The incremental successes of the Insulated Solar Electric Cooker (ISEC) project in Malawi has been driven by the collaborative efforts and unique contributions of various stakeholders. From local partners deeply embedded in the communities to academic institutions providing technical expertise, each entity has played a vital role in shaping the project's direction and ensuring its alignment with the needs and priorities of the intended beneficiaries. In this blog post, we highlight the key stakeholders who have been instrumental in the project's progress, shedding light on their diverse roles, experiences, and the invaluable perspectives they bring to this multifaceted initiative.
Viktor Chikoti
Viktor Chikoti has been a critical partner in establishing the vocational schools in Lilongwe and Salima. His role as an instructor at the Lilongwe Technical College (LTC) has been invaluable in teaching students about solar electricity and solar cooking technologies. The blog post highlights Viktor's close collaboration with Pete Schwartz and provides insights into their early work together.
In the initial phases, Viktor and Pete debated design details for the best ISECooker (Insulated Solar Electric Cooker) before realizing that developing a curriculum and teaching approach was more pressing. They sourced materials, conducted practical sessions with students, and even explored local resources like repurposing electric range heating elements.
Viktor's deep understanding of the local context and his ability to navigate cultural nuances have been instrumental in shaping the project's direction. His insights into communication challenges, resource availability, and community dynamics have helped the team adapt their approach to better resonate with the local environment.
As the project progresses in 2024, Viktor's continued involvement will be crucial in ensuring the sustainability and scalability of the vocational training programs. His expertise in solar technology, combined with his experience working with local students and communities, will be vital in refining the curriculum, addressing emerging challenges, and fostering long-term capacity building.
Salma Bougoune:
Salma Bougoune, educated at the University of Lomé in Togo, played a crucial role in mentoring the Cal Poly student team. His guidance helped the team fine-tune the innovations and ensure they aligned with the immediate needs of the current and proposed beneficiaries. As the project continues in 2024, Salma's expertise and understanding of the local context will be invaluable in ensuring the project's sustainability and long-term impact.
Kindle Orphan Outreach:
Kindle Orphan Outreach has been a key partner organization in facilitating the establishment of vocational schools and providing access to local communities in Malawi. The blog post highlights their collaboration with Pete Schwartz and Cal Poly, specifically in setting up the vocational school at their Salima project site.
Kindle Orphan Outreach's deep roots in the local communities and their understanding of the unique challenges faced by vulnerable children and families have been invaluable in shaping the project's focus and ensuring its relevance to the target beneficiaries.
The organization's involvement has extended beyond just providing a physical location for the vocational school. They have played a crucial role in community outreach, identifying potential students, and facilitating the integration of the project into the broader context of their existing programs and initiatives.
As the project continues in 2024, Kindle Orphan Outreach's ongoing partnership will be essential for sustaining community engagement, ensuring cultural sensitivity, and leveraging their extensive network and relationships within the local communities. Their insights into the evolving needs and priorities of the communities they serve will be invaluable in shaping the project's trajectory and maximizing its impact.
Pete Schwartz, Professor of PSC 392: Appropriate Technology for the Worlds People:
As the driving force behind this project, Pete Schwartz's role as a professor at Cal Poly has been pivotal in its conception, execution, and ongoing development. The blog post provides a firsthand account of Pete's experiences and insights, offering a unique perspective on the challenges, successes, and learnings throughout the project's journey.
Pete's passion for sustainable development and his commitment to making a tangible impact on the lives of the communities he works with are evident throughout the blog post. His willingness to immerse himself in the local context, adapt to cultural nuances, and foster collaborative relationships with stakeholders such as Viktor Chikoti and Kindle Orphan Outreach has been instrumental in the project's progress.
As the project continues in 2024, Pete's leadership and expertise will remain crucial in navigating the complexities of cross-cultural collaborations, ensuring the project's alignment with the evolving needs and priorities of the local communities, and fostering an environment of continuous learning and improvement.
Additionally, Pete's role as a professor at Cal Poly provides opportunities for student engagement and hands-on learning experiences, contributing to the development of future leaders in sustainable development and cross-cultural collaboration.
