作者:郭海涛,2008河南老常营、2010河南滕楼志愿者
前两天收到袁云汉老师的邮件,托我帮他在美国买把电吉他。
滕楼队5名志愿者和袁老师、裴阿姨全家,2010年6月 |
河南邓州裴营乡滕楼村实验小学 |
作者:郭海涛,2008河南老常营、2010河南滕楼志愿者
前两天收到袁云汉老师的邮件,托我帮他在美国买把电吉他。
滕楼队5名志愿者和袁老师、裴阿姨全家,2010年6月 |
河南邓州裴营乡滕楼村实验小学 |
Donna Peng, 2009 Beijing Team Volunteer, has decided to give her birthday presents to Dream Corps. Find out how and why you can help. 2009年北京队志愿者彭丹决定把自己的生日礼物送给梦想行动。这到底是怎么一回事儿呢?
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Approach
Accordingly, our Approach to open school libraries was not one of dumping more books on schools. The universal pattern of closed rural school libraries—or what we may call “book dungeons”—was more than forbidding. It pointed to the systemic reasons behind it, which ultimately had to do with an under-resourced education system preponderantly geared towards exams. If libraries are to open, there must be people to open it. If books are to become resources, they must not remain on the shelves of a room with an open door; they must instead be taken down, opened up, and read. So, if we really want to open up libraries, we have to promote reading. We decided we must send volunteers along books. An organic combination of book and human resources, so to speak, for a sustained dynamic of self-motivated reading in and around an open library. That’s what we decided to do.
Return
A critical ingredient of this approach is that we return every year. We didn’t think that having the room cleaned up, walls and windows painted, books dusted off and cataloged, which we always do, would turn a book dungeon into an open library. Without the open library becoming a normal part of school life, all that we may end up having is a prettier and temporarily cleaner book dungeon. So we return. By returning, we steer ourselves away from one-off donation of “book resources”, which, in this context, is almost surely a recipe for crowdedness in the book dungeons. More positively and more importantly, by returning, we commit ourselves; we accept that the success or failure of a library is not just their success or failure, it is as much ours. By returning, we get to face what we had done wrong, to accept our fair share of blame for failing to achieve what we advertise and advocate. To return is to not only bring more help, but also hold ourselves accountable, so that we may participate more authentically.
Life cycle
But we do not and cannot return every year forever. We did not want the open libraries to become permanently dependent on us. We instead strive for open libraries sustained on the initiative of the local schools and communities they serve. It is how to achieve this, in the concrete reality of the sites where we work, that we are still figuring out. But we remain committed to this ideal.
That, roughly, was the approach we adopted for Dream Corps in the fall of 2004, when our passion-powered action consolidated into compassionate participation. It still is the basic approach today.
Numbers
How have we been doing over the past 6 years, then? Let’s do the numbers: We operated in 12 provinces and helped to open up 22 libraries. We raised $70,000 and pretty much used up all of it.
Working at 22 libraries over 6 years does not sound like a big deal. Neither is raising $70,000 in 6 years something to brag about. What we are proud of is what we have done with such limited financial resources.
We have sent 170 volunteers from about a dozen countries, who contributed 30,000 hours of onsite volunteer work. And all of this was organized through 100% volunteer work: we never had an employee, part time or full time.
6 years is not too long, but it is often much longer than the full life cycle of a nonprofit. However, with whatever limited financial resources we have had over these years, we perseverated. Not only that, we have firmly established a healthy organization; we have retained our idealistic edge; we have earned the trust of many wonderful young volunteers and local partners; and we are getting better at our work.
Lessons learned
Along the way we’ve also made many mistakes and wrong assumptions. Some examples:
Lesson #1: we thought there were books in the book dungeons, therefore our primary task is opening up the libraries and liberating the books. Wrong! The books tend to be old—many predating 1980—in bad condition, and with many duplicates. What mattered to the schools about their libraries had been the number of book copies in them.
Lesson # 2: we then wanted to get as many books as we can with the limited amount of funding we have. Wrong! The deeply discounted books we thus acquired, through a third-party, were new and flashy, but students did not want to read them. If we want to redress inequality in education, why not send quality books?
Lesson #3: we wanted to work with students directly, only to find out that we are competing with teachers for attention and affection.
Lesson #4: we thought our teaching English on the side could help, but sometimes we get shut out of the classroom.
Lesson #5: we thought returning to the same schools is always welcome, but the local education authority wants us to move on to different ones.
And so on.
Experience Gained
Through mistakes and trial-and-error, we have also come to be better at what we do:
(1) starting in 2005, we began to do systematic volunteer recruitment, and by 2008 we have figured out a fairly stable and effective recruitment scheme;
(2) starting in 2005, we began to do organized training of volunteers, which over the years have become better and better;
(3) starting in 2007, we began to encourage Dream Corps university chapters, which have since given us an invaluable “fan base” in Canadian and US universities;
(4) with organizers now scattered all around the world, we were forced to learn how to organize ourselves effectively using all sorts of new technologies;
(5) we have also learned how not to see the schools as single entities, but how to work differently but complementarily with school administration, the teachers, and the students.
