Swk1048 developing enterprising communities module handbook 2014 15

SWK1048 Module handbook Developing Enterprising Communities 2015/16

WELCOME Do you want to make a difference in the world?

Do you see the same problems in the news headlines every day, and wonder how we could solve them?

Do you question “the way things have always been done” and change things up, just to try something different?

Are you looking for a more effective way to bring about social change?

Are you inspired by those who have?

Welcome to this module, and welcome to the University of Northampton Field of Social Work & Community Development. This module is directly related to the University’s Transforming Lives- Inspiring Change Strategy 2015, which means that every student has the opportunity to explore social innovation, social entrepreneurship and Changemaking, and celebrates our status as one of only 30 Universities in the world that carry the AshokaU Changemaker Campus status for our commitment to social innovation.

We will get on to what social innovation and entrepreneurship is later, but for now we are going to be looking at how you might work with communities and how they can use their assets to improve conditions.

This is a very different approach to the classic idea of an expert diagnosing a deficit and doing something to the community to ‘fix it’.

The plan for the FIRST part of this module is to work through this workbook with lectures and activities in class, including field work in your own time The SECOND part of this assignment will explore the social entrepreneurship aspects of community organising, resulting in a Social Venture Canvas which summarises what you plan to do to solve a social or environmental problem that you have identified in your research in the first term Through these activities and guided reading, we will develop our understanding of community organising, social innovation and social entrepreneurship.

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CONTENTS Welcome.............................................................................................................................................................. 1 UNIVERSITY MODULAR FRAMEWORK -MODULE SPECIFICATION ............................................................... 4 ASSIGNMENT BRIEF ............................................................................................................................................. 6 Teaching strategy .............................................................................................................................................. 10 Action learning ............................................................................................................................................... 10 An adult mode of learning ............................................................................................................................. 11 Community Organising ...................................................................................................................................... 12 Community Organising Approaches .............................................................................................................. 12 Social Action................................................................................................................................................... 13 Locality Development/Civic Organizing ......................................................................................................... 13 Social Planning ............................................................................................................................................... 13 Community Building....................................................................................................................................... 14 Women-Centered/Feminist Organizing ......................................................................................................... 14 Asset-based community development .......................................................................................................... 14 A Community Engagement Framework and Principles ................................................................................. 15 WORKBOOK ....................................................................................................................................................... 17 1.

Class Exercise: community challenges................................................................................................... 17 Excerpt One: Comparing Community Organising Approaches .................................................................. 18

2.

Field Exercise: Mapping Communities .................................................................................................. 19 Excerpt two: community asset Mental (Or Cognitive) Mapping) .............................................................. 20

3.

Field Exercise: Interviewing Volunteers ................................................................................................ 21

4.

Field Exercise: Identifying a Community project ................................................................................... 22

5.

In-Class Exercise: Getting Started on the Community Analysis ............................................................. 23 Worksheet 7.1 Community Analysis: Internal Community Resources ..................................................... 24

6.

FIELD EXERCISE: External Community Meetings ................................................................................... 25

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Worksheet 9.1 Community Analysis .......................................................................................................... 26 SUMMARY ......................................................................................................................................................... 27

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UNIVERSITY MODULAR FRAMEWORK -MODULE SPECIFICATION

SCHOOL *

School of Health

DIVISION/DEPARTMENT *

School of Health

FIELD*

Social Work

MODULE TITLE*

Developing Enterprising Communities

MODULE CODE *

LEVEL*

CREDIT VALUE*

CO-ORDINATOR

SWK1048

5

20

Tim Curtis

DELIVERY MODE(S)*

Standard

DELIVERY LOCATION(S)*

UON

PRE-REQUISITES*: None CO-REQUISITES*: None RESTRICTIONS*: None SUPPLEMENTARY REGULATIONS*: This module has no supplementary regulations.

DESCRIPTION*: This module will investigate Changemaker social innovation and entrepreneurship strategies as theoretical frameworks for self-sustaining community development. This includes focussing on the skills and assets that exist within a community and developing those, rather than focussing on the deficits.

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OVERALL AIM(S) FOR THE MODULE* (Max 2 bullet points) · ·

To explore social innovation and entrepreneurship in a community development context.

To become familiar with Asset-based Community Development approaches.

