Community Organizing
MP-781
Spring 2013
Wednesdays 6pm – 9pm
COURSE DESCRIPTION
MP 781 establishes the value base of community organizing practice; presents the basic philosophy, goals, and methodology of both social action and community development approaches to organizing; considers the use of self in the organizing process, including roles and ethical dilemmas; examines and critiques different organizing models; introduces outreach, recruitment and organizational building skills; and increases students’ abilities to organize and maintain successful coalitions, develop organizational leadership, facilitate productive meetings, conduct action research, engage in strategic analysis, and develop organizational strategies to advocate effectively for changed policies at the state, municipal or neighborhood levels.
This course emphasizes empowerment, participation, human rights, economic and social justice; and it features collective action strategies for combating racism, sexism, classism, heterosexism, ageism, adultism, mentalism, ableism and other forms of oppression. It also stresses the importance of involving community members in all aspects of the policies, programs, institutions, and decisions which impact their lives.
Social Work Competencies
COURSE OBJECTIVES
I. To establish the concepts of empowerment, participation, human rights,
economic and social justice as a value base for community organizing
practice; and to familiarize students with the underlying philosophical and
theoretical principles of collective action for progressive social change.
II. To provide an overview of a range community organizing models, and to
introduce an analytic framework to assess and critique the strengths and
weaknesses of these social change modalities.
III. To help students examine professional identity and the use of self in the
organizing process, including roles and ethical dilemmas.
IV. To familiarize students with the basic philosophy, goals, and methodology
of both community development and social action; and to compare,
contrast, and critique the strengths and weaknesses of each of these
approaches, as well as their applicability to students’ own macro practice.
V. To help students develop organizational building skills, including
groundwork, legitimization, organizing committee formation, and
recruitment/outreach techniques to increase community engagement and
participation.
VI. To develop knowledge, methods, and skills for students to plan and
conduct productive meetings in a variety of community settings, and to
resolve common problems which hinder the effectiveness of community
groups.
VII. To develop students’ knowledge and skills for organizing and maintaining
successful coalitions.
VIII. To enable students to learn how to identify potential community leaders
and to help develop their knowledge and skills.
IX. To develop students' abilities to work together with organizational
members and leaders to conduct: action research, strategic analysis,
media advocacy, campaigns to change public policy, direct actions,
participatory evaluation, and negotiations.
X. To increase students' commitment to apply community organizing values,
principles, methods, and skills to foster community empowerment,
further human rights, reduce oppression, and increase economic and
social justice.
By the end of the course, students will be able to:
1. Understand and articulate how the value base and principles of community organizing for progressive social change link to the concepts of empowerment, participation, human rights, economic and social justice.
2. Critically examine and assess a wide variety of community organizing models and initiatives.
3. Examine the appropriate and ethical use of self in an assortment of professional social work roles in the organizing process.
4. Understand the basic philosophy, goals, and methodology of both social action and community development approaches to organizing, as well as their applicability to their own macro practice.
5. Exercise organizational building skills, including groundwork, legitimization, organizing committee formation, and recruitment/outreach to increase community engagement and participation.
6. Conduct productive meetings in a variety of community settings, and to resolve common problems which hinder the effectiveness of community groups.
7. Organize and maintain successful coalitions.
8. Identify potential community leaders and help develop their knowledge and skills.
9. Work together with organizational members and leaders to conduct: action research, strategic analysis, media advocacy, campaigns to change public policy, direct actions, participatory evaluation, and negotiations.
10. Apply community organizing values, principles, methods, and skills to a variety of macro practice interventions in order to foster community empowerment, further human rights, reduce oppression, and increase economic and social justice.
TEXT & READINGS
Required:
Roots to Power, Second Edition. (2004). Lee Staples, Praeger: New York. (BU Bookstore)
Community Organizing and Community Building for Health and Welfare, Third Edition. (2012). Meredith Minkler (Ed.), Rutgers University Press: New Brunswick, NJ. (BU Bookstore)
Reader - available Online Electronic Reserve.
