Alexandria workshop- CoE /ALF- July 2008

“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  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.  Some core principles:

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”,

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

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? “Community conversations”

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

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. “Community conversations”

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) 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?