Introduction

In virtually all regions, villagers are receptive – even enthusiastic – to the idea of producing maps of their territories; what they lack is a methodology for doing this. Once a formal decision has been made to move forward with a mapping project, there is approval for the design phase to begin. This is one of the tasks of Module M07, and Unit M07U03 deals with this at the community level. It includes the phase in which the Core Team travels to the project area to work collaboratively with the local actors to outline in greater detail how the project will function: the methodology, the villagers’ role, the project structure and the project outcomes.

Unit objectives / expected outcomes

After the completion of the Unit the trainee will be able to:

• list the reasons for early community visits;
• explain why it is important to:
  • reduce the natural distance in human relationships;
  • explain the mapping methodology;
  • establish trust;
  • ensure ownership and participation;
  • allow free, prior and written informed consent;
• draw conclusions on community input as an essential part of project design.

Content outline, main topics covered and suggested sequencing

This Unit focuses on the topics listed below:

1. Visiting communities; (PPT No. 1) (40 min)
2. Building on fears and expectations (Exercise No. 1) (1 hour)
3. Maps: what, why, where, who, when and how (Exercise No. 2 and PPT No. 2) (1hour and 20 minutes)

Components of the Unit

Exercises

• Exercise No. 1: Building on Fears and Expectations; to raise awareness among the participants about key messages to convey when the Core Team visits villages affected by a mapping project (1 hour)
• Exercise No. 2: Maps: what, why, where, who, when and how?; to raise awareness among trainees that there are different types of maps which best serve different or multiple purposes (1 hour and 20 minutes; combined with PPT No. 2)

Handouts for Trainee (to be distributed in printed format):

• Visiting Communities (Handout4T)
• Article: Visiting the communities and assembling the community unit and selecting village researchers; in Mapping Indigenous Lands: A Practical Guidebook, pages 15–18.
• List of Additional Resources (refer to M07U01)
• Unit Glossary (Included in the Module Glossary)

Handouts for Trainee (to be distributed in digital format)

• Booklet: Mac Chapin & Bill Threlkeld (2001). Indigenous Landscapes: A Study in Ethnocartography. Arlington, VA, Center for the Support of Native Lands.

Presentations

• PPT No. 1: Visiting Communities; to represent the Handout for Trainee (40 min)
• PPT No. 2: The Varieties and Uses of Maps; to raise awareness among trainees that there are different types of maps which best serve different/multiple purposes. (1 hour and 20 minutes; combined with Exercise No. 2)

Duration

3 hours

Additional trainer resources

• Mac Chapin & Bill Threlkeld (2001). Indigenous Landscapes: A Study in Ethnocartography. Arlington, VA, Center for the Support of Native Lands.
  tinyurl.com/m6w8v6
• Mac Chapin & Bill Threlkeld (2009) Mapping Indigenous Lands: A Practical Guidebook. Arlington, VA, Center for the Support of Native Lands.

Equipment needed

Beamer, computer, marker pens, A5 cards in three colours, pin boards and pins (or a wall and masking tape), masking tape, large sheets of craft paper, paper maps, if PPT No. 2 is not used.

Additional downloads

• Download this page in MS Word format (additional information included)
• Download the complete unit