A number of handouts also will be distributed.
COURSE OUTLINE
1. January 9: Organizing for Collective Empowerment
1. To review the course themes, objectives, readings, and assignments.
2. To familiarize students with the basic values, philosophy, and goals of community organizing.
3. To examine four arenas and two approaches for community organizing.
Readings
Cloward, R.A. and Piven, F.F. (2004). “Foreword.” In Roots To Power, pp. xi-xx.
Staples, L. (2004). “Power to the People: Basic Organizing Philosophy and Goals.” Chapter 1 in Roots To Power, pp. 1-25.
Minkler, M. (2012). “Introduction to Community Organizing and Community Building.” Chapter 1 in Community Organizing & Community Building for Health & Welfare, pp. 5-26.
Obama, B. (2012). “Why Organize? Problems and Promise in the Inner City.” Chapter 2 in Community Organizing & Community Building for Health & Welfare, pp. 27-31.
Minkler, M. & Wallerstein, N. (2012). “Improving Health through Community Organization and Community Building.” Chapter 3 in Community Organizing & Community Building for Health & Welfare, pp. 37-58.
2. January 16: Organizing Models and Methods
1. To become familiar with the major approaches to community organizing in the United States.
2. To introduce a ten-dimensional framework for analyzing GCOs (grassroots community organizations): membership, leadership, staffing, structure, goals, target systems, strategy and tactics, finances, allies, and communications.
3. To examine how community organizing can be a collective empowerment strategy to combat racism, sexism, classism, heterosexism, ageism, adultism, mentalism and other forms of oppression.
Readings
Mondros, J. & Staples, L. (2008). “Community Organization.” In T. Mizrahi & L. Davis (Eds.), Encyclopedia of Social Work, 20th Edition (pp.387-398). New York: Oxford University Press. (Reader)
Pyles, L. (2009). “Theories and Ideas for the Progressive Organizer.” Chapter 3 in L. Pyles, Progressive Community Organizing. New York: Routledge, pp. 27-42. (Reader)
Staples, L. (2004). “Blueprints for Action.” Roots To Power, pp. 47-60.
Martinson, M. & Su, C. (2012). “Contrasting Organizing Approaches.” Chapter 4 in Community Organizing & Community Building for Health & Welfare, pp. 59-77.
Walter, C. L. & Hyde, C. A. (2012). “Community Building Practice.” Chapter 5 in Community Organizing & Community Building for Health & Welfare, pp. 78-90.
Sen, R. (2003). “Organizing New Constituencies.” Chapter 2 in R. Sen, Stir It Up. San Francisco: Jossey-Bass, pp. 24-47. (Reader)
3. January 23: Staff Goals, Roles, and the Use of Self
1. To consider the general goals and roles for staff in collective empowerment efforts.
2. To discuss questions and dilemmas about ethics, manipulation, and the use of self as a facilitator of collective empowerment.
3. To explore roles, barriers and opportunities for organizers who are different (“outsiders”) from the community members they work with as compared to “insiders.”
Readings
Staples, L. (2004). “Locate & Relate. Motivate & Integrate. Facilitate & Educate. Activate! - The Role of the Organizer.” Chapter 2 in Roots To Power, pp. 27-45.
Carroll, J. and Minkler, M. (2000). “Freire’s Message for Social Workers: Looking Back, Looking Ahead,” Journal of Community Practice, 8(1): 21-36. (Reader)
Minkler, M., Pies, C. & Hyde, C.A. (2012). “Ethical Issues in Community Organizing and Capacity Building.” Chapter 7 in Community Organizing & Community Building for Health & Welfare, pp. 110-129.
Gutierrez, L.M., and Lewis, E.A. (2012). “Education, Participation, and Capacity Building in Community Organizing with Women of Color.” Chapter 12 in Community Organizing & Community Building for Health & Welfare, pp. 215-228.
Hyde, C.A. (2012). “Challenging Ourselves: Critical Self-Reflection on Power and Privilege.” Appendix 3 in Community Organizing & Community Building for Health & Welfare, pp. 428-436.
