marti pol copore - elsito.netelsito.net/wp-content/uploads/2010/07/marti-pol-copore.pdf · MIQUEL MARTI I POL PROJECT. ¹ The ethical aspects: note, that all information and photos

2005-2010

[COMPETENCES FOR POVERTY REDUCTION]

UNIVERSITAT

DE VIC MIQUEL MARTI I POL PROJECT

¹ The ethical aspects: note, that all information and photos are shared under the agreed written consent of the participants

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Coordinated by Universitat de Vic (Fundació Universitária Balmes), in partnership with:

- The third sector: Caritas Arxiprestal, F.C.M.P.P.O. (MH Foundation), Girbau Foundation.

- The public sector: Vic City Council, Osona local government

- The economic sector: Rotary Club, La Caixa Foundation.

See: http://www.jardimiquelmartipol.blogspot.com/


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Introduction

The Project Miquel Martí i Pol integrates health, education, research and the fight

against poverty. The project is based on gardening and restoration/reforestation of

natural spaces, done by clients, who experience mental health, poverty and

immigration, and occupational therapy students at the University of Vic.

Our vision is to confront at the same time the social and ecological challenges of

contemporary Europe. The clients learn a profession and simultaneously they realize

and develop a meaningful occupation with a powerful therapeutic value. A key element

of the project is to educate society in the value and potential of excluded people: they

are citizens who are contributing to society.

Universities must be a school for democracy and citizenship (Dewey, 1969). The

research is a key factor of the project, studying the contribution of meaningful

occupation to wellbeing and the construction of inclusive communities and citizenship,

fighting against poverty. The art of politics and partnerships is central to the process,

linking the social-health sectors, with the economic and educational sectors. The goal

is to create a society based on the values of justice, equality, freedom, active respect

and solidarity.

1. Background of the project

The poet and master Miquel Marti i Pol (Marti i Pol, 1999) told us: “Beauty is your

heritage/ but you prefer/ the sad and routine laziness/ of a cardboard box... Let me say

that it´s time to love,/ it´s time to believe in miracles,/ some day/ there will be flowers in

the garden and wind in the trees/... Those, who for many years lived far away from

town/, will be called to return (Pp. 70).”

These words inspired in 2005 the decision to develop the project: to transform an

abandoned and sad space into a space of beauty, the garden. It was created jointly by

occupational therapy students and those who for many years have lived far away from


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town in situations of social exclusion. Since 2009 we are developing restoration and

reforestation of natural spaces. The project includes the following dimensions:

1.1. The fight against poverty

Poverty is evitable (Sachs, 2007), a sign of the lack of morality of our unfair

societies (Pogge, 2005). The project is concerned with the social transformation and

the promotion of occupational justice (Townsend and Whiteford, 2006) creating an

inclusive communities (Grady, 1995), as those where all people can participate as

equal citizens (Cortina, 2005) despite any kind of occupational dysfunction. In this

uncertain or 'liquid' time (Bauman 2005, 2007) it is extremely important to recover the

sense of community, a place where we use the pronoun “we” (Sennett, 1998). The

neoliberal economy promotes individual atomism by breaking up natural and familiar

communities. Governments that yesterday protected individuals through the Welfare

state now abandon them, psychiatrising their problems despite their social and

economic origin (Rendueles, 2006; Alvarez Uría, 2006).

To have a job is a “must” in our society, a condition of being socially accepted.

When men lose their jobs they are also losing their life projects and their confidence in

their ability to control their own lives. They are dispossessed of their dignity as citizens,

their self-esteem and the feeling of being useful to society (Linhart, 2002).

The project has the objective of raising public awareness about the potential of

these formerly socially excluded persons, breaking prejudices and stigmatic attitudes

through their acquisition of a worker’s role: the gardeners’ work has given a garden to

the community, plus the development of restoration/reforestation of natural spaces. We

believe that this initiative produces a powerful message. This is been widely spread

through the mass media (TV, radio, newspapers, web) and this in turn is helping the

local community to understand that these formerly excluded people are citizens.


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1.2. Health

Gardening and occupations related to nature enable human beings to re-connect

with nature, and emerge from their immersion in a cyber-world dominated by the

instrumental reasoning which orders people to fit the rational economy of its design

(Taylor, 1994) and the consequent ethics of the machine society (Persson et al, 2002).