Cal Poly:
Cal Poly's involvement in this project has undoubtedly provided valuable resources, expertise, and opportunities for students to engage in real-world projects with global impact. However, it is essential to acknowledge the potential risks associated with cross-cultural collaborations and the challenges in ensuring that the project aligns with the needs and priorities of the local communities.
While Cal Poly publicly commits to ethical and sustainable practices, these commitments are often more performative than substantive. Nevertheless, classes like these offer a rare opportunity for students to put into practice the theories and concepts they have learned, bridging the gap between academia and real-world applications.
The interdisciplinary nature of this project, which combines humanitarian aid, sustainable development, and cross-cultural collaboration, provides a unique learning experience for students from various disciplines. It challenges them to think beyond their specialized areas of study and to integrate diverse perspectives and approaches to address complex, multifaceted challenges.
However, it is crucial to recognize that Cal Poly's involvement in humanitarian crises is selective, often influenced by institutional priorities and funding opportunities. As an institution that prides itself on engineering excellence, Cal Poly has historically been more inclined to promote initiatives that align with the interests of the military-industrial complex, which can often conflict with the principles of humanitarian aid and sustainable development.
Before interacting with a culture as different as the one encountered in Malawi, it was essential for students to grasp several key concepts. Understanding the principles of cultural relativism and avoiding the imposition of Western values and norms was paramount. Students had to learn to suspend judgment, embrace humility, and approach the local communities with an open mind and a willingness to learn.
Recognizing the complex historical and socio-economic factors that shape the lived experiences of these communities was also crucial. Students needed to develop an understanding of the systemic challenges faced by marginalized and vulnerable populations, such as poverty, lack of access to resources, and the lingering effects of colonialism and economic exploitation.
Furthermore, students had to appreciate the importance of community engagement and participatory approaches. Rather than imposing solutions from the outside, it was essential to work collaboratively with local stakeholders, respect their agency, and ensure that the project's goals and implementation strategies were aligned with the communities' priorities and cultural values.
Navigating power dynamics and addressing the inherent imbalances in privilege and access to resources between Western institutions and marginalized communities was another critical aspect that students had to confront. Acknowledging and mitigating the potential for unintended harm, exploitation, or the perpetuation of harmful stereotypes was a constant consideration throughout the project's execution.
Ultimately, Cal Poly's involvement in this project presented both opportunities and risks. While the university provided valuable resources and facilitated interdisciplinary learning experiences, it was essential for students to critically examine the institution's motivations, priorities, and potential biases. By grasping the complexities of cross-cultural collaboration, embracing humility, and prioritizing the needs and agency of the local communities, students could navigate the challenges and work towards delivering a final result that truly acknowledged and addressed the local context and priorities.
Students:
As students, we brought diverse backgrounds, experiences, and perspectives to this project. Some of us had prior knowledge or experience with the content, while others were new to the subject matter.
I, Henry, took the lead on the website development, leveraging my technical skills to create a platform that could effectively showcase our work and facilitate communication with stakeholders. Alycia, with her extensive experience in concrete and material engineering, spearheaded the manufacturing and design portion of the project. Marilynn's contribution was equally invaluable, as she dove deep into the research necessary to make our project a success, synthesizing complex information and disseminating it to the group. And Cole exceeded all expectations of the group in his efforts to lead and communicate with other stakeholders as an ambassador for our project.
We also engaged with the other group in our class working on an Insulated Solar Electric Cooker (ISEC). Sharing our successes, failures, and learnings with this parallel team allowed us to broaden our perspectives, identify potential synergies, and collectively advance our understanding of the challenges and opportunities in this domain.
Furthermore, our collaboration with the concrete canoe club proved invaluable. Their guidance on using different kinds of concrete, varying ratios of concrete mixes, and optimizing heat conduction, structural integrity, and weight considerations enabled us to refine our approach and produce solutions tailored to our project's requirements.
In the last two weeks, we encountered communication challenges that led to a temporary silo effect. However, we proactively convened to touch base, communicate with greater clarity and empathy, and prompt each other for assistance in various areas, acknowledging our individual strengths and limitations.
Through this collaborative process, we not only gained technical knowledge but also developed a deeper appreciation for effective communication, empathy, and teamwork in tackling complex, interdisciplinary challenges. Our diverse backgrounds and experiences became strengths as we learned to leverage each other's unique perspectives and skillsets to create a comprehensive and impactful solution.
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