LEARNING OUTCOMES*: (Max of 10) On successful completion of the module students will be able to: Knowledge and Understanding a)

Understand the contribution of entrepreneurship to community development;

b)

Understand asset-based community development theories developed in America and Scotland and their impact across the UK in the Big Society debates;

c)

Explore creative and innovative techniques to address social issues;

Subject Specific Skills d)

Complete a basic skills and experiences register with class colleagues;

e)

Map the community assets of the University and identify development opportunities;

Key Skills f)

Investigate the skills and experiences of other people;

g)

Gather, analyse and present data.

INDICATIVE CONTENT: · · · · ·

Models of intervention to community priorities (Asset based community development and Community Organising) Enterprise and project development Neighbourhood planning approaches Community priorities and developing enterprise hubs Theoretical approaches to social innovation, entrepreneurships and community.

JUSTIFICATION OF TEACHING, LEARNING AND ASSESSMENT STRATEGY*: The module will be delivered by a series of lectures and seminars that will be supported by a workbook designed to develop student's skills and abilities in inquiry and investigation. Students will also be encouraged to undertake group activities designed to increase their knowledge and understanding about how to gather, analyse and present outcomes. These investigations will be conducted on campus.

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TEACHING, LEARNING + ASSESSMENT ACTIVITIES

STUDY HOURS

Taught Hours - 24 x 1 hour lectures & 24 x 1 hour seminars

48

Independent study hours- 24 x 3 hours preparation & reading

72

Independent Assessment Hours - workbook & presentaion

50

Independent Other hours

30

Total

200

CONTEXT* This module is taught by University of Northampton staff, at a University approved venue.

ASSESSMENT STRUCTURE*

Assessment Items AS1- Social Venture Canvas

Units Weighting Learning Outcomes 5

100

a,b,c,d,e,f,g

workbook and poster ASSESSMENT CRITERIA The Social Venture Canvas (2,500 word) will incorporate a structured investigation of community resources, assets and skills in the classroom and on the University campus, requiring discussions, interviews, questionnaires and observational work. This will result in the production of a poster-style Social Venture Canvas with full justification and evidence. The assignment will be graded on the students' ability to:    

Follow written instructions in the workbook.

Discuss a question and glean information from fellow students across linguistic, cultural and gender divides.

To manage one's own time in the context of the workload of other team workers.

Devise a social venture based on the investigations and present it in a template format.

ASSIGNMENT BRIEF

Your will be given a copy of this in Word to submit via Turnitin. More details under ‘Submit your work’ in NILE.

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Assignment Title Using the outcomes from the exercises in the Community Organising and Social Innovation Handbooks AND the exercises you have been asked to do in class, devise a new social venture using the SMC Social Model Canvas planning framework provided. (you could also build on your Volunteering module activities) How to complete this assignment: To complete this assignment you are required to do the following;    

Firstly you need to only put bullet points on the Social Model Canvas. You will be going into more detail about these points on the following page in the relevant sections.

When going into more detail about the points on page 2 onwards remember that you need to be as specific as possible. The more detail you put in the better grade you will get.

For cost and revenue place bullet point notes on the Social Model Canvas and then just show some brief notes in the document You are expected to have spent about 50 hours on this assignment.

Assignment Marking Criteria This is the criteria that we are going to be using to assess your Social Model Canvas assignments.

To complete this assignment you are required to work in groups to gather the research and develop ideas but the submission for this assignment is individual.      

Completed Social Model Canvas Evidence that you have considered Community Organising principles Evidence that you have done field research based on the class and home activities We are going to be looking for a clear statement of problems/solutions There has to be evidence that you have challenged your assumptions There also has to be evidence of the research that you have done

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You will then be required to provide detailed justifications of your bullet point comments under the following headings

Social Problem: What is the social problem that you are seeking to address? Why is it a problem and why do you think you can solve it?

Root Causes: What are the root causes of the problem? How do you know you are addressing the root causes of problem, not just the symptom?

Value Proposition: What are you actually going to do in your venture? How does this related to the root causes of your social problem?

Customer Segment: Which segments of the population are you targeting with this venture?

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Customer Relationships: How are you going to create and sustain a relationship with this segment? What principles of community organising have you implemented to create this relationship?

Customer Channels: What physical and virtual means of communications will you use to maintain your relationship? Be specific, not generic

Key Resources: What resources do you need to arrange and manage to deliver your venture? Who controls those resources and how are you going to access those resources?

