Food For Thought
FOOD FOR THOUGHT
SECTION 1: GETTING STARTED (PP. 3-6)
A. Using the Kit
B. Finding the Audience
C. Assessing the Teachers
D. Youth Facilitation
E. Promoting the Knowledge Base of the Presenter
SECTION 2: THE PRESENTATION (PP. 7-12)
1. Introductions (3 min.)
2. Overview of Oxfam Canada (5 min.)
3. Basic Poverty-Related Concepts (2 min.)
4. What Does This Have to do With Trade? (5 min.)
5. The Diagram (5 min.)
6. The 2 Minute Video Spot (optional)
7. The PowerPoint (35 min.)
8. Gender Issues (3 min.)
9. Food Security in Canada (5 min.)
10. Youth Action Plan (10 min.)
Introduction
As part of its advocacy and public education programs, Oxfam Canada offers free presentations to high schools and community organizations. In the Atlantic Region, Oxfam has made its platform known on issues such as landmine control, sweatshop awareness, and food security in developing countries. On the weekend of November 27, Oxfam will be holding Regional Assemblies across the country. The focus of this year=s Assembly will be on Food and Trade issues, with particular attention to Agricultural Policies. This issue was chosen as a focus mainly because it is becoming increasingly obvious that small farmers in both the North and South are losing their rights to protect their livelihood. These rights are being compromised by International Trade Agreements which not only favor rich nations, but favor rich agribusiness within these nations. These issues are intimately connected to national and international food systems, income security, and food security. As a result, the Food Security Presentation Format has been modified to specifically address how trade laws are exacerbating poverty.
SECTION 1: GETTING STARTED
A. Using the Kit
Who is this kit designed for? Well, it serves two purposes: First, to provide basic information to those interested in current Food and Trade issues, and second, to provide guidelines and aides to present these issues in a public forum. So really, the kit is designed for those interested in learning about the issues, as well as those willing to take an activist role in reaction to the facts of the case.
B. Finding the Audience
Our primary audience in the past has been High School (gr. 11-12) students, but there is no reason why this format could not be used for any number of groups. High Schools remain the most accessible because there are so many of them. The audiences are young and energetic, they enjoy being exposed to international issues that they may not normally hear about, they ask a lot of questions (scepticism comes with the teenage territory, it seems), and they have a general sensitivity to social injustice. Also, presenting at High Schools requires very little organizational work- you don=t have to send out invitations, provide food, or even give incentive for them to be there- showing up for class may be their only job.
As part of the overall Food and Trade campaign, a group of volunteers have been asked to contact teachers in the area about presenting in their classrooms. There are many ways of finding these individuals:
$ Contact the provincial Teachers= Union. Ask them for a list of all Global Studies, Global Geography, and Global History Teachers.
$ Contact other organizations in the area who regularly give community and/or High School presentations. Ask them for a contact list.
$ Call individual High Schools/Churches/Community groups who meet regularly and ask them directly if they would like you to present to them.
15
$ One teacher contact in a particular school may lead to several. Ask the teacher if they could spread the word that you are available, or ask them for contact information.
C. Assessing the Teachers
Once a teacher has shown interest in a presentation, it=s time to assess the situation. Often, if a teacher has contacted Oxfam, it is because they themselves have an interest bin social justice, global issues, or human rights. This would indicate that their classes may be up to speed on some of these issues as well. This is ideal. Even a small knowledge base is better that none at all. Some teachers will have already shown the class the Oxfam website, had them sign petitions, etc. . . However, this is often not the case. One teacher form a High School may invite you, but there are probably three other Global issues teachers who may book you for a class without any prep at all. This can be avoided by stating what the presentation is about, asking a few simple questions, and laying out a few simple guidelines.
Questions:
1. How is this material supplemental to what you are teaching in your classes?
2. What, if any, of this material would be repetitive?
3. Has the class shown interest in recent global trends/issues? (AKA have they been presented with them, and responded in turn?)
