User:Bela/Major Assignment 5

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[edit] If the technology and the heart come together: Participation, Technology, and the Social Environment of The Invisible Children

Between apathy and seemingly insurmountable difficulty, many lose hope in the possibility of change. In the “collision of power and poverty” (Invisible Children, Inc., Annual Report 2006 9) one project has made its vision to change culture, policy, and lives, focusing on education and positively shaping the future by providing opportunities for Ugandan and Americans. Invisible Children, Inc. began in 2003 as the documentary project of three men from California in their early 20s who went to Africa in search of a story. They found one in the story of children in Northern Uganda who are trying to avoid being abducted by a rebel army (the Lords Resistence Army). It is estimated that 90% of the LRA’s soldiers are children (Invisible Children, Inc., History of the War). Many of these children are orphans (by the civil war or AIDS) and are without access to education or protection from the LRA. “The numbers [of night commuters] could reach something like two thousand children sleeping in the bus park for fear of rebel abduction” says one former child soldier about the night commute (Invisible Children, Inc., 2006 Annual Report 7). Since 2003, the Invisible Children project has gone from a stack of DVDs in a garage to an international non-profit as people saw the original documentary Invisible Children: Rough Cut and asked, “how can I help?” (Invisible Children, Inc., Who We Are). This project’s structure, as it is located within the current technical and social environment, facilitates social change.

Although the Invisible Children, Inc. website provides many educational resources, here I will focus on the stories told by those in the two cultures about their participation in Invisible Children, Inc. projects. The Who we are section of the Invisible Children, Inc. website states, “We are individuals part of a generation eager for change and willing to pursue it” (Invisible Children, Inc., Who We Are). It is interesting to note here that, although much of their website is geared toward the story of Americans making a difference in Uganda, these Americans acknowledge Ugandans as the center of this project and don’t try to pretend to have all the answers. A quote, again from the about us section of the Invisible Children site, gives the best illustration of that: “our approach to humanitarian work is founded in the strength and intelligence of the Ugandan community. We learned early that it was not only important but essential to heed the wisdom of people that had not only lived in the war, but were surviving it. People who would know better than anyone what the greatest needs were and the best ways to meet them” (Invisible Children, Inc., Who We Are). Compare this to a letter from Invisible Children, Inc.’s Ugandan country Director Okot Jolly : “when this program started as a pilot, we were all not strong enough to believe it would happen right. I was so inspired when I went back to America this year and saw how many people are involved. Looking at Uganda at how much hope the children of Northern Uganda have received, I sit back and have no words” (Invisible Children, Inc., 2006 Annual Report 6). There is a mutually beneficial relationship here, sharing the importance of the future and education.

The Invisible Children project has been successful in the US in part because of the way it has situated itself in the media. This project is promoted nationally by tours that visit schools, churches, and community centers. Young people are roadies on the tours; the face-to-face contact engages other youth. Many rock, metal or hardcore bands have spread awareness of this project by playing videos during live concerts, or by encouraging fans to check out the Invisible Children website. Another technological aspect that allows the wide spreading of the project is the availability of DVDS. Copies of the Invisible Children DVDs are passed around for many to see.

Interestingly, and to its strategic credit, this project doesn’t just stay in the fringes of youth culture (or as I’ll detail in the next section- the fringes of grassroots or new media culture), it also engages with mainstream media and traditional media consumers. By doing so, this project engages different generations who consume media differently. The website, wording, and videos take a lot from popular design and are meant to appeal mostly to youth. This attention to design is meant to attract youth and allow adults access. The Invisible Children, Inc. is careful not to alienate adults as they are allies and their support makes a largely youth-led movement even stronger. There is also an element of equity between the use of new and old media. The filmmakers were guests on the Oprah Winfrey show in 2006, reaching out to a wide audience. Generational differences are distinguished (and do exist, as is important to acknowledge), but this project empowers both old and young to lead in whatever way they are able. Different participatory aspects of this project also appeal to and provide opportunities to different generations, which helps make the project successful.

