San Francisco State University

SAN FRANCISCO STATE UNIVERSITY DEPARTMENT OF HEALTH EDUCATION HED 455: Community Organizing in Public Health HSS 248 Tuesday & Thrs. 11:00-12:15 PM SPRING 2007

Professor: Vivian Chávez, DrPH Tel. (415) 338-1307 E-Mail: [email protected] Web Site: http://online.sfsu.edu/~vchavez/ Office Hours: Thursday 10-11AM HSS 314 TA’s: Julian Gaega [email protected] Chanta Sar [email protected] Course Description: HED 455 fulfills Segment II, Category B; LLD and AERM The World Health Organization defines community as a group of people, often living in a defined geographical area, who share a common culture, values, and norms. Members of a community gain their personal and social identity by sharing common beliefs. They exhibit awareness of their identity as a group, and share common needs and a commitment to meeting them. Communities may also be based on shared interests or characteristics, such as race/ethnicity, language, sexual orientation, age, or occupation. I like to define community as COME to UNITY. What’s your definition? What will be our definition? HED 455: Community Organizing in Public Health combines personal experience, a passion for social justice, and the historical context of non-violent social action. An added benefit of the class is increased competency in mass media, interpersonal communication, critical thinking and civic engagement. Building a “community identity” among class members, leadership and empowerment are course subtexts. We will study and practice being a community through a student-centered teaching method that emphasizes cross-cultural student centered perspectives. Students will learn a “power analysis” that stems from the contributions of African Americans in the civil rights movement; Mexican and Filipino Americans in the farm workers movements; gay/lesbian communities in the fight to stop HIVAIDS; and the contributions of women and youth to the prevention of violence. A new web-based curriculum resource called Teach Youth Radio featuring original, locally produced, radio stories by young people ages 14-24 www.youthradio.org on relevant health topics will enhance homework assignments and class readings. The class keeps positive with a focus on strengths and common values as opposed to the usual negative focus on problems, single issues or differences.

Educational Objectives: By the end of the semester, students will be able to 1) Discuss the foundations & history of community organizing in public health. 2) Describe the relationship between health, human rights and social justice. 3) Understand the functions of social support & social networks. 4) Address ethical dilemmas in community organizing and civic engagement. 5) Apply tools in community mapping that emphasize visual arts, i.e.: photovoice. 6) Demonstrate effective decision making, issue selection and leadership development. 7) Define Media Advocacy and Media Literacy – know the difference between concepts. 8) Build solidarity across diversity, including international community organizing. 9) Identify principles and practices of non-violence.

1 Course Methodology & Grading Each week will be a combination of mini-lectures, discussions and experiential learning that requires students to be PRESENT, CREATIVE, and ACTIVE. Students must be on-time and prepared for class discussion by doing the reading/activity assigned for that day. No incompletes.

1. Attendance and Participation are key elements of this class and 20% of your grade. The goal is to build community, increase leadership and reduce isolation. You may have up to two absences per semester. Additional unexcused absences will negatively impact your grade. Two tardies = one absence. Be prepared to talk in class – this helps our class grow as a community. Late work will marked down a point for each day late. Papers must be typed, double-spaced and in a 12 pt font. No e-mail assignments accepted.

2. Starting with the “I” (2 pages + photo) (10%) a) Read “Community Organizing for Health and Social Justice” and write a personal letter expressing your opinion on two of the following four questions: 1. What’s the difference between community organizing and civic engagement? 2. When was the last time you experienced empowerment? 3. As a leader, what are your best and worst qualities? 4. How are social justice and cultural humility related? In your letter give examples of how you personally relate to the topic and quote from the reading. The goal is to synthesize the chapter, ask critical questions and raise personal/political issues. Attach a small photo of yourself for full credit (10 points). 3. Write a one minute commentary and read out loud in class (10%) Commentaries are short, conversational first-person essays. Commentators share experiences that are personally meaningful, counter-intuitive or surprising, and resonant with larger social themes. They might take a position or express an opinion on a specific issue. In this sense, commentaries don’t have to be “objective,” but they should take into account opposing points of view.