Arizmendi, L. G. & Ortiz, L. (2004). “Neighborhood and Community Organizing in Colonias: A Case Study in the Development and Use of Promotoras,” Journal of Community Practice, 12(1/2): 23-35. (Reader)
Chavez, C. “A Union in the Community.” Unpublished. (Reader)
4. January 30: Community Development and Social Action Approaches
1. To familiarize students with the basic philosophy, goals, and methodology of Community Development.
2. To familiarize students with the basic philosophy, goals, and methodology of Social Action.
3. To compare, contrast, and critique the strengths and weaknesses of these two approaches, as well as their applicability to students’ own macro practice.
Readings
Blackwell, A.G. & Colmenar, R.A. (2012).”Principles of Community Building.” in M. Minkler, (Ed.), Appendix 1 in Community Organizing & Community Building for Health & Welfare, pp. 423- 424.
Rubin, H. J. and Sherraden, M. S. (2005). “Community Economic and Social Development.” In M. Weil, (Ed.), The Handbook of Community Practice. Thousand Oaks: Sage Publications, 475-93. (Reader)
Subban, J. E. (2007). “Adult Literacy Education and Community Development,” Journal of Community Practice, 15(1/2): 67-90. (Reader)
Pardasani, M. (2005). “A Context-Specific Community Practice Model of Women’s Empowerment: Lessons Learned in Rural India,” Journal of
Community Practice, 13(1): 87-103. (Reader)
O’Donnell, S. M. and Karanja, S. T. (2000). “Transformative Community Practice: Building a Model for Developing Extremely Low Income African-American Communities,” Journal of Community Practice, 7(3): 67-84. (Reader)
Hanley, J. and Shragge, E. (2009). “Organizing for Immigrant Rights: Policy Barriers and Community Campaigns,” Journal of Community Practice, 17(1-2): 184-206. (Reader)
Fisher, R. and Shragge, E. (2000). “Challenging Community Organizing: Facing the 21st Century,” Journal of Community Practice, 8(3): 1-19. (Reader)
Bongiovani, R. “Organizing for Environmental Justice in Chelsea.” Unpublished. Boston University School of Social Work. (Reader)
5. February 6: Building Community Organization 1st Assignment Due
1. To familiarize students with common steps in any organizing process.
2. To examine a range of recruitment/outreach techniques, to sharpen students' skills through role playing, and to demonstrate the use of various organizing tools to increase community engagement and participation.
3. To develop knowledge, methods, techniques, and skills for students to plan and conduct productive meetings in a variety of community settings, and to resolve common problems which hinder the effectiveness of community groups.
Readings
Staples, L. (2004). "The Organizing Process," pp. 61-98; “Nuts and Bolts, Some Do’s and Don’ts – Introduction,” pp. 219-221; and “ACORN Organizing Drive Materials,” pp. 343-352 in Roots To Power.
Kirschenbaum, J. & Corburn, J. (2012). “Community Mapping and Digital Technology: Tools for Organizers.” Appendix 6 in Community Organizing & Community Building for Health & Welfare, pp. 444-448.
Roberts-DeGennaro, M. (2004). “Using Technology for Grassroots Organizing.” Roots To Power, pp. 270-281.
Satariano, N.B. & Wong, A. (2012). “Creating an Online Strategy to Enhance Effective Community Building and Organizing.” Chapter 15 in Community Organizing & Community Building for Health & Welfare, pp. 269-287.
Anderson, D. "M-POWER: A Case Study - People with Psychiatric Disabilities Organize," Unpublished. Boston University School of Social Work. (Reader)
Staples, L. (2004). “Conducting Successful Meetings,” pp. 201-10 & “Meetings: Grab Those Details by the Tail,” pp. 339-42 in Roots To Power.
6. February 13: Developing and Maintaining Successful Coalitions
1. To examine both benefits and challenges of participating in coalitions.
2. To understand a range of structural elements and relationships which enable organizations to work together productively in coalitions.
