Indigenous Engagement in Education

Our indigenous populations in Latin America are dwindling as well as their traditions of handmade craftmanship. In Costa Rica the indigenous population has especially become small. The Boruca Tribe has less than 1,000 people. The Huertar tribe has less than 5,000. The Maleku Tribe has less than 3,000. We want to come alongside them to develop video learning modules that will introduce students to the indigenous artisan, the lifestyle they have, and how their ancestors lived. Then the artisan will teach the student about how to make a useful article by hand - a small basket, a fishing pole, a drum, dish, etc. 

In addition, the student could learn some science about strength of materials, natural coloring from plants, and physics of leverage as well as age-appropriate mathematics to ensure that the craft has requisite functionality.

The artisan will receive a royalty from the video that ensures them a more consistent income.

We propose to initially use already available video training tools, but apply them for people that do not have access to them or have not been educated in how to use them. We will develop a proof-of-concept set of 3 to 5 videos that will use several indigenous groups and be targeted to elementary students. 

The advantage that these videos can be used in the classroom and at home, and be edited to insert various academic content.

The initial target population we hope to benefit financially are from Mexico and Costa Rica. We already have inroads with Mayan and Zapotec artisans in Mexico and Boruca, Chorotega, Huerta and Maleku groups in Costa Rica. 

Their needs are two-fold, financial and cultural. They have previously relied on tourism to generate enough income to support their subsistence farming. It was barely enough so when the pandemic came and the governments chose not to provide financial support, they starved. They think their way out is to work outside their villages in construction, retail, services and others, but they risk losing their culture. 

This solution will allow them to keep their cultural traditions alive and generate income.

We already have inroads with twenty separate indigenous groups as well as local Spanish-speaking residents who are eager to help with the project.

The artisans are thrilled to have the opportunity to participate in this project.

We have staff with backgrounds in physical and biological sciences, statistics, elementary and secondary education, and digital video technology.

There are a plethora of technical options available today to produce our content but we are not familiar with them enough to choose the best path. We would appreciate the assistance of others to help guide us to the best solution. The potential barriers that require connection includes scripting, digital video and audio editing, language translation apps, how and where to post the videos, how to reach the most students, and how to best generate revenue.

Our solution combines contributions from technical staff in the USA with skilled indigenous artisans in Latin America.  

We plan to optionally supply the materials as a "class-in-a-box" that use the same materials as the indigenous people use. With that the student can become more closely aligned to the artisan.

As we become more adept at these classes, we can open the opportunities to more individuals within our initial group selection as well as search out expert and passionate people from other groups.

Year one is to complete the base technology and develop prototype videos which we will use for feedback from individuals across the education spectrum in K-12.

By year 5 we anticipate having a complete K-12 curriculum for science, math, social studies, history, and language where our artisan videos can be applied.

We have specific benchmarks for completion of development. Initially we plan to develop 5 teaching modules. It will include materials, outcomes, scripts, video clip storyboards, What-Makes-This-Fun sections, and academic applications. Although we plan to first produce these in English we will translate to Spanish and other languages as resources will allow.

As we produce the content, we will present the module to a cross of students and educators to get feedback. We will adjust as needed.

Change happens one person at a time, and grows as influential people share the knowledge. 

Over time, people change as they learn better methods that do not violate their moral code and values. 

We do not propose using novel technologies at first. A computer-based video editing package and 4K video camera with digital audio is all that will initially be required. 

We hope over time to acquire and use mobile live capabilities so that we can shoot the entire module on location and not have any post editing.

Our team includes women and men, Costa Ricans, Mexicans, and Americans, ages ranging from 28 to 69 year old, and disabled and able-bodied.

The model has a double benefit, to empower and financially enhance the indigenous people that work to produce our content, and then to provide unique educational content to K-12 students across the world.

The content will be web-based and could be YouTube videos or distributed from a private site.

We plan to use grants to develop the content, then use proceeds from both donations and selling access to sustain the budiness.

We have not started the project, so we have not yet acquired any revenue.