Key Activities: What are your key venture activities? What are you going to do to deliver your venture, through the resources you control to your customer segments to sustain those relationships?

Key Partners: Which specific organisations do you ned to partner with the deliver the activities and resources? Who do you rely on to get this venture off the ground?

Cost: Provide an outline cost of the delivering your venture

Incomes: Provide an indication of what incomes you may be able to achieve through sales, grants and other strategies.

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TEACHING STRATEGY The teaching strategy of this module, and most of the teaching in the BA Social & Community Development programme is based on Action Learning ACTION LEARNING Action learning is a structured mechanism for working in small groups to address complicated issues. Action Learning Sets are made up of between six and eight people who meet together regularly over a reasonable time period and 'present' and collectively work on problems faced in ongoing practice. The group will then help the 'presenter' work on that problem through supportive but challenging questioning: encouraging a deeper understanding of the issues involved, a reflective reassessment of the 'problem', and an exploration of ways forward.

Action learning sets are particularly appropriate for professional and managerial-level learning and personal development work. The most common applications fall into two categories: 1. A work-based project in which action learning set members are involved and are able to influence the outcomes by their actions.

2. An issue that concerns how specific action learning set members operate in the work context (e.g. creating partnerships), and one which they wish to improve and which could benefit from the support and challenging of the other set members.

Detailed description of the process The figure shows how the action learning process is a cyclical one, starting at the top of the diagram and moving round systematically, giving each member the opportunity to present a problem and comment on others.

Key points/practical tips Action learning sets are most effective when the commitment is voluntary.

Action learning sets should focus on real-life practicerelated problems, ones which are more open-ended in nature and which do not have a right or wrong answer.

The ground rules for action learning sets should include: 路 路 路

Being honest with oneself and others; Respecting others and their viewpoint; Taking responsibility for our own actions.

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AN ADULT MODE OF LEARNING For Malcolm Knowles, andragogy is premised on at least four crucial assumptions about the characteristics of adult learners that are different from the assumptions about child learners on which traditional pedagogy is premised. A fifth was added later.

1. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being 2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.

3. Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.

4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness.

5. Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12).

As we compare Knowles’ versions of pedagogy and andragogy what we can see is a mirroring of the difference between what is known as the romantic and the classical curriculum (although this is confused by the introduction of behaviourist elements such as the learning contract). As Jarvis (1985) puts it, perhaps even more significantly is that for Knowles ‘education from above’ is pedagogy, while ‘education of equals’ is andragogy. As a result, the contrasts drawn are rather crude and do not reflect debates within the literature of curriculum and pedagogy.

A comparison of the assumptions of pedagogy and andragogy following Knowles (Jarvis 1985: 51) Pedagogy

Andragogy

Dependent. Teacher directs what, when, how a subject is learned and tests that it has been learned

Moves towards independence. Selfdirecting. Teacher encourages and nurtures this movement

Of little worth. Hence teaching methods are didactic

A rich resource for learning. Hence teaching methods include discussion, problem-solving etc.

Readiness to learn

People learn what society expects them to. So that the curriculum is standardized.

People learn what they need to know,so that learning programmes organised around life application.

Orientation to learning

Acquisition of subject matter. Curriculum organized by subjects.

Learning experiences should be based around experiences, since people are performance centred in their learning

The learner The learner’s experience

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COMMUNITY ORGANISING The word “community” can mean different things to different people. Community can be used to refer to communities of association (e.g., religious communities), gender,race, or geography. Cohen (1985) defines community as a system of norms, values, and moral codes that provide a sense of identity for members.

Fellin (2001) describes a community as a group of people who form a social unit based on common location (e.g., city or neighborhood), interest and identification (e.g., ethnicity, culture, social class, occupation, or age) or some combination of these characteristics. In many community organizing approaches, geography is the determining factor for community, including “. . . people who live within a geographically defined area and who have social and psychological ties with each other and with the place where they live”(Mattessich, Monsey, & Roy, 1997, p. 6).

This workbook uses a definition of community that emphasizes geography, including neighbourhoods, and relationships, including social and psychological connections and networks. Scholars as far back as Alexis de Tocqueville (Stone & Mennell, 1980) have emphasized the engagement of the community as a focal point of a healthy democracy. More recently, scholars and researchers have argued that civic engagement and participation are decreasing, jeopardizing our democratic system. Etzioni (1993) warned that declining civic engagement and responsibility were eroding the fabric of American society. Putnam’s (2000) Bowling Alone provided statistical evidence of the decline in citizen participation over the past 50 years and its negative implications for democratic life. However, Smock (2004) argues that a “significant portion of our nation’s population has always been excluded from meaningful participation in the democratic arena” (p. 5).

