The EVC Magazine Summer 2024 - Magazine - Page 37
ASK YOURSELF DIFFICULT
QUESTIONS 3 AND BE HONEST...
“
In Kenya’s rift valley with the Maasai
Should we...?
Make this a mutual exchange
of knowledge and respect
For me, a great sense check question is to ask, ‘What if the trip was
reversed?’ For example, would your plan be ok if it was being done by
teenagers from Ghana visiting the UK? If it wouldn’t be allowed here,
then it shouldn’t be done overseas either.
Why are we doing it?
(And who’s really benefitting?)
Asking why you want your students to volunteer in the first place is
also a good question. A common response is often ‘Because it will
be good for them’. Whilst understandable, this doesn’t automatically
provide value or a positive experience for your host community.
Putting the needs, wishes and personal wellbeing of those being
visited at the heart of your plans is a much better approach.
What are the goals and aims of your visit and do these align with the
requirements of the community? Be clear about who is benefiting
from specific activities and be open to adjust your plans if there is a
way to have a more positive impact.
“
If you’re planning to visit a school
WE ARE ALL ON
abroad, then consider whether
A JOURNEY TO
LEARN, DEVELOP
your visit might disrupt precious
AND IMPROVE
classroom time? One group a
THE WAY WE
year might be a happy addition
TRAVEL
to a schools’ curriculum. Regular
groups, whilst bringing funds and donations, may detract from vital
learning, especially in countries where education can be the only
way out of poverty.
Prepare your students thoroughly. Teaching
cultural sensitivity helps prevent the
perpetuation of stereotypes and instead
promotes a mutual exchange of knowledge
and respect. Learning about the local culture,
language and customs prior to departure helps
foster a more meaningful exchange.
It’s critical to choose your project partners
carefully. Align with organisations that have a
clear, positive track record in the community or
environment.
Volunteering abroad, when done well, can
offer the chance to make a positive impact.
By carefully sourcing project partners, asking
the right questions, preparing thoroughly, and
reflecting deeply, we can provide students with
enriching experiences that adhere to the highest
ethical standards.
Are we being respectful?
Has this interruption to education been agreed by the students, their
teachers and parents/carers? You should also consider what child
safeguarding considerations are necessary to ensure children being
visited, and those visiting, are safe.
Images of students holding or playing with local school children are
popular mementos from these trips but again, as parents in the UK,
we are required to give permission for photos of our children to be
taken / used, so are we respecting the same guidelines overseas?
Are we actually helping?
Being honest about the skills and experience your students can bring
to the visit is important too. Few teenagers are qualified craftsmen,
teachers or medics so the volunteer programme should take this into
account. Is the work you are intending to do required or potentially
taking jobs away from local people?
To avoid the pitfalls of privilege it’s much better to place the emphasis
on equal interaction. Power dynamics and cultural imperialism are
real issues when it comes to volunteering and it’s good to be mindful
of them.
THE EVC MAGAZINE 3 SUMMER 2024
If you’re using an organisation to book
and arrange the experience, check
that they have vetted any in-country
suppliers.
LOtC Quality Badge holders and
School Travel Forum members are
required to have a robust audit in
place.
For providers without this
accreditation, ensure you check their
audit process.
See OEAP NG 8.1q Provider
Statement; 3.3g Overseas Visits
Checklist; 7.1r Overseas Visits
There is currently no OEAP National
Guidance specifically on ethical travel
and volunteering.
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