Think One Person Can’t Do Much?

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Stroke order for capital letters in Adlam, photo from The Atlantic

How about two? This is the story of a childhood dream and lifelong passion and perseverance.

We start our story when two Guinean brothers—Abdoulaye and Ibrahima Barry—are 10 and 14 years old. They loved school, and were frustrated that their native language, Fulani, didn’t have its own writing system.

Fulani is a traditionally oral language spoken by about 40 million Fula people across western and central Africa. Like so many oral languages worldwide, people end up transcribing them using an existing script—they superimpose a foreign alphabet onto an existing oral language. This type of practice is rather imperialistic and it usually doesn’t work very well. Such was the case with Japanese, an oral language written in Chinese characters until Prince Shohtoku invented two indigenous syllabaries for the language—hiragana and katakana—in the tenth century. Today Japanese remains a complicated written system of four different scripts, if we include the Chinese kanji, the two kana syllabaries, and the Latin romaji to which it’s often transliterated.

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Distribution map of major populations of the Fula people, Wikipedia

In the case of Fulani, it was usually written using Arabic script. But, just like romaji, or Latin characters in Japanese, there were no consistent rules, so reading was difficult. It meant that every Fulani reader had to learn Arabic in order to read and, to make matters worse, the Arabic letters didn’t capture the Fulani sounds. The Latin alphabet is even worse with Fulani pronunciation. According to Kaveh Waddell, author of the wonderfully written Adlam: The Alphabet that will Save a People from Disappearing, “Neither the Arabic nor the Latin alphabets could accurately spell Fulani words that require producing a ‘b’ or a ‘d’ sound while gulping in air, for example, so Fulani speakers had modified both alphabets with new symbols—often in inconsistent ways.”

The Barry brothers loved to draw, so they took it upon themselves to create a script for Fulani—and it only took the school boys six months! Their new alphabet spread quickly and came to be called “Adlam”—its first four letters. The script’s name is also an acronym for a phrase meaning, “the alphabet that will save a people from disappearing.”

Adlam is written right to left, and Fulani’s five vowels each have their own letters. “One of the things that’s really hindering progress in Africa and Guinea in particular,” Ibrahima told Waddell, “is we spend so many resources learning new languages even though we already have languages that we can use to develop our countries.”

The boys taught Adlam to friends and family, and had the inspired idea to ask each student to teach three others. They transcribed school books using the new script, and in junior high started teaching larger groups of people in markets and neighborhoods. Their father’s relative, an official in the local government, came to the house for a demonstration. He was impressed when he found that the boys could consistently, independently, and accurately transcribe one another’s speech from separate rooms.

In 1993, as a high school student, Abdoulaye, traveled to Conakry, Guinea’s capital city, and wrangled his way onto a popular radio show to promote the new script. “That’s how the whole country learned about Adlam,” Adboulaye said.

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A group of students learn Adlam in Sierra Leone. Photo from The Atlantic

Many Fula people are nomadic, so the script spread quickly among traders and farmers—from Guinea to Senegal, Gambia, Sierra Leone, and the Ivory Coast. More and more books were converted to Adlam, but they were written by hand and copied by machine, a very cumbersome process. The process of propagating a new script wasn’t always easy; Ibrahima was imprisoned for a time after police officers raided his Adlam study group at university. Upon graduating, Ibrahima started a Fulani-language newspaper, also written by hand and photocopied.

New writing systems aren’t created all that often. The most widely used scripts in the world today—Latin, Chinese, Arabic, Devanagari, and Cyrillic—are all thousands of years old. In 1959, Hmong spiritual leader Shong Lue Yang created the 81-symbol Pahawh script, though RPA romanized characters are still very popular. The Cherokee syllabary is a success story: Sequoya created the script in 1821 and seven years later a Cherokee-language printing press published the Cherokee Phoenix newspaper. Cherokee was added to the Unicode standard in 1999; in 2003 Apple created a Cherokee keyboard; and Google has recently helped implement Android support for the alphabet.

To take Adlam to the next level, the Barry brothers figured they could skip the printing press and go directly to computers. They both ended up emigrating from the west coast of Africa to the west coast of the USA—to Portland, Oregon—pursuing their educations and working. They paid for the development of an Adlam keyboard and font. In 2008, they were thrilled to finally be able to type Adlam for the first time. However, because Adlam wasn’t yet supported by Unicode, readers had to have the font installed on their system.

Several years later, after Ibrahima presented at a type design conference in Colorado Springs, the brothers were introduced to Deborah Anderson, a linguistics researcher, who leads a program called the Script Encoding Initiative, at UC Berkeley. Along with Michael Everson, one of the co-authors of the Unicode Standard, the SEI has added more than 70 scripts to the Unicode standard since 2002! Kudos to these incredible Cultural Detectives!