3. To develop students’ knowledge and skills for building successful coalitions.
Readings
Sampson, T. (2004) “Coalitions & Other Relations.” Roots To Power, 309-15.
Rosenthal, B.B. and Mizrahi, T. (2004). “Coalitions: Essential Tools for Organizing.” Roots To Power, pp. 316-330.
Butterfoss, F.D. & Kegler, M.C. (2012). “A Coalition Model for Community Action.” Chapter 17 in Community Organizing & Community Building for Health & Welfare, pp. 309-328.
Becker, A.B., Christoffel, K.K., Lopez, J.E., & Rodriguez, J.L. (2012) “Community Organizing “Community Organizing for Obesity Prevention in Humboldt Park, Chicago.” Chapter 18 in Community Organizing & Community Building for Health & Welfare, pp. 329-345.
Staples, L. and Stein, R. (2006). “Anatomy of a Statewide Coalition: Dimensions of Organizational Development.” Unpublished Paper. (Reader)
Wolff, T. (2012). “Coalition Member Assessment.” Appendix 5 in Community Organizing & Community Building for Health & Welfare, pp. 439-443.
February 20: No Class (Substitute Monday Schedule)
7. February 27: Developing Leaders
1. To examine the various definitions, functions and styles of leadership.
2. To discuss how potential community leaders are identified and developed.
3. To learn principles and skills for leadership development and students’ use of self to facilitate this process.
Readings
Staples, L. (2004). "Broadening the Base." and “Leadership Development,” pp. 185-195 in Roots To Power.
Cortes, E. “Making the Public Leaders.” Unpublished. (Reader)
Bobo, K., Kendall, J., and Max, S. (2001). "Developing Leadership." Chapter 11 in Organizing for Social Change, Third Edition. Santa Ana, CA: Seven Locks Press, pp. 118-126. (Reader)
Sen, R. (2003). “Leading the Way.” Chapter 5 in Stir It Up. San Francisco: Jossey-Bass, pp. 97-115. (Reader)
Sen, R. (2003). “Education for Engagement.” Chapter 9 in Stir It Up. San Francisco: Jossey-Bass, pp. 165-182. (Reader)
Luluquisen, E. M., Trinidad, A. M. O., and Ghosh, D. (2006). “Sariling Gawa Youth Council as a Case Study of Youth Leadership Development in Hawai’i,” Journal of Community Practice, 14(1/2): 57-70. (Reader)
8. March 6: Organizing for Collective Action
1. To introduce a model for framing and analyzing issues, conducting action research, and developing effective strategies.
2. To learn the basic components for developing and implementing an action plan.
3. To familiarize students with a variety of direct action tactics and opposition counter-tactics.
Readings
Staples, L. (2004). “Analyze, Strategize, and Catalyze,” pp. 99-141 and "Moving into Action: Making and Carrying Out Action Plans,” pp. 143-170in Roots To Power,
Collette, W. (2004). “Research for Organizing.” Roots To Power, pp. 222-233.
McCreight, M. (2004). “Using the Law as Leverage.” Roots To Power, pp. 254-263.
Pillsbury, G. (2004). “Grassroots Community Organizations and Voting.” Roots To Power, pp. 289-301.
Pyles, L. (2009). “Tactics for Change.” Chapter 9 in L. Pyles, Progressive Community Organizing. New York: Routledge, pp. 125-138. (Reader)
Sanders, C. K. and Schnabel, M. (2006). “Organizing for Economic Empowerment of Battered Women: Women’s Savings Accounts,” Journal of Community Practice, 14(3): 47-68. (Reader)
Finn, J. L. (2005). “La Victoria: Claiming Memory, History, and Justice in a Santiago Poblacion,” Journal of Community Practice, 13(3):9-31. (Reader)
Share, R. A. and Stacks, J. S. (2006). “Youth-Adult Partnership in Community Organizing: A Case Study of the My Voice Counts! Campaign,” Journal of Community Practice, 14(4): 113-127. (Reader)
Chang, C., Salvatore, A.L., Lee, P.T., Liu, S.S., & Minkler, M. (2012). “Popular Education, Participatory Research, and Community Organizing with Immigrant Restaurant Workers in San Francisco’s Chinatown.” Chapter 14 in Community Organizing & Community Building for Health & Welfare, pp. 246–264.
