malaysian permaculture design course for refugees and

Malaysian Permaculture Design Course for Refugees and Community Rowe Morrow July 2019 1

Malaysian Permaculture Design Course for Refugees and Community1

Multicultural and Multifaith – Building a Cohesive Community

Where: Alumni house, USCI, Kuala Lumpur, Malaysia June/July 2019 Funding: Supported by The Blue Ribbon and USCI Local sponsors/hosts: The Blue Ribbon Course delivery: Blue Mountains Permaculture Institute and P4R Teachers: Rosemary Morrow, Kat Lavers, Greta Carroll, Narsanna Koppula

Background Malaysia has quietly accepted refugees for a long time. In recent times they took asylum seekers from Cambodia, Viet Nam and Thailand. Now they have about 200,000 from the recent inflows from Afghanistan, Myanmar, Yemen, Syria and Sri Lanka. There are also many undocumented migrants (some say five million) who are absorbed into the rural work force and, as elsewhere, are exploited.


Most of the refugees come from eastern Myanmar. Those from the west such as the Rohinga go to Bangladesh. In Malaysia are the Christian Tchin, and also the Mon. The Yemeni, as the most recent arrivals, are the most distressed as I found in other refugee camps. There are about 1000 Yemeni. This course Norani Bini Abu Bakar, working for USCI and also The Blue Ribbon peace organisation, approached me via Hakim in Kabul where I have taught two PDCs. Initially thought I would be unable to attend however I was able to be with the teaching team for two and half weeks – the major part of the course. Norani combines her work with Blue Ribbon and, the implementation of the UN Sustainable Development Goals (SDGs) in the college and university. She sees both these, and incorporating refugees, as peace work. The Need Malaysia is an accepting multi-faith and multi-cultural country and rich in all aspects from food to architecture. However, the refugees, despite local NGOs and individuals providing support, are restricted from Malaysian education institutions and working. Their needs are acute. Myanmar refugees will probably never be able to return to their country as their villages are razed and burned and they lack evidence of title to their land. Malaysian Governments response to refugees The Malay peninsula has received migrants since the first peoples arrived there. Being on the sea routes between the east and western world people have s always stopped off there. The government is very hard on refugees, however there is work for them on farms. There are no camps and many refugees form close communities and provide for the schooling of their own ethnic students and families. Participants 27 arrived on the first day. It was slightly disappointing that there were only seven refugees however a decision had been made, to include only those refugees with UN official status. Otherwise more would have been attended. I am not sure how the class was recruited but the majority of young refugees came from the RUTH centre where they learned to teach in ‘community schools’ i.e. refugee children’s schools in indigenous languages and Malay. These young people from 16-24 years old are both learners and teachers. They also have formed a superb choir under their leader Michael. The two youngest students were 15 years old.


It was evident that majority of participants, although representing most religions in Malaysia, were mainly Christian, as is the college and university. The Tchin are Christian, and, as for the Moslem Rohinga, expelled from Myanmar. There are many hard questions to be asked about Myanmar and its expulsion of ethnic minorities.

At first the refugee group was withdrawn and tended to stay together. Some had had poor experiences with the only Malaysians they’d met – the authorities. So, this was a good occasion for positive multicultural experiences. We had town planner, doctor, chemical engineer, design engineer, business executive, young refugee singers and teachers, and so on. It was a good mix. It became an exciting class of mixed ages, gender, religions and lifestyles and education and together they welded into a strong permaculture community.