SEI’s site tells us that over 100 scripts remain to be encoded, and asks for donations to support the effort. UNESCO, the USA National Endowment for the Humanities, and Google all support the Initiative. The effort includes historic scripts, such as expanding the set of supported Egyptian hieroglyphs, as well as focusing on scripts used by religious and linguistic minorities—to promote literacy and education in native languages.

Waddell tells us, “I asked Everson if any of the alphabet’s quirks presented challenges—the fact that it’s written right to left, for example, or the fact that the letters are connected to one another—but he said it was nothing new. What was new was that the script wasn’t yet set in stone. Mr. Barry had learnt calligraphy and was working really hard on optimizing stroke order. I was saying, ‘You have to stop tinkering with this.’ If he wanted this to be stable he needed to stop altering it.”

In 2014, at a meeting of the Unicode Technical Committee in Sunnyvale, California, yet another milestone was achieved—Adlam was approved. It was included in Unicode 9.0 which was published this past summer. However, you won’t yet find it on your cell phone; technology companies haven’t leapt on the Adlam bandwagon.

One hope is “Noto,” an enormous font family that aims to support 100% of the scripts in Unicode 9.0. Finding Adlam on your operating system won’t happen overnight, but hopefully it won’t be much longer. A second hope is that Fulani speakers have started creating their own apps: one to text in Adlam and the other to learn it.

Twenty years on, the Barry brothers are now 36 and 40 years old, and Adlam is taught in over ten countries. Ibrahima recently finished writing a book on Fulani grammar, and he plans to create a dictionary as well. Both brothers want to open more schools in Guinea and nearby countries that teach children in their native languages.

Martin Luther King, Jr., had passion, a dream, and perseverance. Gandhi had those three qualities as well. Fortunately for speakers of Fulani, so do Ibrahima and Abdoulaye Barry.

The original article in The Atlantic is much longer than my summary here; be sure to read it if this has piqued your interest. And be sure to log into your subscription to Cultural Detective Online now, to help define and preserve your culture!

Dealing with Postcolonialism

In our last blog post, The Case of Who’s in Charge: Who’s language will we speak, we got a small taste of how African colonialism and slavery have created realities that affect power dynamics and attitudes in our organizations and communities that persist to this day. From the mid-15th century to 1880, roughly twelve million Africans were torn from their homes and families from Senegal to Angola, reaching the Americas as slaves. Other millions died either during the course of enslavement in Africa or en route to the Americas. These are not facts that can or should be forgotten or set aside.

Does post-colonialism exert a negative toll on your organization and people? Is there a way to transform these potentially negative forces into tools for dialogue, understanding and organizational (and societal) transformation?

Our Cultural Detective West Africa (covering Senegal, Côte d’Ivoire, Ghana and Nigeria) authors, Doctors Emmanuel Ngomsi and Seidu Sofo, have very ably written materials that address these questions.

A short quote from their participant materials makes the main point:

“While it is true that current expatriate employees are not responsible for slavery and colonialism, or for problems linked to colonialism in this region of the world, they may nevertheless sometimes be perceived by local workers as part of the system responsible for repeated abuses. It is important to be aware of this fact, and how individual actions are likely to be understood in this historical context.

We encourage you to seize the opportunity presented by Cultural Detective: West Africa to explore the issues of colonialism and modern-day power dynamics with your West African colleagues. While there is a clear attempt on the part of many scholars (African and non-African) to blame past and current African problems on European colonization, the dynamics of colonialism and neocolonialism are complex issues, and it is crucial that business and non-business people be aware of and sensitive to the history that strongly remains in the minds of professional Africans, and often profoundly affects business relationships.

Today, there are limited forums available to openly address these issues. The workplace constitutes one of the few places in which people may discuss how they feel about historical European intervention on the continent, and perceptions of power dynamics and race relations today. Being prepared to handle these issues constructively is smart business.”

Their facilitator manual contains a section entitled “Facilitating a Discussion of Slavery and Postcolonialism,” which adds encouragement as well as how-to:

“Within the Participant Materials we have included a supplement addressing the issues of slavery and colonialism as they relate to West Africa. People are curious and want to talk about these issues, and while they can be difficult and sensitive issues to discuss, they create an important dynamic in relationships and should not be ignored. The Cultural Detective Model provides a way to explore these issues in a non-evaluative manner that can promote mutual understanding. Remember that no one point of view is ‘the truth,’ and it is rare that a discussion will result in consensus or agreement.

West Africans, Europeans, African Americans, Caucasian Americans, Latin Americans and people in the Caribbean, among others, all have different and sometimes opposing points of view on the causes and outcomes of slavery.