They enable the capacity of introspection, to connect with one-self as well as promoting

a feeling of relaxation and well-being, developing motor skills as well as cognitive and

affective. In a time of atomism (Taylor, 1994) they are social occupations that allow

people who may have acquired a sick role and may feel socially excluded to adopt the

new roles of carer and gardener. It is an aesthetic experience, a ritual of creation of

beauty and life, which confers an artistic gaze or perspective on the participant, to work

listening to the water falling, seeing the colors of the plants, smelling the scent of the

flowers, touching the bark of the trees. The garden is a metaphor for the process of

recovery. During the winter we must work hard although we do not see the results, in

the hope that they will arrive in the spring. Gardening has a deeper sense in this liquid

modernity (Bauman, 2005, 2007), it gives roots to the human being, a place of meaning

and belonging.


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1.3. Educational

While Dewey (1969) argued that the university must educate citizens as a

foundation of democracy Harkavy (2006) denounces today’s university as being

marked by commercialization, Platonism and disciplinary ethnocentrism. Thibeault

(2006) has suggested that our students are passing through their universities without

gaining awareness about the global problems which determine their futures, as global

poverty. While the students have participated in reality-grounded learning about

occupational therapy, they also have understood the connection between human

occupation and the ecological crisis (Boff, 2000; Suzuki, 2002). Gardening can be

considered as an ecopation (Persson et al, 2002, Pag. 93) a term denoting occupations

that are performed with concern for the ecological context at a pace which gives room

for reflection and experience of meaning.

1.4. Research

This project generates new knowledge about the human being as occupational

being, the therapeutic impact of gardening and occupations develop at nature, the

potential of meaningful occupation to the creation of more inclusive communities and

the promotion of citizenship, and the political art of partnership.


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2. The project

The project involves a group of political, social and business institutions. The

clients, referred later on as the gardeners, come from Caritas Arxiprestal and Osona

Mental Health Foundation. The inclusion criteria is that participants must be persons

experiencing social exclusion, mostly related to mental health issues, poverty, and the

motivation to be engaged in gardening or occupations related to nature. Funding for the

project is obtained through La Caixa Foundation, Girbau Foundation, Rotary Club

Osona, Provincial Government of Osona, Vic City Council and the University of Vic.

Gardening project: the sessions take place two days per week from 9.00 to

12.00 am. The process of creating the garden took 18 months, from March 2005 to

September 2006. The project continued, since the garden needs continual

maintenance. Four of our gardeners have placements in local companies. More than

100 students have participated and 8-10 gardeners attend the programme. A system of

economic gratifications is established, compatible with their mental health pensions.

Restoration/reforestation projects: A fist restoration of a natural space has

been developed in conjunction with Grup Naturalista d’Osona. An important project is

starting January 2010. This project is connected to RECOVER project, funded by

European Union. The goal of the project is to recover the forest river of Ter. This is a

long term project (14 years). On average 12-14 persons attend the program. The

program is Monday to Friday, 8 to 15:00. This project is based on normal salaries.

Developing new roles: Not only did the participants become gardeners, but

they have also acquired the role of conference speakers, talking about the project at

the Universities of Vic (Simó Algado at al., 2007), Granada and Valencia. Educational

tours are developed, with a master class for all the team at the gardens of Alhambra in

Granada, and in some of the best gardens of the country. The students and the one of

the gardeners presented a workshop based on the project at the ENOTHE meeting

hosted in Coruña 2009 (see photo).


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The clients and students have an active role in the education of the community

about their true potential. A blog (www.jardimiquelmartipol.blogspot.com) and a photo

exhibition (see photo below) has been created and exposed at a national and

international level.


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3. Evaluation of the impact of the project- Research

Good practices needs to be evaluated. This is a transformative project within a

critical paradigm inspired by Participatory Action Research (PAR)(Cockburn and

Trentham, 2006). Marx (1970) pointed out that philosophers had been only concerned

with understanding the world, whereas the real need is to transform the world and

make it better. Mounier (cited by Esquirol, 2001) compared this cycle of reflection and

action with the movements of systole-diastole in the human heart, close to the cycles of

PAR. The projects feeds the research and the research feeds the project.

The theoretical basis for the project is trans-disciplinary, influenced by Morin's

(1999) and Ira Harkavy’s (2006) denunciation of disciplinary ethnocentrism. A complex

problem must be confronted through a complex vision, so the theoretical base of the

research was based on health, psychological, sociological, ecological, educational,

philosophical and occupational perspectives.

3.1. Participatory action research

Participatory-action research (Cockburn and Trentham, 2006) is a process by which

questions are systematically examined from the re-lived perspectives and experiences

of those community members who are especially affected by the issues under review.

What meaning did the creation of the Marti i Pol garden have for the participants?

Due to the group's characteristics, with basic education, language and

communication problems and no experience in previous studies, the project team

leaders felt that it would be difficult for the group to develop the investigative questions,

although this was not ruled out. The purpose of the investigation was proposed and

explained to the participants, who were then asked whether they considered it

important to continue. With their assent we went on to agree research questions, but as

the group did not make any proposals it was decided to base these on the theoretical

framework already elaborated by Sempik and his colleagues (2005). Having agreed the

themes for investigation, participants signed their written consent.