And so on and so forth.
(to be continued)
- Jun Luo, Board Member, as a panel presentation at University of Toronto China Conference, March 27 2010
I guess I am supposed to speak on the “society” part of this panel on “society, policy and law”. But I am no expert of society. As a non-profit organizer, I work from within the fabric of society. I will thus speak from the experience of Dream Corps itself, on its character and its journey, as a concrete example of social forces contributing to the harmonious development of China.
3S
In spring 2004, a set of photos were circulated in a discussion group of Chinese students at Duke University and UNC. This group, named 3S (or三思), for Science, Society, and Self-Awareness, has been a forum for open-ended discussions on topics ranging from ubiquitous computing and cyborgs, to phenomenology and Buddhism, to demography and traditional Chinese art. The photos, which depicted hardship of life in rural China, agitated members of 3S. We wanted to do something about the poverty we saw in the photos. And we did. That was the beginning of Dream Corps—from passionate reaction to real action, a common enough beginning of a nonprofit.
Ambition
In the beginning, we were incredibly ambitious. We wanted to set up websites linking farmers to the market of their produces. We wanted to teach in rural schools. We wanted to do youth engagement. We wanted to train teachers and farmers in new technologies. We wanted to offer consultation in law, health, and policy. We attempted, or at least attempted to attempt, most of these in that first summer of 2004. We really had imagination; (and imagination we still have, plenty of it). Fortunately, we were also receptive and the reality on the ground cooperatively snapped us into the right mental frame. By the end of that summer it has become clear: We could be doing any one of these things, if we seriously organize ourselves around it, but probably no more than one.
Focus
In that hectic summer, we visited many schools. Every school we visited had a library, or really a room filled with shelves of books, sitting there gathering dust. It was a universal pattern, a pattern some of us knew firsthand when we ourselves were in grade schools back in China. At one of the schools, however, we brought some new books, opened up the school library that’s already filled with books. An essay contest on books and reading was organized; students’ reading responses were broadcasted through the school’s announcement system; a program integrating library access, reading, school newspaper, and broadcast station was struck, under the leadership of the school’s vice-principal. The power and charm of reading were palpable on the campus.
In our post-summer deliberations: this experience allowed a focus for Dream Corps to emerge: libraries, more specifically, open access to library materials that are already there. That, we felt, could be the most cost-effective way for us to help out; and we could send volunteers every year to stir and spur. Clear and simple, or so we thought.
Motto
While we were naive about what it would really take to open up libraries and keep them open, we were not too naive. We were all passionate, we knew that. But we were also wary of how transient passionate reactions tend to be and what damages they could do. We understood that the ground from which our actions sprung must not be passions on our part alone; it must instead resonate with all parties in the endeavor: students and parents, volunteers and organizers, teachers and administrators. Thus, Compassion instead of passion. We also knew clearly that we did not have the answer. We had instead a challenge. And Dream Corps could never be the whole answer to that challenge. It could be a part, a small but maybe catalytic part. That is, we are committed to Participation. And, of course, we wanted to do well, to be Excellent. But we did not want what is excellent to be defined by ourselves, to be defined as our feeling good. Excellence, for Dream Corps, does not mean “we” surpassing “them”, but rather we surpassing ourselves through enabling collective excellence, enabling children to achieve their own excellence.
The spirit of Dream Corps, in a nutshell, is excellence through compassionate participation.
(to be continued)
On May 20th to 26th 2010, Dream Corps held our annual pre-summer volunteer program training in Beijing. It is the biggest gathering of the sort since the founding of Dream Corps, because, this year, we have invited the teachers and librarians from our sites to join us at the training. In total, 42 volunteers and 13 librarians attended the training camp.
The first two days of training were tailored for librarians from different sites. We hope to assist them in their day-to-day work with new tools, so the libraries that Dream Corps helped to build will best serve the local communities while developing sustainably. Experience sharing sessions were conducted, as well as themed panel discussions. There were also studies of successful cases in reading promotion and workshops lead by experts in library management.
Later on, as the volunteers arrived on May 23rd, the volunteers training camp officially began. The purpose of the three following days is to inform our volunteers so they can use their time on site most efficiently. The activities that took place are designed to foster good team dynamics, to encourage cross-site communication and to inspire creative uses of the library's collection through reading programs. More interestingly, in addition to attending workshops, our seven teams also had to complete assignments: they all presented the draft of a timeline for the tasks they hoped to complete on site. Before boarding the trains that would take them to Henan, Hunan and Sichuan, the librarians and volunteers visited Dream Corps' Beijing site, the New Century Community Library.
Now, as we speak, Dream Corps volunteers are busy setting up libraries throughout China. In a few days, we will publish their team journals, written at the trenches of reading promotion. For those readers who are interested in the detailed training program, we have attached the agenda of those five days of training.
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