Contrary to a common belief among foreigners, West Africans generally are not uncomfortable talking about slavery and are willing to engage in conversations with people who sincerely and genuinely want to explore and learn about slavery and its effects.

Today throughout Africa, Europeans, Americans and other ‘White People’ may still be perceived as exploiters and neo-colonizers. Resentment remains because some believe that the best minds and bodies of the African continent were transported to the Americas. And while many agree that slavery is wrong, many West Africans also feel that if ‘Whites’ could have their way politically and socially, slavery would still be practiced.

Given the sensitivity toward these issues, foreign business owners need to be particularly mindful of their words and actions. Derogatory acts or sayings by expatriate employers directed toward West African employees are not only unkind but unwise. While private individuals react strongly to such acts, governments may also take swift and decisive action, and some have deported expatriate employers for such misconduct.

Regardless of the economic benefit that a foreign investment might bring to a West African nation, dehumanizing conduct, utterances, or work conditions are not tolerated.”

We eagerly urge you to look through these materials, and put them to good use. We would love to have those of you who work in spaces where you deal with post- and neocolonialism issues to share with us some of your experiences and learnings, so that we might all transform our practices and do our bit to heal this world of ours.

Mashing-it-Up in Hong Kong: International Schools

By Barbara Schaetti, co-author of Cultural Detective Blended Culture
Reposted from Personal Leadership May 2012 Newsletter

International educators have historically assumed that K-12 international schools are, by default serving multinational and multicultural expatriate communities, providing students with experiences that result in intercultural competence. But are international schools truly teaching students to make meaning of their unique cultural experiences or, when it happens, is it more by good-fortune than by design?

I recently had the honor of being invited to HKISpresent a series of half-, one-, and two-day programs, at the Student Services Summit sponsored by the Hong Kong International School (HKIS). HKIS is among the top tier of K-12 international schools worldwide, and enjoys a well-deserved reputation as a premium institution. Although it was my first time at HKIS, working with and at the School had a quality of home-coming for me: I grew up attending international schools in West Africa and South East Asia, and consulted extensively with international schools throughout Europe and South Asia in the 1990’s. Although each international school varies from the next, the culturally diverse environment they typically offer is very much home territory for me.

And so what a joy to be asked to facilitate a two-day program for international educators titled Deepening Intercultural Competence: Developing an Intercultural Practice. Participants were international educators from across Asia and beyond, mainly developmental guidance counselors (with a couple of administrators too), who share a common passion for preparing their students to participate successfully in a globalized world. They were very ready for a professional development program focused on strengthening their own abilities to role model moment-to-moment intercultural practice.

I centered our time together on The MashUp: A Professional Toolkit for Developing Intercultural Competence. The MashUp (MU) is a natural and powerful combination of two leading processes in the development of intercultural competence: Cultural Detective (CD) and Personal Leadership (PL). Where PL provides a process to disentangle from automatic judgments, emotions, and physical sensations, and to open to the unique possibilities of the present moment, CD provides a process for deconstructing the intercultural dynamics at play, considering the values, beliefs and personal cultural sense that may be motivating people’s words and actions, and developing cultural bridges to close the gap. As an integration of the two, the MashUp offers a proven and exceptionally effective way to successfully strengthen intercultural competence in individuals, in teams, and across organizations.

In Hong Kong, the MashUp was very well received by participants who immediately saw its relevance and practical service to the daily situations they encounter – as international educators and as expatriates themselves. As one person put it:

“How thrilled I am to have experienced these past 2 days – I feel excited and energized, ready to begin a new journey! This has been everything I had hoped it would be, and more. I am leaving today with great ideas to enrich my practice, and steps to move towards this goal. I also believe that I have a group of colleagues who have a similar mindset and interest in adding value to their practice.”

I too left the session inspired. These international HK BAYeducators are ready to intentionally provide their students (no longer simply to trust to good-fortune) with the role-modeling, orientations, and practices that develop intercultural competence. And if that’s true of the educators in my session, then we can know it’s true of many more!

You have two opportunities to learn more about this developmental MashUp of PL and CD.

  1. The first opportunity will be live and in-person at the Summer Institute for Intercultural Communication, July 16-20. Developing Intercultural Competence: An Integrated Practice will be conducted by Dianne Hofner Saphiere and myself, Barbara F. Schaetti.
  2. The second opportunity will be a blended learning course to be held September-December 2012. Developmental Intercultural Competence: Cultural Detective, Personal Leadership, and the DMIS, a transformative professional development course is an avant garde blended learning course focuses on how best to use the MashUp to support the development of intercultural sensitivity as illustrated by the DMIS (Developmental Model of Intercultural Sensitivity). This course will be conducted by Dianne, Heather Robinson, and me.