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The investigation was based on ethical criteria. It was decided that the investigation

would gather not only the voices of the gardeners but those voices of all the institutions

represented by the persons involved in the project or representatives and students

involved in the project to have a more global understanding about the experience.

The main means of collecting the information was in-depth interviewing, based on

the theoretical framework and in the investigation of Sempik were undertaken with the

representatives of the University of Vic (Rector of the Universitat de Vic, Director of

Health Sciences School), social (President of Caritas NGO, Occupational Therapist

Osona Mental Health Foundation), public and business (President of Rotary Club)

institutions (City council, Osona Provincial Government), students and gardeners

3.2. The results of the research

It is extremely important to give voice to those silenced by society because they

have mental health or other issues, developing a sociology of emergences (Sousa

Santos, 2005). Then all the voices started a dialogue from which different themes

appeared, inspired by the discursive ethics of Habermas (1999), as it defends a

morality of equal respect and solidaristic responsibility for everybody. The analysis of

information considers the triangulation, to develop a dialogue between the different

voices, to endow of significant content to categories set from the theoretical framework.

Based on the in-depth interviews all 14 voices were internally analysed and cross

referenced (5 from gardeners, 2 from students and 7 from the institutions) to define

categories which related to the questions of the investigation. The process considers a

thematic analysis to ascertain how the individuals create meaning according to their

experience. The transcribed interviews have been read in both a complete and

segmented way many times, and the investigator has been submerged in the data.

This allowed themes to be identified and their interrelations to be established. The


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themes are intra and inter-participating. The compilation and the analysis of the data

did not take place in a linear fashion, but simultaneously.

In this section we present the themes and some narratives which are

representative of each one of these themes, form the gardeners, students and

institutions participants in the research.

4.1. Building meaningful occupation The project influenced the transition from the sick person's role to that of caregiver, gardener and citizen: “… the role of caregiver … to know that the plant is alive thanks to you, you feel better about yourself…” The project has increased the possibility of finding work: “All the people that have left the project have found a job, they are in a normalized life, they fly alone now” Gardening as a source of health and well-being Meaningful occupation promotes health and physical well-being : “Yes, yes, it makes you to do exercise, if not you would be at home doing nothing” And psychological well-being : “…because you have an occupation your mind is clear, and you have no paranoid thoughts” This well-being is translated into a feeling of happiness : “Yes, when you come here you find happiness” Participants show an improvement in their self esteem… : “You can achieve a higher degree of self-esteem” And a feeling of being useful… : “… because before I was a non-useful person. But now, working here, I feel useful” (Paco). And social well-being : “I was not going out home before. Here I find company that is very important when you live alone, because solitude is very bad” Its impact has a spiritual dimension : “Yes, yes, I recognise the garden as a part of myself. It will last with me, apart from the medical visits it is the most important part of my life”

And the sense of contributing to humanity : “I have contributed to the kindness between Mankind” The garden becomes a spiritual sanctuary , offering a religious experience: “... my soul likes all that I do here… it helps me to open my heart” Contact with nature has had a therapeutic impact: “When I see the plants I feel alive, because 'through them I see life” “When I am in a closed space for a long time I feel bad, anxious, but in the garden I feel as if I'm at home” 4.3. The dignity of citizenship

Participants see that their work changes social perceptions : “…they are used to news such as that a schizophrenic has killed someone, and now they see that mentally ill persons can contribute to society with a garden…”

The gardeners demanded to be heard and to have more opportunities : “They do not listen to us... they should understand what it means to have a mental illness, a bipolar disorder….”