City Life/Vida Urbana Reading Packet. (Reader)
March 13: No Class (Spring Break)
9. March 20: Changing Public Policy
1. To understand how public policy can be changed through community organizing.
2. To develop students’ knowledge and skills for employing media advocacy strategies to influence public policy.
3. To examine and critique case material that illustrates collective action to change public policy.
Readings
Blackwell, A.G., Thompson, M., Freudenberg, N., Ayers, J., Schrantz, D. & Minkler, M. (2012). “Using Community Organizing and Community Building to Influence Public Policy.” Chapter 20 in Community Organizing & Community Building for Health & Welfare, pp. 371-385.
Meredith, J.C. and Dunham, C. (2004). “Real Clout Rules and Tools for Winning Public Policy Campaigns.” In Roots To Power, pp. 234-253.
Dorfman, L. & Gonzalez, P. (2012). “Media Advocacy: A Strategy for Helping Communities Change Policy.” Chapter 22 in Community Organizing &
Community Building for Health & Welfare, pp. 407-420.
Weltman, E. (2004). “Media Relations.” In Roots To Power, pp. 264-69.
Hurd, M. and Donner, L. (2004). “ACORN’s Campaign Against Household Finance.” Roots To Power, pp. 170-183.
Anderson, J., Miller, M. & McGuire, A. (2012). “Organizing for Health Care Reform.” Chapter 21 in Community Organizing & Community Building
for Health & Welfare, pp. 386-406.
Poo, A. “Organizing with Love: Lessons from the New York Domestic Workers Bill of Rights Campaign.” Unpublished. (Reader)
Burton, C. “Organizing for Non-Discrimination Protections for the Transgender Community in Massachusetts.” Unpublished. (Reader)
10. March 27: Stepping Forward to Negotiate; Stepping Back to Look Ahead 2nd Assignment Due
1. To learn strategies & techniques for conducting successful negotiations.
2. To become familiar with participatory approaches to evaluating community organizing and coalition building.
3. To discuss the potential and challenges for community organizing in the Twenty First Century.
Readings
Splain, M. J. (2004). “Negotiations: Using a Weapon as a Way Out.” Roots To Power, pp. 282-288.
Staples, L. “Principles of Negotiations.” Unpublished. (Reader)
Staples, L. (2004). “Making Change with COINS.” Roots To Power, pp. 210-218.
Coombe, C.M. (2012). “Participatory Approaches to Evaluating Community Organizing and Coalition Building.” Chapter 19 in Community Organizing & Community Building for Health & Welfare, pp.346-365.
Fisher, R. (2009). “Changing Direction.” Chapter 12 in R. Fisher, (Ed.), The People Shall Rule, Nashville: Vanderbilt University Press, pp. 275-285. (Reader)
ASSIGNMENTS
There will be two assignments - both take-home exams.
Assignment #1 is due in class on Wednesday, February 6. This assignment provides the opportunity to demonstrate your knowledge, values, and skills in the following competencies:
2.1.1 Professional Identity. Students are required to consider the role of community organizer from multiple social work perspectives.
2.1.3 Critical Thinking. Students analyze how community organizing principles converge and diverge with other social work approaches.
2.1.4 Diversity in Practice. A. Students integrate key principles related to an assessment of how members of urban, low-income communities, and predominantly of color, can take collective action to contend with marginalization by society based on their race/ethnicity, socio-economic class, and location of residence.
B. Students are required to utilize participatory democratic principles to develop approaches that promote effective working relationships with diverse urban communities and organizations in order to achieve social justice goals.