4. Mid term: Community Profile (7 pages) (25%) This mini-ethnography asks students to examine a community in a systematic way. It requires reflection on membership roles as “outsiders” or “insiders.” The assignment includes interviewing community members and integrating at least 3 course readings. Students will learn the importance of listening to the “voice” of the community and practicing cultural humility. a) Proposal and interview questions 5 points b) Complete Report & Presentation 20 points

5. Principles of Non-Violence Commentary (2 pages) (10%) Read the book Legacy of Love and write a commentary that integrates the author’s perspective with our class discussions, course material and your own life experience.

6. Community Action Project ~ Civic Engagement (5 pages) (25%) This assignment requires students DO SOMETHING for the health of a community of their choice. Students will write a brief report that describes the action and present their project to the class. Be creative! Examples of past projects include neighborhood clean-up, bringing organic food to SFSU campus eateries, Latino voter registration drive, organizing a campus blood drive, planning World AIDS Day, mobilizing to protest the war in Iraq war.

2 Due Dates and Points Allocation (Grading) for Assignments: Assignment Due Date Total Points My points Starting with the “I” Picture 2/1 10 One minute commentary 2/20 10 My Community Profile a) Proposal & interview ?s 2/27 5 b) Report & Presentation 3/15 20 Nonviolence book report 4/26 10 Action Project/Civic Engagement a) Proposal 3/27 5 b) Presentation & Report 5/10 & 5/15 20 Attendance & Participation On-going 20 TOTAL POINTS POSSIBLE: 100

CHHS Withdrawal Policy: The last day to drop a class is February 20th. Withdrawal from a class after February 20th will be considered for serious and compelling reasons only, and must have accompanying documentation. The following reasons are not considered serious and compelling: Changing your major, poor performance, class not required for graduation/major, or more time needed for other classes. If you wish to withdraw from class due to unexpected changes in your work schedule, illness or family emergencies, documentation will be required, along with a copy of unofficial transcripts. If you are requesting a withdrawal, bring your petition and appropriate documentation to the instructor. CR/NC option: March 20th is the last day to request the CR/NC option. The Associate Dean will not approve requests for changes if you miss this deadline. Late Add Policy: The last day to add classes late with a gold sticker is Feb. 9th. It is your responsibility to add the class. Faculty cannot add you into a class. After this deadline a late add justification form and add slip must be signed by your instructor, chair and CHHS Dean to add. This will be approved only if there was an administrative error. Check your registration through MySFSU: Sign up for CR/NC, drop and add classes by the appropriate deadline online through MySFSU. ALWAYS check your registration after making any changes and BEFORE deadlines to be sure you are registered properly for your classes. This is a student responsibility. Deadlines for all registration procedures, including withdrawals and requests for credit/no credit, are listed in the class schedule and will be strictly adhered to by the instructor, the Department Chair, and the Dean of College of Health & Human Services. This can be viewed on the Registration Calendar at the following website: http://www.sfsu.edu/~admisrec/reg/noindex/reg064.html#8 Disability Programs and Resource Center: Students with disabilities who need reasonable accommodations are encouraged to contact the instructor. The Disability Programs and Resource Center (DPRC) is available to facilitate reasonable accommodations process. The DPRC, located in SSB 110, can be reached by telephone at 415-338-2724 (voice/TTY) or by e-mail at [email protected].

3 Class Schedule, Assignments and Readings Education is at its best – this profound human transaction called teaching and learning – is not just about getting information or getting a job. Education is about healing and wholeness. It is about empowerment, liberation, transcendence, about renewing the vitality of life. Parker Palmer, The Courage to Teach (1998)

Week 1 Jan 25th 2007  We Make The Path by Walking Welcome! Course overview, classroom philosophy; Eye-experience & “Conocimiento.”

Week 2 1/30 What’s Health – What’s Community? – Why Organize? Read: Chávez et al (2007) “Community Organizing for Health and Social Justice” in Prevention is Primary by Cohen, Chavez and Chehimi; Wallack (1992) “What’s Public Health?” Propaganda Review.