Furthermore, genuine political equality must be built on equal access to voting, as well as direct participation in public decision making.

Putnam’s (2000) solution to the erosion of civic engagement involves rebuilding the social fabric or social capital of communities. Social capital is defined as “. . . the connections among individuals—social networks and norms of reciprocity and trustworthiness that arise from them” (p. 19). Putnam argues that social capital is important for government effectiveness, economic health, and community well-being. Social capital and networks also allow ordinary people to engage in the political process, work together to solve common problems, improve the quality of life, and take advantage of opportunities(Smock, 2004). Furthermore, the role of social capital in understanding and strengthening community organizing and development has been noted by several scholars (Gittell & Vidal, 1998; Hornburg & Lang, 1998; Keyes, Schwartz, Vidal, & Bratt, 1996), including understanding how community organizing facilitates social capital, developing supportive social networks for the production of affordable housing, and building connections that low-income communities may need in the face of diminishing federal responsibility. Temkin and Rohe (1998) found that social capital is a key factor determining neighbourhood stability over time, including the overall sense of attachment and loyalty among residents, and the capacity of residents to leverage their relationships and networks into effective community action COMMUNITY ORGANISING APPROACHES Approaches and models of community organizing have evolved over the last century; however, initial approaches can be traced back to Saul Alinsky (1946, 1971), who is seen as the founder of community organizing. His approach to community organizing, called conflict organizing, was the dominant form of community organizing practiced over the past century and it continues to be practiced today (Eichler, 2007; Smock, 2004). Saul Alinsky (1971) incorporated the idea of self-interest as a motivating factor for community involvement. The goal of conflict organizing was empowerment through the development of People’s 12

Organizations in which regular people with similar self-interests would come together and confront and make demands on the power structure to create improvements for the community (Eichler, 2007; Smock, 2004).

SOCIAL ACTION Today’s social action models have their roots in conflict organizing. Social action approaches assume the existence of an aggrieved or disadvantaged segment of the population that needs to be organized to make demands on the larger community for increased resources or equal treatment (Rothman, 1995). The goals of social action include making fundamental changes in the community, such as redistributing resources and gaining access to decision making for marginal groups, and changing legislative mandates, policies, and practices of institutions.

Smock (2004) distinguishes between power-based and transformative social action models). Power-based organizers believe there is a power imbalance and they must work to shift or build power. However, transformative models believe that the power structure/system is fundamentally flawed, and they work to radically restructure it. Power-based models emphasize bridging social capital based on instrumental ties and individual self-interest.

Transformative models facilitate social capital based on normative ties that is bonding (e.g., among small groups of residents) and bridging (e.g., with groups of activists and organizations outside their neighborhood based on a shared ideological vision).

LOCALITY DEVELOPMENT/CIVIC ORGANIZING Another form of community organizing is the locality development/civic model. Locality or community development is a neighbourhood based strategy used to engage a broad range of key stakeholders in developing goals and taking civic action (Rothman, 2001). The goals of locality/community development are to build the capacity of community residents to solve problems and foster social integration, including the development of harmonious relationships among diverse people (Rothman, 2001). Community development corporations are examples of organizations that use locality development. Smock’s (2004) civic model of organizing is similar to locality development; however, the main goal isto restore social order and social control by creating informal forums for residents to discuss issues and concerns and partnering with the public sphere to address those concerns. Civic organizations facilitate bonding social capital based on affective (e.g., small homogeneous groups of residents) and instrumental ties (e.g., sense of collective identity and cooperative action). While self-interest is the initial motivating factor for involvement, personal relationships develop as members work together on common issues that go beyond purely personal concerns.

SOCIAL PLANNING Social planning is a form of community organizing that focuses a technical process of problem solving regarding substantive social problems that utilizes the expertise of professionals (Rothman, 2001). The goals of social planning include the design of formal plans and policy frameworks for delivering goods and services to people who need them (Rothman, 2001). The power structure itself initiates change as employers and sponsors of comprehensive planning efforts aimed at addressing substantive social and economic problems.

