Introduction

This section introduces the approach adopted for conversations with the community. Following up on the research planning meeting of academics and representatives of the community radio steering committee (see previous page) it was agreed that we needed to gain a boader understanding of community perceptions and experiences of modern slavery and this could be achieved through conversations with a wider proportion of the community.

We also agreed that informal settings in the community, rather than University offices or lecture rooms, would be more suitable for such conversations. We wanted to enable individuals and groups to engage, “in dialogues among themselves; to listen to and learn from one another, leading to new understanding and insights and community action to address community issues” (Lemma, et al, 2019. p7). It was agreed that familiar community settings would provide ideal locations for the community to feel at ease and relaxed.

Among our goals for this day was for the community to assign their meanings to the term ‘modern slavery’ and although the conversations were facilitated in order to maintain conversational flow, it wasn’t necessary, we were convinced by the arguments of Kotze, et al that, “conversations among community members occupying various community-based roles and statuses can [……] be a potentially powerful tool in the development of community-centred initiatives and sustainable internal community relationships” (2013, p2).

Another reason for choosing this community conversation approach was their relationship to traditional African communication systems and folk media, which are indigenous to many African communities (Tesfaye, 2013). The conversations were held in 3 different locations within the sub-location. The first was in Cham gi Wadu itself – in the Chief’s offices. All locals are familiar with this building due to its location near the market place and the local school and its accessibility.

The second location was Omware Secondary School, where we discussed the project with staff members to see whether it might be incorporated into the curriculum. The third location was at the Oyora Market fields across from the Police Post.