Participants hopes and experiences As is normal in these courses, many thought they would be only learning gardening, and were surprised when we began with a wide range of theory and practicals from waste audits to the structure and functions of forests. From the start the student participation was strong, willing and happy. Groups formed easily. They co-operated with the teachers and were easy in asking questions and offering experiences. By the second week, the refugees were mixing happily and sitting with other class members. This was a lovely unexpected success of the teaching methods and the content and the class ambience. The class venue and times As usual we regularly checked in with the class about these and adjusted them if we, or they, required changes. There was no storming on this course. They co-operated with the times and some arrived 30 minutes early. It seems that Malaysians excel at being punctual. We began with a ‘check-in’ at 8.30 am and finished at 5.00 pm. This PDC with 18 long days was luxurious in its length and times and this is reflected in the results. It was also six days a week. We switched the venue from the Senior USCI College to the Alumni house which suited our teaching purposes and processes perfectly. It was possible to move easily in and out of doors. It was a good size room. There was space for small groups. The dining and break areas worked. And the teachers lived there. Parking was easy. We asked people to bring food because it was not catered for in the budget, Norani and Hannah worked hard to ensure that there was always food and especially for the younger members. By the second week most students were bringing food to share which was made an occasion to discuss food miles and food origins.


One strange factor of 21st century life for me, was the use of recording- phones and camera-phones. Every single word and action of the teachers and the class during the day was recorded, then put onto a Whatsapp that night and then discussed at length. I normally dissuade students from using electronic media but have become used to students using phones to get translations. I need to reconsider the value of learning through these media.

Malaysian Governments response to refugees The Malay peninsula has received migrants since the first peoples arrived there. Being on the sea routes between the east and western world people have s always stopped off there. The government is very hard on refugees, however there is work for them on farms. There are no camps and many refugees form close communities and provide for the schooling of their own ethnic students and families.

During this course as others, it is in the second week that refugees showed signs of stress at their situation – asking for time to tell their stories and some becoming upset. As usual, it is the future uncertainty and the forced immobility of restricted daily life that takes its toll.

Course content and preparation We teachers used the class course timetable of firstly the theory and analysis, followed by design and then social permaculture. Kat, Greta, Narsanna and I worked every evening, often until late, to prepare methods and materials for the next day. With students who first languages were: Arabic, Mon, Tchin, Malay, Chinese and Indian, it was necessary to prepare key words and visual materials to assist their learning. Everyone had a different accent when speaking in English. We used demonstrations and role plays where possible. We asked those with more knowledge to assist others. But, as usual and very sadly we lack printed and visual materials for permaculture in all of these languages.


By the end of the first week we had a very enthusiastic community of learners. If one person had to be absent they followed up what they had missed that night or, from a friend the next day. It was hard on the young ones who had prayers for one hour before and teaching after classes. Some were tired but we tried to compensate with food which is important on courses and always delicious. Course Focus The normal PDC emerged as particularly western society and middle class oriented. In this case the units of permaculture for zone 3 agriculture, and zone 1 home gardens are not pertinent. Combined zones 1 and 2, small scale gardening and waste management are particularly relevant. Kat facilitated an excellent unit on Waste, and also audits for water, waste and energy. Waste management as in other camps and settlements must be in every PDC. Also, small scale integrated techniques for kitchen gardens and other factors such as shade, dust and heat. Greta was new to teaching and was very valuable in asking questions, and especially she found she could draw and we had lovely posters which everyone loved. Kat and I were in sync with the course content and process and worked well. Great respect accumulated for her for her small city garden shown on video and with her expertise in small spaces.

Narsanna became the tropical guru and took people for a half hour walk every day and discussed how many species could be eaten and their uses over 100 metres. Students sought him out for special discussions at breaks. He was essential to the proven practical components. In all, we were a good team. Practical work Students enjoyed sampling soils, plant propagation and this subject revealed how much knowledge they have lost since the urbanisation of the country. However, there were some excellent gardeners who contributed local knowledge. The two gardens developed each side of the Alumni House were enthusiastically implemented despite the sweaty heat. People brought plants, materials were sourced as locally as possible i.e. coconut coir for mulch. Outcomes As I left to return to Australia there were many plans being developed. One woman had formed close relationship with the head of the Mon refugees in Malaysia and they were planning courses for that community. Another was working with the Tchin. These young people who at first exhibited a little shyness and even boredom enthusiastically worked with other members of the class. The Yemeni were well integrated into other groups and planned follow-up. Two of the class members were 15 years old.