Social planning facilitates bridging social capital based on normative ties. The focus is on the interests of participating agencies and the community at large, rather than the individual self interest of residents. E 13

COMMUNITY BUILDING Another model of community organizing is community building, which encompasses elements of both locality development and social planning approaches . Community building focuses on strengthening the social and economic fabric of communities by connecting them to outside resources (Smock, 2004). The goal is to build the internal capacity of communities by focusing on their assets/strengths, and engaging a broad range of community stakeholders to develop high-quality and technically sound comprehensive plans (Smock, 2004). Community building facilitates bridging social capital by creating social networks among large numbers of agencies and institutions based on normative ties(i.e., a shared vision of the common good of the community). The focus is on the identifying the common interests of agencies who have a stake in the neighborhood. An example of a community building approach is the Asset-Based Community Development Institute founded by Kretzman and McKnight (1984).

WOMEN-CENTERED/FEMINIST ORGANIZING The women-centered/feminist model challenges the traditional separation between the private lives of women and families and the public sphere (Smock, 2004). Elements of both locality development and social action are included in this model. The locality development aspects of the model are encompassed in feminist concepts, including caring and nurturance, democratic processes, inclusiveness, respect, and skill/leadership development and utilization (Rothman, 1996; Smock, 2004). The social action aspects of the model include a desire for fundamental cultural and political change in the patriarchal system by making the public sphere more responsible and creating community-run, family-friendly programs (Rothman, 1996; Smock, 2004). The goal is to create balanced power relationships through democratic processes, and relationships are built through understanding and responsibility rather than individual self-interest (Eichler, 2007). Women-centered models facilitate primarily bonding social capital (e.g.,small social networks of women) based on affective, intensely personal ties (Smock, 2004). Bridging social capital is also developed by fostering bonds between small networks of women and external institutions and communities.

Extracts from: Ohmer, ML and DeMasi , K (2009) Consensus Organizing: A Community Development Workbook A Comprehensive Guide to Designing, Implementing, and Evaluating Community Change Initiatives Sage Publications

ASSET-BASED COMMUNITY DEVELOPMENT Asset-based community development begins with the assumption that successful community building involves rediscovering and mobilizing resources already present in any community:   

The skills and resources of its individuals, The power of voluntary associations, achieved through building relationships The assets present in the array of local institutions, the physical infrastructure of the community and the local economy.

Another way of saying this is: successful community development is asset-based, internally-focused, and relationship-driven. Although some resources from outside the community are often needed, the key to lasting solutions comes from within. The gifts and skills of residentsand the assets of the physical community 14

are always the starting place. No plan, solution or organization from outside the community can duplicate what is already there. Over time, some simple but powerful tools have been developed to aid this rediscovery and mobilization, tools that have emerged from practical experience. All communities are first composed of individuals, each of which has gifts she or he brings to the group. The best and most creative communities are aware of these gifts and provide opportunities for them to be given. But simply discovering and inventorying individual gifts is not enough. Asset-based community development is about finding ways in which to create connections between gifted individuals.

Making these connections, building relationships, is the heart and soul of community building. Individuals who share common interests and goals form associations. Garden clubs, fraternal organizations, bowling leagues, book clubs, church groups: each brings individuals into association. Connecting individuals who have formerly been isolated to others who share their interests through community associations is the way to build longlasting, multi-faceted relationships where none previously existed.

A COMMUNITY ENGAGEMENT FRAMEWORK AND PRINCIPLES The Community Engagement Framework is based on a model and set of principles that respect the right of the community to be informed, consulted, involved and empowered.

The following broad principles underpin the Framework and are important to consider when responding to the needs of stakeholders and the community: • • •

Change is a fundamental part of growth and effective change must come from within individuals and groups Community engagement / growth starts by first changing ourselves, our attitudes, language and the way we view the world around us Communities are most powerful when true partnership, delegated power or control is vested in the community.

The six C’s of successful community engagement are: Capability: the members are capable of dialogue.

Commitment: mutual benefit beyond self interest.

Contribution: members volunteer and there is an environment that encourages members to ‘have a go’ or take responsibility / risks.

Continuity: Members share or rotate roles and, as members move on, there is a transition process that sustains and maintains the community corporate memory.

Collaboration: Reliable interdependence. A clear vision with members operating in an environment of sharing and trust.

Conscience: Embody or invoke guiding principles / ethics of service, trust and respect that are expressed in the actions of the community.