A large factor in the success of this project is its placement in this time period. In the last few years there has been a shift in how young Americans interact with media. The focus has shifted from one-way “transmission” style communication to two-way “ritualistic” style communication, as recent media encourages participation. Participation can be defined: the act of sharing or taking part in (the benefit) of something (Dictionary.com). The Schools for Schools project is one of the key participatory aspects of the project. American students raise money “to improve schools devastated by a twenty-year civil war in Northern Uganda” (Omni Center, Schools for Schools). Students are encouraged to think of their own original fundraisers. Students can track their raised funds online, see how other schools are creatively raising funds, and advertise fundraising events. This interactive aspect allows quite a bit of social networking and visibility in outreaching to other students. In addition to the InvisibleChildren.com website itself, students also use websites like Facebook and Myspace to network, and consequently inform more people about the Invisible Children project. The Invisible Children Rough Cut video was one of the most popular videos on MySpace.com in 2006 proving how the scope this project was made possible by its web presence (Swann, Generation Me). The ease of outreach through the web is unprecedented and only recently available in the current technological environment.

Participatory media like the Invisible Children project make people feel as if “they have a shared stake in the end result” (Bowman & Willis 54). Another key element of the Invisible Children project is the off-line participation opportunities it provides. In addition to the nationwide tours in which Invisible Children, Inc. sponsors and hires young people to be roadies, they also provide opportunities for American youth to go to Uganda as interns to work for several months to “effectively assist community organizations with their existing initiatives, while promoting global understanding” (Invisible Children, Inc., Go). Another way of making connections is the “Teacher Exchange Program” which makes available trips for American teachers to volunteer to teach in Uganda for 6 weeks in the summer. Here the teachers team up with a Ugandan teacher and co-teach, sharing skills and experiences and to build the “capacity of Ugandan teachers” (Invisible Children, Inc., Teacher Exchange). Again, this project blurs the online/offline features of the project to facilitate social change. In addition to the opportunities offered to Americans, the Invisible Children, Inc. brought several Ugandans to the United States to take part in the huge political rally called “the Global Night Commute” which took place on April 29, 2006.

The occurrence of this project in today’s social environment also happens in a time where, according to one of the filmmakers, “everyone is more global minded, they see the world is getting smaller” (Brush). The current generation of American youth lives a sort of new social and political reality post-September 11. A study published in 2004 states that post 9-11, youth “found themselves grappling with a new uncertainty about their futures, and questioning both domestic and foreign policies” (Larson, Gottlieb-Robles & Montgomery 78). This event was a “potentially defining moment in the process of young people’s development of civic identity” and many young people turned to the Internet to develop this new identity (Larson, Gottlieb-Robles & Montgomery 79). More recently American celebrities have attracted much attention to Africa and within the context of American popular culture it is easy to see how that attention would translate into interest in the Invisible Children, Inc. Simultaneously, in our current society migration is easier than ever before. Students in American classrooms are often of very diverse background, be it 4th generation American children or children born in Africa, Brazil or Poland, these students are sitting in the same classrooms thinking about what they want the future to look like.

There is also the feeling that “Youth in America want to get involved in something bigger than themselves” (Media Snackers). This project really got off the ground after the overwhelming response to the film was “How can I help?” (Invisible Children, Who We Are) Despite so much political disagreement internationally, it would be difficult to disagree that children being abducted, raped and brainwashed is all-around wrong. That’s why you see both metal bands and religious organizations promoting this cause. Children soldiers are for many blatantly unethical, which is a welcomed change from some of the divided and complex political situations of our day (not to suggest that this isn’t complex).

One filmmaker says this about the credibility of his story: young people “have a sense of ownership to the story because it is not coming at them from a corporation or media conglomerate” (Brush). Because it is made by youth for youth it is given a certain authenticity with youth. The video incorporates flashy graphics, popular music, and rapid cutting, familiar and appealing to most American youth. There is also an element of trust inherent in the grassroots nature of this project. The project has produced further credibility (and enthusiasm) because while it does recognize the importance of engaging Americans it also produces tangible benefits and help to struggling Ugandans. Another aspect of the Invisible Children Project, the Invisible Children Bracelet Campaign (ICBC), employs local Ugandans who make bracelets that are sold with short DVD stories from the region. The ICBC program employs 230 adult Ugandans. One of the workers Lanyero states, “finally I pray that may the Lord of wisdom and power continue to give you these hearts which sympathize and care for the suffering ones like we in the northern part of Uganda” (Invisible Children, Inc., Annual Report 2006 8). 450 children are going to school through The School for Schools program (80% of these children are full or partial orphans) (Invisible Children, Inc., Annual Report 2006 8). That there has been a positive change in the lives of some Ugandans likely motivates people to get involved and stay involved, both in the US and Uganda.