2.1.5 Human Rights and Justice. A. Students examine community organizing values, goals, principles & methodological approaches that support self-advocacy for social and economic justice by disempowered marginalized groups.
B. Students develop strategies and tactics designed to eliminate structural and cultural barriers towards the achievement of social justice goals that increase empowerment among disenfranchised urban groups.
Assignment #2 is due in class on Wednesday, March 27. This assignment provides the opportunity to demonstrate your knowledge, values, and skills in the following competencies:
2.1.4 Diversity in Practice. A. Students integrate key principles related to an assessment of how members of urban, low-income communities, and predominantly of color, can take collective action to contend with marginalization by society based on their race/ethnicity, socio-economic class, and location of residence.
B. Students are required to utilize participatory democratic principles to develop approaches that promote effective working relationships with diverse urban communities and organizations in order to achieve social justice goals.
2.1.5 Human Rights and Justice. A. Students develop community organizing strategies and action plans to advance social and economic justice with a variety of disempowered constituencies.
B. Students develop strategies and tactics designed to eliminate structural and cultural barriers towards the achievement of social justice goals that increase empowerment among disenfranchised urban groups.
2.1.7 Human Behavior. Students are expected to formulate a plan for organizational development that takes into account an assessment of group members and group dynamics.
2.1.8 Policy Practice. Students are expected either to analyze the effectiveness of social change campaigns that advance social well-being or to develop organizational strategies to advocate effectively for changed policies at the state, municipal or neighborhood levels.
2.1.10 Engage, Assess, Intervene, Evaluate. A. Students develop approaches to engage diverse constituencies in participatory democratic processes and collective action to achieve shared goals for social change.
B. Students are required to develop a SWOT analysis assessing the ability of client organizations to undertake effective collective action.
C. Students critique the appropriateness of intervention strategies utilized in social action campaigns for hypothetical change efforts.
COURSE GRADING CRITERIA
Each of the two written assignments is graded on a 100 points scale and class participation is graded on a 50 point scale.
COURSE POLICIES
Attendance:
Students are expected to attend all class sessions and to inform the instructor in advance of any absences. Failure to attend class sessions is likely to have a negative effect on your course grade.
Academic honesty:
Papers and presentations in the School of Social Work must meet standards of academic honesty and integrity, avoiding any possibility of plagiarism or other forms of academic misconduct. For specific information about the BUSSW policy regarding academic misconduct, see Student Handbook: Ways & Means (http://www.bu.edu/ssw/current/stud_hb/index.shtml).
Writing style and references:
Students are expected to follow the editorial and reference standards set out in the Publication Manual of the American Psychological Association (2010). This manual is available at the Mugar Library reference desk. A helpful BUSSW APA Style Guide can be found at http://www.bu.edu/ssw/current/academic/index.shtml.
Students with disabilities:
If you have a disability and want to request reasonable accommodation, the University requires that you consult with Boston University’s Office of Disability Services for information regarding this process (http://www.bu.edu/disability/).
Academic writing assistance:
If you would like academic writing assistance, information can be found at http://www.bu.edu/ssw/current/academic/assistance/index.shtml or contact the BUSSW Office of Student Services.
Electronic devices in the classroom:
Computers may be used to support the learning activities in the classroom, with permission of your instructor. These include such activities as taking notes and accessing course readings under discussion. However, non-academic use of laptops and other devices are distracting and seriously disrupt the learning process for everyone. Neither computers nor other electronic devices are to be used in the classroom for non-academic reasons. This includes e-mailing, texting, social networking, and use of the Internet. The use of cell phones during class time is prohibited. Please turn off cell phones and refrain from taking calls unless you are “on call” and have cleared this with the instructor prior to class.
Under such circumstances, please put your phone on vibrate, sit close to a door, and step out of the room to take the call.
Religious
holidays:
The school, in scheduling
classes on religious holiday, intends that students observing those holidays be
given ample opportunity to make up work. Faculty members who wish to observe
religious holidays will arrange for another faculty member to meet their
classes or for canceled classes to be reschedule