Alexandria workshop Co E ALF July 2008 IN

Alexandria workshop- Co. E /ALF- July 2008 IN AND AROUND OUR SCHOOLS. . . BUILDING COMMUNITY

“Never doubt that a small group of committed individuals can change the world. Indeed it is the only thing that ever has. ” Margaret Mead

This session: plan Introduction - 3 minutes A case study ( one activity in small groups/20 minutes) A presentation, an example Asset building in pairs and individually: 2 activities Conclusions

Building community Some core values: Everyone in a community has a right to a decent quality of life, respect and equal consideration. Any community work or research should have the ultimate aim of being useful in improving people’s lives, particularly the lives of those most in need and/or least powerful. Racism and bias – because of religion, class, gender, sexual orientation, ethnic background, disability, etc. – have no place in a civil society.

Building community Some core principles: All stakeholders, Leadership from within the community, Careful planning, Evaluation is absolutely necessary Fairness demands that everyone affected by an issue should have the opportunity for either direct participation or representation.

Activity 1: The case study Please take 5 minutes to read the description of the case. In groups of 4/5, please discuss the case following the guiding questions. (15 minutes)

Discussing The questions: How would you describe the issue? What steps would you take to address it? What would you start with? How would you explain your goal to others? Who are the actors that “carry the keys” to the issue? What obstacles would you foresee? What resources would you need?

“Community conversations” A project designed to promote early learning, intercultural understanding and diversity: Identified the issue and the actors: listening Crafted a vision. . . Understood and shared Broad Inspiring and uplifting Easy to communicate (fits on a t-shirt!) and a mission. Concise, outcome oriented, inclusive

“Community conversations” Developed Objectives Specific Measurable Achievable Relevant Timed . . . And challenging ! from the “community toolbox”, www. ku. edu

Identifying the actors Broad strategies for change include: • • • Advocacy Coalition building Community development Education Networking Lobbying for policy or legislative change Modifying institutional policies and practices Modifying access, barriers, and opportunities Enhancing services and support

Identifying the actors A planning group in your community : • Representatives from all parts of the community • Representatives of key sectors • Key officials • Grassroots leaders • …

“Community conversations” Developed strategies Identifying and mobilising the assets within the community; Community involvement : the advocates, focus groups; Organising the dialogue: mediation practice and reaching a common understanding; Modifying policies and practices: developing proposals for institutional changes; Documenting/communicating/celebrating the progress. Planned action, evaluation and communication

Organising the dialogue Choosing the actors of the dialogue A common understanding and proposals Leadership and methodology First conversations with parents Same questions Feedback and second conversations First conversations in schools reporting

“Community conversations” The questions 1. What do children need to know and be able to do by the time they start school? 2. What do parents need to know and do to help their children be ready for school? 3. What do schools need to know and do to be ready for children?

Leading a community dialogue EXPAND the base of voices REACH common ground SURFACE ongoing issues and resources BUILD capacity to act on ideas LAUNCH new initiatives FOCUS investment on community benefit

Reaching common ground Develop a multiperspective outlook: avoiding “one best way” attitudes and “either/or” thinking Combine points of view rather than opt for majority rule Benefit from healthy conflict Everyone participates and listens

Ethical leadership The vision and the mission : a shared perspective Institutionalise ways of challenging authority Strive to increase your IP competence Mind not to outstay your usefulness Re-examine your practices continuously Lead the process not the people Model inclusion and help others overcome internalised oppression

“Community conversations” The outcomes: A common understanding, Modifying access, barriers, and opportunities, Enhancing services and support, Modifying polices and practices, Pilot programmes. . . . and a change in societal practice within a school district.

Activity 2: Where do You stand? To the person in front of me, I tell about: 1. A time I felt powerless 2. A time I discovered that I had more power than I realised 3. A time I used power destructively 4. A time I used power constructively 5. A time I shared power and achieved something that would have been hard to achieve alone

Activity 3: Where do You stand? Read and then choose 1 item on the chart. In pairs, please discuss where you think you “are at” concerning this competence (promotion of inclusive learning environments). - 15 minutes Individually, imagine a plan to improve your competence on this issue- 5 minutes Look at your partner’s plan. Help draw a list of her/his assets for improving his/her practice or addressing the issue in her professional context 5 minutes each

Check lists for community action What are the main points that you retain about community action and parent involvement?