One of the most salient aspects of this project is its future focused context. The idea of creating opportunities for youth internationally and trying a different way of creating heroes suggests a powerful and possible change. It does so by focusing on peace heroes rather than war heroes (perhaps trying to change the conversation and combat the war focuses of both the United States and Uganda) rather than advocating for peacekeeping forces, this project advocates for education, and it sounds like that’s what Ugandans most want too. “What we came to find is that while there have been many efforts to address the issues that stem from living and fighting in such a long-lasting war, the people of Uganda are asking for a future beyond the conflict.” (Invisible Children, Inc., Who We Are) Again I will quote the Ugandan country leader Jolly: “I am so happy because our dream of education has finally come true” (Invisible Children, Inc., Annual Report 2006). This subverts the traditional idea of an American hero, the war hero, by not focusing on war and war as a panacea, but by suggesting another kind of hero.

It is through participation, transparency and opportunity that this project earns credibility across generations and countries. What else makes this project so successful? Tangible goals are realized and the outcome of this is some hope that the “focus on long term goals that enable children to take responsibility for their future and the future of their country” (Invisible Children, Inc., Who We Are) will have a lasting impact. This project has a future basis because this makes leaders out of everyone; if the money runs dry and Americans are no longer able to visit Uganda, there will be leaders still in Uganda, working to diffuse knowledge. Modern technology and social structures really opened the door to the experimental approach taken by the Invisible Children, Inc. If placed in another time period, with less interactivity or respect for cultural agency, this project would likely be less successful.

Works Cited

Bowman, S. & Willis, C. (2003, July). We Media: How audiences are shaping the future of news and information. Retrieved November 1, 2007, from The Media Center at the American Press Institute Web site: http://www.hypergene.net/wemedia/weblog.php

Brush, S. (2006, May 1). Mad about Uganda: how a movie mobilized the campus community. U.S. News & World Report. Retrieved 2007, November 14, from http://www.usnews.com/usnews/news/articles/060501/1uganda.htm

Invisible Children, Inc. (2007) Go. Retrieved December 12, 2007, from http://www.invisiblechildren.com/themission/go/

Invisible Children, Inc. (2007) History of the War. Retrieved December 12, 2007, from http://www.invisiblechildren.com/about/history/

Invisible Children. (2007) Teachers Exchange. Retrieved December 12, 2007, from http://www.invisiblechildren.com/themission/teachers_exchange/

Invisible Children, Inc. (2007) Who We Are. Retrieved December 12, 2007, from http://www.invisiblechildren.com/about/whoWeAre/

Larson, G., Gottlieb-Robles, B. , & Montgomery, K. (2004). Youth as E-Citizens: Engaging the Digital Generation. Retrieved November 14, 2007, from American University Center for Social Media Web site: http://www.centerforsocialmedia.org/ecitizens/youthreport.pdf

Media Snackers. (2006) Media Snackers Interview #4. Retrieved December 12, 2007, from http://www.mediasnackers.com/report/2006/September/08/156/

Omni Center for Peace, Justice, and Ecology. (2007). ‘Schools for Schools’ link Arkansas high schoolers to Uganda pain. Retrieved November 14, 2007, from http://www.omnicenter.org/peaceheroes/ph_2007_bio-fhs.html

"participation." The American Heritage® Dictionary of the English Language, Fourth Edition. Houghton Mifflin Company, 2004. 12 Dec. 2007. <Dictionary.com http://dictionary.reference.com/browse/participation>. Swann, D. (2007, April 23), Generation Me does plenty for others. The Boston Globe, Living Arts, pp. E4.