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WORKBOOK You are expected to work on these exercises as preparation for your assignment.

1. CLASS EXERCISE: COMMUNITY CHALLENGES "Curiosity and irreverence go together. Curiosity cannot exist without the other. Curiosity asks, "Is this true?" "Just because this has always been the way, is the best or right way of life, the best or right religion, political or economic value, morality?" To the questioner, nothing is sacred. — Saul D. Alinsky (Rules for Radicals: A Pragmatic Primer for Realistic Radicals) Instructions: answer the questions that follow for this class exercise Interview a fellow student to find out about their community and an issue or challenge their community is currently facing. Discuss an appropriate community organizing approach that you believe would be most helpful in intervening to address this problem or issue and describe why.

After class, find an article from your local newspaper on a problem in the neighbourhood that your group is studying. Discuss an appropriate community organizing approach (from Excerpt One) that you believe would be most helpful in intervening to address this problem or issue in this neighbourhood and describe why.

Answer the following questions to guide you in completing this exercise: 1.

What issue, challenge, or problem did you discover?

2.

What has been done so far to address this issue? How do the efforts used to address this problem so far fit with the community organizing models (Excerpt One) you’ve learned about? For example, are the strategies being used similar to any of the strategies that might be used by any of the models?

3.

What community organizing approach (Excerpt One) would you use to address this problem? Is it different to what is being done now? If so, how? Why would you use this strategy?

NOTES:

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EXCERPT ONE: COMPARING COMMUNITY ORGANISING APPROACHES

Social Action/Power Based Social Action/ Transformative Locality Development/ Civic Organising Social Planning

Community Building

Women centred/ Feminist

Consensus Organizing

Theory of change Build/shift power to represent interests Radically restructure power and institutions Restore social order/control social integration Develop expert solutions to problems Strengthen the social fabric, connect to outside resources Link private women/family issues to public life Power creation based on mutual selfinterest

Change strategy Organize residents to confront power structure Develop broad based movement for social change Create informal forums for residents

Tactics

Governance

Conflict and confrontation, direct action and negotiation

Solve substantive socio-economic problems Develop legitimacy; build on assets of the community

Gather data about problems and develop solutions

Broad people’s organization run by resident leaders Resident organizations run by a core of leaders Open and unstructured forums run by residents Formal organizations with professionals Collaborative partnership of neighborhood stakeholders

Build women’s leadership; make public responsive

Share leadership, decisionmaking and responsibility; mutual support

Parallel organizing among residents and power structure

Build relationships and partnerships based on mutual self-interest

Popular education, critical thinking, protest, symbolic action Develop vehicles for informal and formal social control

Rebuild community with plans/programmes/discussion and dialogue

Highly inclusive, resident run organizations based on equality Community run organizations, organize power structure as partner

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2. FIELD EXERCISE: MAPPING COMMUNITIES Instructions: in this exercise you will be focusing on the university as a community, or community of communities. With the assistance of two other classmates, create a mental map of the ways in which you use the university campus and its surroundings. Map your movement from home, around the university and to other resource centres around the university- shops, clubs, schools etc. Compare your map with those of your class mates.

Answer the following questions and be prepared to share your observations in class.

1. What resources do you use at the University, and how do you get to them? Which pathways do you travel the most? How is this different to your two classmates? How do your mental maps look different?

2. How is your university life connected to your life at home? What resources do you access that you cannot get at University?

3. If you were physically or visually impaired, how do you think your perception of University change?

Draw a mental map illustrating this change and explain why below.

NOTES:

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EXCERPT TWO: COMMUNITY ASSET MENTAL (OR COGNITIVE) MAPPING) Humans memorize information about places, regions, paths, etc. in their brain. This information is used for daily tasks, e.g. finding the way to school from home or giving driving directions. Although nobody has seen how the information is organized and stored in the human brain, scientists talk about a "mental map".

A mental map can best be explained as a visual display, inside a person's head, showing where a person has traveled. A mental map shows what the person knows about the location and the uniqueness of a place. No mental map is alike. Every human has his or her own mental map.

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3. FIELD EXERCISE: INTERVIEWING VOLUNTEERS Instructions: Interview someone in your family or a friend who you know is involved with several groups. Ask them the following questions and be prepared to discuss your answers.

1. List the groups, organizations, or associations you considered joining in the last two years.

2. For each group listed above, what in particular attracted your interest or encouraged or discouraged your involvement?