4. Would you be willing to do some preparation before my arrival (view Oxfam.ca) and/or after my departure (write letters, sign petitions, view case studies etc. . .) to reduce the perception that the presentation is isolated form their normal learning routine/curriculum? (Its not that much to ask, really, considering that we would provide all the necessary resources, and that we give the presentations free of charge).
5. Are there any students with learning disabilities/any other disabilities that need to be taken into account?
Guidelines:
1. That the teacher be present at all times, and take responsibility for discipline in the event of behavioural problems.
2. That the teacher keep the classroom at a manageable level, and let it be known that guest speaker= does not mean optional listening.=
3. That the teacher familiarizes his/herself with material from the website and/or in the information packages provided to them..
4. That the teacher use at least one resource given to them in follow up exercises, be it Marilyn=s PowerPoint, A World in Jeopardy, use of given Case Studies, etc. . . (In other words, applying the information).
Once these have been covered to your satisfaction, book a date and time convenient for you, other volunteers going, and the teacher. Even if you feel that you can handle a presentation on your own, it is preferable to attend in pairs. This way, the main presenter has organizational support, and/or the presentation process is passed on/practised. You will be carrying lots of materials for the students and teachers. The bus can be a bit treacherous in this regard, especially if the school is some distance away. Ask that the school cover costs of transportation, made payable to Oxfam Canada.
15
D. Youth Facilitation
This can be a tricky task, and knowledge of youth participation tools and strategies is essential. Is can be difficult to know how to deal with certain behavioural problems, including lack of participation and/or attentiveness. As the facilitator, it is your job to make sure that the information comes across in a way that is both interesting and empowering. There are many challenges involved with doing workshops and presentations with youth, including time management, classroom dynamics, managing dominant and/or uninvolved students, different learning styles, rates of information absorption, encouraging and drawing out participation, managing and focussing discussions, summarizing and balancing information, etc. . . It is important to create a climate for learning by understanding the learning cycle: Experiencing, Processing, Generalizing, and Applying, all the way back around to Experiencing. More simply put: Action - Reflection - Action. ( Adapted from Robert F. Mager, Training in Action Program.) More detail on this process, discussed in facilitation workshops held at the Halifax office, can be found on the Oxnet site beginning in Mid-January.
E. Promoting the Knowledge Base of the Presenter
In order to present effectively, the presenter must have confidence in his/her own
knowledge base. Much of the food security/fair trade information will be provided by the Campaign Coordinator. However, to reach a certain level of comfort with Oxfam=s positions, it is necessary to research both the Oxnet.org and maketradefair.org websites, as well as review some in-office material available to all volunteers. On the Oxnet website under Campaigns=, presenters can find three excellent documents:
! The Trade Report: Rigged Rules and Double Standards
! Trading Away Our Rights: Women Working in Global Supply Chains
! The Coffee Report: Mugged- Poverty in Your Coffee Cup
These are very effective in tying together aspects of global trade- women, farmers, corporations, etc. . . In addition, presenters will find a wealth of information on what resources other Oxfam volunteers are using across the country. These can be found under Educators.= Included are games and participatory tools, alternative presentation outlines, and forums to connect with volunteers who are taking a similar interest in public education.
On the Make Trade Fair website, there are a number of useful sections. There are up-to- date reports, summaries of the issues, listings of regional events, and an Act Now= section which provides campaign toolkits, banners, petitions, and other hands-on materials for promoting Fair Trade and the Big Noise!
15
SECTION 2: THE PRESENTATION
1. Introductions:
Introduce all Oxfam Volunteers, and ask participants to go around the room and
introduce themselves by name.
