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As for the semester of Spring 2019, some changes were made such as the adoption of theme-based group discussion. The students were divided into four discussion groups on (1) language and memory, (2) landscape and place, (3) gender and labour, and (4) market and aesthetics. These four sub-themes were adopted in the HaB methodologies workshop in in October 2018. This new trial helped to open up viewpoints based on cultural and historical understandings acquired in the previous stage.
Starting 2012, the TNUA Centre for Traditional Arts (CTA) initiated a series of field courses, including indigenous boat making, bark cloth making, banana fiber crafts, ritual parades etc.; the course of ‘Natural Dyeing’ was one of them. These courses aimed to bring students out of the classroom to learn from the soil and different people who give life to traditional arts, and to learn how traditional arts are related to the society and their generation. The 2013 course of ‘Natural Dyeing’, conducted with many partners, was divided into three main stages.
The family is a social institution. It is beautiful to see a mother and her children together because it reflects the natural love and the affectability that exists between her and her offsprings. In Leiden, the parental concept is very visible in the streets because it is found that the parents and their children are at the edge of a bicycle (the parents and their children: case where all drive together; the case where the mother also pilot alone). Education is one of the priorities of the population of this city of the Netherlands.
Dr. Thidar Htwe Win drew small engagement curriculum to foster value and connection of the local children with their locality. To do this, the school children were asked - "what are the most beautiful and valuable places for them in their village and around it." By asking this, we could draw out what the children unconsiously valued.
At first the children were too shy to speak in front of the crowd. We persuaded them with incentive of rewarding them with cute stickers. This helped them to become more engaged. We could even create a competitive environment among them.
The Saunders Art, Gallery and Museum were opened on the August 2, 2004 to commemorate the 90th anniversary of the Saunders Weaving and Vocational Institute. It was supported by the Small Scale Industries Department (Myanmar) and Kanasarwa College (Japan). The objectives of establishing the museum were to develop vocational school studies and small scale industries in rural area. There are three rooms: museum, demonstration room and gallery.
The Saunders Weaving and Vocational Institute accepts trainees on per year/per month basis. There are regular as well as other vocational training options. In case a local organisation wants to set up a training school, then it can get in touch with the Institute. The educational qualification requirements of the Institute are limited to matriculation, middle and primary school levels. The trainees must be single and under 25 years of age. The numbers of trainees accepted vary between 5-50 depending on the course.
In the class, I asked my students that “how does the increasing degree of urbanization change the next generation’s view on localized cultural identity? And how should we as anthropologists collaborate with the community?”
In the class, I discussed on the concept of urban life and then I asked the students to think about the ways in which they all could engage with Taungthaman Village to understand the impact of urban life.
Giving healthy food awareness to the school children in Taungthaman village
Kumar Unnayan, Centre for Community Knowledge, Ambedkar University Delhi wrote Jaadoonagri (Wonderland) for the session on Day 2:Reading/Writing/Re-writing/Telling/Re-telling using objects/prompts, 20 December 2019.
Every day, the youth of Huay Hin Lad Nai community go into the forest to find food. The forest serves as the local supermarket. Accompanying them into the forest today are students from Chiang Mai University, who are part of school's Ethnic Studies and Development program. Both the students and the youth group woke up early at 5:00 a.m to go and learn in the forest together. The local youth shared stories about shifting cultivation, properties of variety of vegetables and herbs, and their way of living with the forest and nature.
This was the first field trip for us and there were many new experiences for us. All of us as first-year anthropology students had never experienced this kind of field trip; and we asked ourselves, ‘What are we going to do?’ We motivated ourselves by asking the question, ‘If we are afraid to ask questions, we will know nothing’.
When we went to the field to collect oral histories or stories or experiences of U Pein Bridge, we did not know how to explain our tasks or talk about them. Our group then applied what we had observed the foreign anthropologist do - smile and make eye contact. We adopted this when we spoke to a fried-fish seller who we first thought may know about something of the U Pein Bridge. First, we bought a pack of fried fish with 2000 Kyat before asking her about U Pein bridge. So, we used our money to get data and we were very happy.
Many of us may have seen or bought indigo products from market. Seldom do we have the privilege to explore the beauty and hardship of a craftsmanship, know the process and knowledge of it from school. For the semester of Spring 2019, there is a course "Blue Across Boarders", which provided students a brief understanding of indigo, from plants, process of making indigo dye to dyeing, also provided them a chance to witness the process and experimented with dyeing by themselves in school.
Traditional handicrafts are a kind of embodied local knowledge, so does indigo. On the course of "Blue Across Boarders", students had a chance to talk with artisan Tang Wen-chun (湯文君), who is also an educator, motivator and researcher on indigo. Tang introduced the plants of indigo which are harvested in her farm, the practice she was conducting on also the process and tips for harvesting plants of indigo. Students had a field visit to the farm that grows the plants of indigo dye.