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“…persons with mental health problems can contribute more to their communities They gained experiences of empowerment. The gardeners saw that they were able to influence their own lives: “What Martí i Pol wrote was very nice (your hands will be made of wind and light)… that if you want, you can. Although you are ill, you can do important things in your life” 4.4. The construction of inclusive societies Social inclusion has been promoted by facilitating the creation of inclusive communities : “I am known by more people in Vic in two years then in 15 years in Centellas… the garden helped me to enter the community” There was social recognition for the gardeners: “If you have shaken the hand of Rector of university and he's given you a diploma, this has as much meaning for me...as I´ve got married again...” It is shown to be vital that their voice was heard : “Look, we went to Granada to give a conference. I felt myself as important as Mr. Zapatero” 4.5. A University at the service of the Humanity: a new educational praxis The purpose of the University is to educate compromised citizens, aware of the socio-ecological reality: “To educate so students possess the spirit to contribute to the improvement of world and the society” This mission is in danger : “… The University should help the society to avoid dying (from indifference).If the term University only implies knowledge, it wouldn’t serve anything...” We cannot ignore the risk of commercialization of the University, the increasing pressure to generate economic benefits: “Each time the University is expected to educate according to the demands [of graduates'] employers...” The project has been a school for citizenship through the transformation of educational praxis: “It has been more meaningful than all the talk around citizenship that a politician can give me” It has materialized the relationship of the University to the community : “... what I would emphasise more is that this project opened the University to the socially disadvantaged” The project integrates education , investigation and social intervention : “It already has an extraordinary value, if only for this integration between education, research and the compromise with the territory” It enabled learning grounded on reality , a transition from theory into practice: “I have had the opportunity to see people achieve their own bio-psycho-social and spiritual equilibrium through meaningful activity" The students have looked beyond the diagnoses to discover the person and his or her potential : “…each of them has shown excellent potential for humanity, generosity, sympathy, commitment, friendship...” The garden has been a place to encounter the Other , enabling students to develop their empathy : “It made me see the world from the other perspective; from the point of view of those socially considered as the "others”


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4.5. The art of the strategic alliances and synergi es The public, social and business institutions and university have recognised the need to develop strategic alliances . “To maintain well-being, it’s important to take account of the public and the Third Sector’s powers, as these strategic alliances are indispensable”

5. Conclusions about the project

Poverty and social exclusion is extremely connected to health. A “job” is a

“must” for social integration in our modern capitalist societies, where a huge part of

humanity is considered just superfluous, a “residue” of the economic system. Neo-

liberalism imposes individual atomism, job precariousness, and is destroying the social

welfare society. It assumes the appearance of a judicial State, based on personal

security and the policy of fear. We must go further to promote occupational justice. The

art of strategic alliances with political, social and business sectors forms a basis for the

construction of a society, based on the values justice, equality, active respect, freedom,

and solidarity. We must begin from micro and meso levels, growing toward the macro

levels. Political activism means a vision, partnership, leadership, entrepreneurship,

courage, compromise, determination, resilience, empowerment, and to inhabit a space

of “magic realism”, balancing the utopian vision that guides us with the hard reality we

are confronting.

The project Miquel Martí i Pol is showing new ways to fight poverty from the

Universities, linking education, research and social and health intervention. It is


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demonstrating more than the link in-between gardening/natural occupations and the

health and well-being of the persons at the physical, psychological, social, and spiritual

levels. The connection between occupation and health is especially relevant as a

medium to empower the person and the experience of meaning in life while avoiding

paranoiac thoughts. Meaningful occupation is a powerful instrument for the creation of

more inclusive communities where all the members can participate as citizens with

equal rights, recovering the dignity of citizenship and the sense of belonging and

common interdependence. The education of society is a basic role for occupational

therapists, converting stigma and prejudice into social recognition, and making it

possible for “the Other’s” voices to be heard, in a sociology of emergences (Sousa

Santos, 2005). Qualitative research (based on in depth interviews or life histories),

mass media (the project has appeared on TV, newspapers and radio), audiovisual

communication (the project has a blog, a Web under construction and we are finishing

a social documentary), and active participation of the clients in the promotion of the

projects (the gardeners have given conferences at several universities) has a critical

role for this purpose.

The project enforces the idea that University has to transcend the “ivory tower”

and deconstruct the walls that separate it from society. The moral independence of the

University is dogged by the pressures of mercantilization, platonization and by the

disciplinary ethnocentrism (Ira Harkavy, 2006). Recovering Dewey's guidelines (1969)

the university students have not only gained knowledge about contemporary reality, but

also are working for social and ecological change, “doing” the change, and becoming

social and ecological activists. This project shows a new educational praxis adapted to

the New European Space of Higher Education that provides the transition of theory into

practice and that puts the students in contact with the Other, transcending diagnoses. It

not only transmits the knowledge of Occupational Therapy in a reality grounded

context, but also promotes the ecological education of our students through being in

contact with green spaces and developing their own reflections as a result. Such


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education is basic for the survival of the planet (Houghton, 2003). In the face of the soft

despotism (Tocqueville, 2007) and the “proletarianization” (Gilda Tostado, 2006) of

university teachers, we must recover Universities as the foundation for citizenship and

democracy.

The project proves the potential, value, and generosity of those “who have lived for

long time outside the village”. It is time to call them back, as they are the “majority

world” (Thibeault, 2006) and it is our inexcusable responsibility. As the poet said “all is

still to be done, but all is possible” (Pag. 174), working together with our clients “our

hands will be of wind and light (Pag. 60)”.


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