2. Overview of Oxfam Canada:
¨ Began in 1942 as a charity in Oxford, England
¨ Oxfam is now an international development organization with 12 member countries worldwide- one of which is Oxfam Canada, since 1963
¨ Oxfam works in over 120 countries with partner organizations in several different areas of poverty reduction and water and sanitation initiatives
¨ Over time, Oxfam has made the transition from direct Aid provider to project facilitator: We now deal with root causes of poverty and focus on empowerment strategies (helping people help themselves), advocacy, public education, and emergency aid provision where necessary
Ask participants if they have heard the terminology human rights= and/ or if they can name some specific human rights. Discuss for a moment; mention that the Universal Declaration Of Human Rights was drafted by a Canadian.
¨ Oxfam bases its efforts on certain rights we believe every living person is entitled to:
a. The right to a sustainable livelihood
b. The right to basic social services
c. The right to life and security
d. The right to an identity
e. The right to be heard
3. Basic Poverty-Related Concepts:
! During the course of this presentation (70 min.), 3,300 people will join the ranks of absolute poor= meaning that they are unable to feed themselves or their families on a daily basis
! The richest three people in the world have more money than the 48 poorest countries (GNP).
! 1.2 billion people live on less that $1 a day, and more than half of the world=s population live on less that $2 a day
15
! 840 million people are seriously malnourished, going to bed hungry every night, despite the fact that there is enough food in the world to feed every human being three square meals a day
! In the year 2000, 36 million people died from hunger or hunger-related illnesses
! Research shows us that the poorest of the world=s populations (mainly in Southern Nations (developing countries) are getting poorer, while the well-off (mostly in richer, Northern Nations) are getting richer. Even within these wealthy Nations, the poor are getting poorer while the rich continue to grow richer.
4. What does this have to do with trade?
Ask participants if they have ever heard the term Globalisation= before, and if so, what comes to mind when thinking about this term? What does Globalisation mean? Who is taking part? What images pop up? Discuss with class:
Globalisation has many different meanings, and thousands of different definitions- lets use a relatively broad one to get an idea of what it is that we=re talking about:
Globalisation: The process that integrates world markets for goods, services, and finance; The worldwide integration of government policies, cultures, social movements, and financial markets through trade and the exchange of ideas.
______
We heard the word trade in there; what kind of trade are we talking about?
Ask participants if they have ever heard of AFree Trade.@ Ask if they can give examples of Free Trade agreements? Ask if they know what body governs international trade?
Free Trade: Trade between nations which allows companies to operate (theoretically) without taxes or tariffs.
World Trade Organization (WTO): International organization based in Geneva, monitors and enforces all rules governing global trade
15
Now when we think of trade, we may think of our tee shirts, and the fact that the labels indicate that they were made abroad. That is indeed an aspect of free trade, but there is something else that is rapidly becoming a big international business: The Business of Food.
OK presenter: Now comes the meat. Below is a summary. Don’t get scared off- most of it will be covered in detail either during the PowerPoint or during the diagram exercise. Just go ahead and blurt it out:
So let=s get to it: Many people believe that trade rules and regulations favour rich nations and powerful corporations, while excluding the poorest from fair competition. As a condition of their loans, poor nations have been compelled to open their borders to competition from abroad. This process was (and is) very rapid, and many people, especially farmers, are unable to defend themselves against the onslaught of cheap food pouring into their markets. They cannot sell what they have produced.
Northern nations like the United States and members of the EU pay their farmers subsidies to produce certain amounts of food. When there is too much food produced in these countries, the surplus is dumped into Southern Markets- easily done with current free trade rules. These markets are flooded and the price of these particular food items drops dramatically. So the people who live there and produce that same food cannot sell what they have grown. They cannot compete with, or make a living on, these new low prices. For example, in the past decade, Jamaican dairy farmers have had to give away milk and even slaughter their cows because they cannot compete with the influx of cheap milk and beef from the United States. To make matters worse, border tariffs in these rich nations are around four times higher than those in developing countries. So not only are farmers losing in their domestic markets, they cannot even export their goods elsewhere for a profit.