3. How did the way you were asked affect your decision to join?

4. Which groups did you end up joining? Why? 5. What did you learn from this interview about the motivation of the person you interviewed?

NOTES

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4. FIELD EXERCISE: IDENTIFYING A COMMUNITY PROJECT Instructions: Using the Web or local sources, identify a community organizing project that is happening (or has happened) in the locality that you are studying. Interview some of the people involved with this effort.

Answer the following questions: 

What is the community organizing project about?



Who are the major partners?



How is the project funded? Why do you think these funders are interested in this project?



What are the goals of the project?



How is the project being evaluated? What are the results of the project so far?

NOTES

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5. IN-CLASS EXERCISE: GETTING STARTED ON THE COMMUNITY ANALYSIS Assessing needs and resources in a community is a process of gathering and interpreting information (i.e., data) about the problems in the local community, as well as the resources available to address these community problems within the local community. Some of the key elements of a needs and resources assessment include:    

Focus on both needs and resources so as to not just focus on the problems facing a community, but the strengths as well.

Include a mixture of quantitative (numbers) and qualitative (stories) to determine needs and resources.

Collect data from multiple sources rather than just relying on one source of information.

Include data from existing resources, but also can collect new data to assess needs and strengths.

Instructions: Working with your group, use Worksheet 7.1 to start thinking about the individuals and groups you are familiar with in the community locality that you are studying, and those you would still like to learn about. Approach ONE group and ask to meet with one or two of its members. Ask them these questions: 1.

2.

3.

4.

5.

6.

7.

How familiar are you with the community’s internal resources?

Why do you think you are familiar with specific individuals and groups and not others?

What individuals and groups would you still like to get to know?

Why do you want to get to know them?

Where and how would you meet the individuals and groups you want to get to know?

What steps would you take?

Why do you think the information gathered in this stage of the community analysis is important for community organizing? How would you use this information?

NOTES

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WORKSHEET 7.1 COMMUNITY ANALYSIS: INTERNAL COMMUNITY RESOURCES Name of neighborhood: _____________________________________________

Internal Community Resources

With whom do you have a relationship now? What do you think they care about?

With whom do you want to build a relationship? What do you think they care about?

Homeowners  How long have they lived there? Did their parents live there?  How involved are they in neighbourhood organizations?  What are their perceptions of the neighbourhood?

Renters  Where do renters live in the neighborhood? For how long?  What type of rental housing do they live in? What is the condition of their housing?  Are they involved in any tenant association?

Faith-Based Institutions  Where do their members come from? Are they seen as part of the community?  How involved are they in the local community? Are they potential gathering spots for neighborhood activities?  Do they own real estate or provide other tangible resources?

Business and Property Owners  How long have they been there?  Who works there? Any residents?  Are they successful?  Are they involved in any civic organizations?

Social Service Agencies  What services are located in the community? How are they connected to the community?  Who works there? Residents?  How is the agency connected to the larger social service system?  Do they have influence or clout?

Large Institutions  How are they connected to the neighborhood?

How do residents feel about them?  Do they have influence or clout?  What programs or resources do they offer to the neighborhood?  Are any residents employed by these institutions?

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Community Organizations  What is their mission and/or function?  Whom do they serve?  Who are their members? Board members?  What are the “hot issues” that seem to attract people to community meetings?  How connected are they to the community?

6. FIELD EXERCISE: EXTERNAL COMMUNITY MEETINGS Gather information on external community resources for the community locality that you have been allocated. Gather information using a variety of methods, including data from the Internet about local government, charitable organizations, and corporate giving, and by interviewing external community resources that have a relationship or could potentially have a relationship with the targeted community. In addition, attend at least one community meeting, such as a public town or city council meeting, or even a University meeting.

Use Worksheet 9.1 to guide your interviews and information gathering process.

For the community meetings you attend, answer the following questions:   



State the type of community meeting you attended and why, and the date, time, and location of the meeting.

What was the purpose of the meeting? Was there an agenda and did it reflect the purpose? Did the meeting achieve its purpose?

How was the meeting organized? How many people attended the meeting? Who attended the meeting (e.g., demographic and other characteristics)? Were there community residents and other stakeholders present?

How was the meeting conducted? Who chaired it? Who spoke? Was there broad or limited participation? Was it formal or informal? Was there conflict, and if so, how was it handled? Was consensus reached on any issue? If so, how? If not, why not?

