? (education, government, other)
But why don't all young people know or use it? What are the obstacles to using these services?
Other layers of mismatch in addition to disability
Some of the work will be specific to the Rwandan context, but we'll get more general benefits around youth and co-design and how to find the voices of the youth in their own words
How do we get them in a space where they feel comfort to share?
Looking beyond changing the mindsets, but there are other invisible issues
Appreciate varying degrees of inclusive design in each organisation
Asking groups whether they're aware of, know, use, etc the inclusive design process. Is it a formal process, a part of the way they do things...?
The IDRC website will be a huge resource in this approach
Considerations relating to interpreters
Didn't budget for interpreters, due to language changes in Rwanda
in 2010 they joined the commonwealth and are switching from French to English, as well as Swahili and Kinyarwanda
Discussing the history of the East African Community, common market and the East African Federation
Political dimensions related to the translations and stories that will be told, context is important
Many speakers of Swahili, about 100,000,000, but not yet recognized as an official language of the UN
E.g. Uwezo (Bahati) transforming thinking from universal design to inclusive design
Approach will be to walk the streets and talk to people, not as an “official” researcher
James' questionnaire can be shared with the partners, but he needs feedback soon as he has to print everything out by the time he leaves on Friday
He's using the Microsoft Inclusive Design kit
Discussing the IDRC Inclusive Design Guide, maybe he'll look at it
Looking at various tools and using them where he can
Videos from indigenous communities, he's been following up every two days
Incoming shortly Northern Sask reserve video from Jewel - featuring drone video footage
Developing SDG / inclusive design guide
How to incorporate inclusive design and approaches of partners?
Want to work in close collaboration with the IDRC
Applying ID principles to the process of compiling such a resource
Has had a quick conversation with Catalina about working across cultures
Probably makes sense to look at ID guides/toolkits etc
How involved should/will everyone be in the process of drafting the doc?
Have a separate meeting with TIG?
June 9 Meeting Notes: https://wiki.fluidproject.org/pages/viewpage.action?pageId=140902587
would love to connect and review these design guides to help to inform the SDG toolkit development process
as a next step then - Liam can create a draft timeline which we can use as a basis for our conversation and begin to set up a quick conversation between IDRC and Mike to review, get feedback and iterate on that plan.
How can this work focus on youth with learning difference
James has a couple of comments
SJRK is a global project. Dealing with various boundaries, various structures. At the moment, we're taking a grassroots approach.
Ask "how do you have an inclusive decision making process?”
Report is in Jutta’s hands now! Structure of year-1 Oak report has been given to her, waiting to hear back
Gregor has been working on the Storytelling Tool
Dana has been working on the design of the ST to reduce the emphasis on any one mode of input and interaction. I.e. not just focused on text, but also images, audio, etc.
we did a big breakdown of things we're planning on implementing: https://issues.fluidproject.org/projects/SJRK/issues/SJRK-34?filter=allopenissues
the current build site: https://build.fluidproject.org/sjrk-storyTelling/ (it hasn't changed too much lately)
James - Do we have a page for youth organisations?
Storytelling tool can be used by groups, organisations, movements, even as a way to create a simple web page / web presence
Create a template on a wiki page as a way to capture information about youth organisations - Alan will look into this
James’ guiding questions include those for organisations
Will collect info by translating and transcribing
Ways of communicating outside of storytelling tool?
Capturing and sharing information directly from the field. To hear the direct words, it can be an inspiration. A special interaction with the platform. It can mean a lot to these people
Having some sort of dashboard for summarizing the kind of feedback we've been getting from the various partners and their projects
What is long-term impact? How do we differentiate ourselves from typical researchers who come and go
Point them toward MOOCs?