Asset Based Community Development Buapun Promphalping buapun@kku.ac.th

Why A B C D? Opportunities disparity (for marginalized populations and communities) Inconsistent and shrinking funds/resources Shrinking political will Victim-blaming Unsuccessful social policies Communities and their residents are disempowered

Why A B C D? Consistent with “democratic” principles Empowerment Social justice Citizenship Allows engagement with diverse communities Supported by practice

Traditional development approach Needs, deficiencies, problems Negative mental map Client mentality Resources go to social service agencies Undermines local leadership Dependency Separates community Outside in

ABCD Approach Capacities, assets, dreams, strengths Optimistic mental map Citizen participation Minimizes bureaucracy, resources to community Builds local leadership and confidence Empowerment Builds connections Inside out

What’s good about A B C D? Begins with what the community/individuals have Can begin/be sustained without funding, grants Builds leadership Builds internal connections – no “them” vs “us” Builds connections between community and the outside Issues and solutions defined holistically – as they are experienced Self-sufficiency/empowerment can be built

Outside in – solutions come from outside, self-definition – broken, dependent on agencies Inside out - solutions from inside, community fabric is built, self-definition - resourceful

Principles of A B C D Appreciative inquiry: identifies and analyses the community's past successes, strengthens people's confidence. The recognition of social capital as an asset. Participatory approaches to development; empowerment and ownership. Community economic development models; makes best use of its own resource base Efforts to strengthen civil society; people as citizens (rather than clients) in development.

Categories of Assets Individuals Associations Institutions Skills, talents, capacities Dreams, visions Associations Families, Institutions Businesses, schools, libraries, police, fire, non-profits Physical environment Greenspaces, transportation Local economy

Step 1: Collecting stories Asking ‘What are their past success and proud of?’ rather than ‘what are your problems and helps that needed’ Informal discussions and interviews Experiences of success activities and projects Uncover and realize gifts, skills, talents and assets people have Strengthen people’s pride and reinforcing their confidence.

Step 2: Organizing a core group From stage 1 people who are taking leadership roles will emerge. These people will be organized to carry out further stage of activities: Points to be careful: differences inside Local power structure Gender, generation, and class

Step 3: Mapping the assets Inventory of skills General skills and abilities Civic skills; organizing, communications, ability to work with youth, leadership skills. Entrepreneurial skills and experience Cultural and artistic skills

Step 3: Mapping the assets (cont.) Mapping assets of local institutions Make a list of local institutions For each institution list its potential assets Service providers Spaces and facilities Material and equipment Purchase power Employment practice Expertise Personnel Links to outside institutions

Step 3: Mapping the assets (cont.) Mapping physical assets – community map and transect A group of people work together to draw out a map and transect of the community to show land use, land turners, water sources, community forests, etc. During doing this activities members of the group discuss various features, locations, their use or access, etc, before agreeing to put on map.

Step 3: Mapping the assets (cont.) Identifying economic opportunity: leaky bucket Demystifying the community economic as a bucket. Money and goods flowing in on the top. Meanwhile there are leaks the sides and bottom.

Step 3: Mapping the assets (cont.) The bucket analogy: Community is linked to the rests of the world through flow-in and flow-out. Resources used to produce goods and services may be available locally or purchase from outside The size and level of community economy is determined by flows: money coming in, money circulating within, and money going out.

Another way to illustrate flows

Step 4: Convening a broad representative group to build a community vision and plan

A B C D Processes Map of community’s assets Individuals mobilize, contribute gifts, talents Internal connections Develop a vision, “common good” Define and solve problems Multiple pathways for leadership External connections Reinforce internal strengths Appropriate to community’s vision

A B C D and Service Learning Core principles of social justice and equity Respect for the community and its individuals Paradigm shift – missionary mentality Paradigm shift – community-driven vs research-driven, funder-driven Conceptual framework/tools to understand communities As faculty who will be lightening rods for service learning in our own campuses, it is important that we model the principles of partnership in our teaching, mentoring of other faculty, and in the institutional partnerships that we participate in creating. Asset-based community development is a framework that is based on principles of social justice and equity, respect for everyone in a community, counters labeling, marginalizing individuals and communities We want our students to become participating citizens – engaged in communities – both as students and for the rest of their lives Students ill pick up on the missionary mentality that many academic institutions have towards their neighbors, and we as faculty have to counter that. Students will see how grant-writing, following the funding, looking for “what hasn’t been done before” drives much of academic culture. We need to shift that paradigm Students will find themselves working in communities and may miss the boat without a compelling framework or tool – they may miss what is really happening, who the leaders are, how they lead, And, for those students who will eventually spend their lives and careers working with or as part of communities, we want to start them off on the right foot 28