NOTES

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WORKSHEET 9.1 COMMUNITY ANALYSIS Questions to Ask About External Stakeholders

For Example: Mayor or Local Government

Community Foundation

Corporate Community

Do they have power to help our community? What authority do they have to help?

What do we know about this individual or organization’s background or history?

What is this individual’s self-interest? How is it related to the self-interest of our community?

Have they taken a public position on the issue our community cares about? What is it?

What is their base of support? What allies do they have?

What social forces might influence this stakeholder?

What is the best way to connect with this individual/group?

NOTES

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SUMMARY You should have done SIX exercises in the first term to prepare you for developing a community organising venture. You will also have been working in your group in the Volunteering module and finding out about student activities on campus. The exercises you have done are: 1.

2.

3.

4.

5.

6.

Interview a student and read newspapers Map the university community and your locality Interview a volunteer Identify a community project Assess the needs (and assets) of the community group Attend and comment on an external community meeting

These are all preparatory exercises for the Changemaker Workbook which you will be given next term.

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REFERENCES/READING LIST ACORN. (n.d.). “Who Is ACORN.” Retrieved August 2, 2006, from: http://www.acorn.org/index.php?id=2703.

Alinsky, S. (1946). Reveille for radicals. New York: Vintage Books.

Alinksy, S. (1971). Rules for radicals. New York: Random House.

Beck, E. L., & Eichler, M. (2000). Consensus organizing: A practice model for community building. Journal of Community Practice, 8(1), 87–102.

Brooks, F. (2001). Innovative organizing practices: ACORN’s campaign in Los Angeles organizing workfare workers. Journal of Community Practice, (9)4, 65–85.

Chambers, E., with Cowan, M. (2003). Roots for radicals: Organizing for power, action, and justice. New York: The Continuum International Publishing Group.

Chaskin, R. J., Brown, P., Venkatesh, S., and Vidal, A. (2001). Building community capacity. New York: Aldine De Gruyter.

Cohen, A. P. (1985). The symbolic construction of community. New York: Tavistock Publications and Ellis Horwood Limited.

Eichler, M. (2007). Consensus organizing: Building communities of mutual self interest. Thousand Oaks, CA: Sage Publications.

Etzioni, A. (1993). The spirit of community. New York: Simon & Schuster Fellin, P. (2001). The community and the social worker (3rd ed.). Itasca, IL: F. E. Peacock Publishers.

Gittell, R., & Vidal, A. (1998). Community organizing: Building social capital as a development strategy.

Thousand Oaks, CA: Sage Publications.

Hornburg, S. P., & Lang, R. E.(1998). Whatissocial capital and why isitimportant to public policy? Housing Policy Debate, 9(1), 1–16.

Keyes, L., Schwartz, A., Vidal, A., & Bratt, R. (1996). Networks and nonprofits: Opportunities and challenges in an era of federal devolution. Housing Policy Debate, 7(2), 21–28.

Kretzman, J., & McKnight, J. (1984). Community organizing in the 80s: Toward a post-Alinsky agenda. Social Policy (Winter), 15–17.

Mattessich, P., Monsey, B., & Roy, C. (1997). Community building: What makes it work: A review of the factors influencing successful community building. St. Paul, MN: Amherst H. Wilder Foundation.

Putnam, R. D. (2000). Bowling alone: The collapse and revival of American community. New York: Simon & Schuster.

Rothman, J. (1996). The interweaving of community intervention approaches. Journal of Community Practice, 3(3/4), 69–99.

Rothman, J., (2001). Approaches to community intervention. In J. Rothman, J. Erlich, & J. Tropman (Eds.), Strategies of community intervention: Macro practice pp. 27-64 (6th ed.). Itasca, IL: F. E. Peacock Publishers, Inc. Rothman, J. (1968). Three models of community organization practice. National conference on social Welfare, social work practice, 1968. New York: Columbia University Press.

Smock, K. (2004). Democracy in action: Community organizing and urban change. New York: Columbia University Press.

Stone, J., & Mennell, S. (Eds.). (1980). Alexis de Tocqueville on democracy, revolution, and society: Selected writings. Chicago: University of Chicago Press.

Temkin, K., & Rohe, W. (1998). Social capital and neighborhood stability: An empirical investigation. Housing Policy Debate, 9(1), 61–88.

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