After I returned to Australia, Norani sent this email. I just received good news that 120 students (40 per group – 3 groups) from Singapore are coming to visit UCSI and engaging with the refugee permnaculturists in the middle of July. They were my students in Singapore and are visiting me to learn on SDG project that UCSI is doing. I will speak to our Permaculture cohort about being involved, e.g. giving a short briefing on Permaculture, inviting our Ruth refugee team to present on their rooftop garden project, and perhaps 1 hour group activity on making compost for urban living. I think this will be a good experience for us to practice sharing our newly acquired knowledge.

One outcome difficult to assess, is that with so many articulate and confident people, the refugees on the course were quieter and less forward in giving their experiences and asking questions. However, the integration with the class of so many cultures, religions and nationalities was harmonious and helpful and will continue beyond this course. Generally, courses have faster and more active refugee participation when refugee numbers reach two thirds of the class total. However, we need to balance this against acceptance by many nationalities, cultures, ages and genders and the on-going benefits of this.


Challenges There were few challenges. Tiredness was one as we, the teaching team, spent until late at night in preparation, and discussing the adequacy of content for this particular group. The tropical heat took some time to adapt to. Barking dogs were part of the mix. As a new teaching team we had to accommodate ourselves to each others assumptions, teaching styles and methods and knowledge. This was reasonably easy in this course. Partnering with a corporate organisation as hosts created additional expectations and requirements. Hosts often believe they know what is required in a PDC, and teachers often fail in clarifying the resources they will actually need. This requires advance communication. The course was expected to proceed even when it became clear that refugee participant numbers were much lower than anticipated because the University accepted only refugee applicants with UNHCR registration. Non-registered refugees may have been considered illegal. Lack of budget clarity and participant numbers meant that it was not clear until after the course that non-refugee participants (2/3 of group) had paid only 30-40% of the local market rate for a PDC, while all the teachers were volunteers and some self-funded airfares. Project staff believe that the course would not have been able to proceed without offering lower fees to increase course numbers, however it seemed likely that some participants could have afforded to pay market rates. The teachers required equipment and resources which cost more in Malaysia or, were not in the budget. These issues need clarifying well in advance. During the course hosts were unable to refuse requests for multiple media interviews, meetings, presentations, visitors and workshops which put extra stress on the teaching team. Project hosts felt that some of the changes requested by the teaching team (eg. changing to eco cleaning projects and plastic reduction) were requested too soon and were not easily obtainable locally. This is a valid comment, and the need for ethical buying and products to model good practice is now recommended to be advised well before a PDC. Sometimes teachers overheard conversations that indicated a lack of awareness of trauma and may trigger refugees Joys Working with a great teaching team Support of Norani, Dr Mabel and the rest of the team The teaching venue The food – Malaysian food is fabulous Time to teach expansively The class becoming an integrated and generous community Watching and hearing students become good permaculturists Teaching in English Producing good materials for learners The young ones who emerged with more confidence A street with interesting permaculture features including a creek Not far to go down the road to eat Indian food with Narsanna Sharing a huge room Bird calls all day and the family nesting in the top of the coconut palm Outcomes Many are yet to be realised. The two gardens at the Alumni house The potential work at the College of five small gardens Kat and Greta teaching well Narsanna enthusiastic to return home and share


Recommendations Alert non-refugee participants on refugee issues before the course to increase their awareness and reduce the likelihood of people recovering from traumatic events being accidentally triggered. Review and clarify the course budget well in advance of the course, including costs to non-refugee participants, budget for catering (including breakfast for refugee participants) and teacher’s expenses etc. Go through resources required for teachers, students and for practical sessions well in advance. When there are to be non-refugee participants, keep their numbers to a one-third or less to enable the course pace and discussion to remain appropriate for people from refugee backgrounds, and to contribute more effectively to the aims of P4R. Rosemary Morrow with contributions from Kat and Greta. Bmpi.com.au and P4R, July 31, 2019 Photos: Kat Lavers and Greta Carroll

malaysian permaculture design course for refugees and

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