Extension Approaches for
working with poor farmers and
minority ethnic groups
Akha ~ Hmong ~ Khamu
Research Process
Literature Search – Poverty, Akha, Hmong, Khamu people
Literature review – social & cultural aspects relevant to
extension.
Draft Guidelines – logical steps for use in the field
Testing and Evaluation – in the field
Guidelines – for distribution to field staff
Key lessons about poverty
• The poor are very difficult to engage in
development projects.
• The way out of poverty is through diversification
of income: more family members earning
income, more sources of income.
• An enabling environment is necessary – and can
be encouraged.
• Active encouragement must be designed into
projects.
Design elements to reach the poor
1.
2.
3.
4.
5.
6.
7.
Village level management + key criteria for funding.
Project management rules and procedures developed
by village management committee.
Identify the poorest – participatory wealth ranking.
Encourage women and build their capacity to
participate.
Form groups of poorest farmers first.
Build capacity – technical aspects + managing project,
managing family income.
Monitor and reflect.
Key lessons about culture
1.
Use their language:
“language encodes a vast ethnographic background, a massive set of
distinctions that constitute the essence of their culture” (Enflield, 2004)
2. Ask about the local context:
Khamu, Lao loum and Hmong have different soil taxonomies reflecting
their different uses for soil. Taxonomies also vary within ethnic groups
and even between villages (GoL, 2003)
3. Respect the different world view:
Khamu people are often held in contempt by other ethnic Lao people,
and are subject to continued prejudice (World Bank, 2004, Enflield, 2004)
Lao Akha culture
• Akha = very strong cultural identity
• Egalitarian – no social classes, ranking or royalty
No ‘country’.
• Long geneaology – source of pride
• Traditional oral texts –
‘heart book’
• A very complex and strict
way of life – ‘zah’
Key messages for working with Akha
• ‘zah’ - traditional way of life.
• Clear roles and responsibilities –
elders, spiritual leader (dzoma)
headman, blacksmith, fertility
mothers, households.
• Power radiates from
the centre.
How Akha people learn
• In Akha
language –
no writing
• Songs,
recitals,
storytelling.
Lao Hmong culture
• Allegiance to clan and
family
• Traditional,
hierarchical,
patriarchal culture –
strict rules
• Animist belief system
Key messages for working with Hmong
• Family and clan first
• Strict gender rules:
~ Gender affects extension
credibility
~ Men make decisions for
clan and family.
~ Women responsible for
small livestock
How Hmong people learn
• Hands-on, group learning: seeing, touching,
doing.
• In Hmong language, also Hmong script.
• Great respect for professionals.
• Expect business-like
behaviour with concrete
advice/directions.
• May be overly polite.
Khamu culture
•
•
•
•
Forest gatherers and cultivators above livestock
Patriarchal tradition
Co-operative
Strong animist beliefs
Key messages for working with Khamu
• Poorest of the poor – different priorities and
world view.
• Clear gender roles – women responsible for food
provision and small
livestock.
• Strong belief in spirits.
How Khamu people learn
• In Khamu language –especially women
• No written materials
• Stories and music
Conclusion
• Different ethnic groups need different
approaches.
• General rules: use their language (ethnic staff),
respect their traditions and views, engage the
men and train the women.
• The next step: from academic research to useful
operational guidelines in real situations.
Thank you