2/1 Empowerment & Cultural Humility Read: Erzinger, S. “How do you say Empowerment in Spanish?” Health Education Quarterly, Vol. 21 (3); Tervalon M & Murray-Garcia J. (1998) “Cultural Humility versus Cultural Competence,” Journal of Health Care for the Poor and Underserved, 9, 17-25.  Due: Starting with the “I” assignment WITH photo.

Week 3 2/6 Prevention is Primary Read: Cohen and Chehimi “Beyond Brochures the imperative for primary prevention in Prevention is Primary by Cohen, Chavez and Chehimi.

2/8 Leadership & Conversation Read: Midwest Academy (2002), Developing Leadership, Organizing for Social Change; Wheatley (2002) Turning to One Another.

Week 4 2/13  Health & Human Rights: A Global Perspective Read: American Public Health Association ~ Human Rights the Foundation of Public Health Practice (2000); “Universal Declaration of Human Rights,” General Assembly of the UN,1948; South African Freedom Charter, 1955.

2/15 Health & Social Justice Read: D. Beauchamp, Lottery Justice and Public Health as Social Justice; Video: The Lottery

Week 5 2/20 Interviewing & Participant Observation Collecting Qualitative Data ~ the Science and the Art in Qualitative Methods in Public Health by Ulin et al (2005).  Due: Commentary

2/22 Resilience and Community Mapping Read: Bernard (2007) The Hope for Prevention: Individual, Family and Community Resilience in Prevention is Primary by Cohen, Chavez and Chehimi;

Week 6 2/27 Ethics & Photovoice 4 Read: Wang & Burris (1997) “Photovoice: Concept, Methodology, and Use; Wang & Redwood Jones (2001) “Photovoice Ethics.” See: http://www.photovoice.com/  DUE: Community Profile Proposal and Interview Questions

3/1 3/1 Using the Internet for Community Action Read: Harnessing the Power of the Internet Guest Speaker: Shailushi, Marin Institute

Week 7 3/6 Social Networks & Social Support Read: Selected excerpts from the classic ethnography All Our Kin by Carol Stacks (1970)

3/8 Getting Involved / Civic Engagement Guest Speaker: SF Green Party

Week 8 3/13 Writing about Community Guest Speakers: Youth Speaks! Check out: http://www.youthspeaks.org

3/15 My Community Profile Due Today!  DUE: Prepare a 5 minute presentation on your community, your role as an insider/outsider, the issues and lessons learned.

Week 9 3/20 Social Action Community Organizing part 1 Read: “The Fight in the Fields: Cesar Chavez and the Farmworkers Movement.”

3/22 Social Action Community Organizing part 2 Read: Midwest Academy (2002), “Fundamentals of Direct Action Organizing” Video: A Place of Rage

Week 10 3/27 Issue Selection & Action Project Planning Process  DUE: Action Project/Civic Engagement Proposal & Interview Questions

3/29 Introduction to Media Advocacy Read: Dorfman (2007) Using Media Advocacy to influence policy in Prevention is Primary by Cohen, Chavez and Chehimi.

Week 11 4/3 Making your own media – Dr. Meg Jordan Check out: http://www.megjordan.com

4/5 Youth Radio Guest Speakers: Youth Radio Check out: http://www.youthradio.org

 SPRING BREAK (April 9 - April13) 

Week 12 4/17  International Community Organizing Read: Werner & Bower, Helping Health Workers Learn, Chapter 26, “Looking at How

5 Human Relations Affect Health,” Hesperian Foundation (1984)

4/19 Violence ~ gender, health and criminal justice Read: Ramirez et al (2007) “Gender Health and Prevention” AND Prothrow-Stith (2007) Strengthening the Collaboration Between Public Health and Criminal Justice to Prevent Violence in Prevention is Primary by Cohen, Chavez and Chehimi. Video: Tough Guise

Week 13 4/24 Principles of Non-Violence part I Read: Legacy of Love by Arun Ghandi

4/26 Principles of Non-Violence part II  DUE: Commentary on Violence ~ Non-violence

Week 14 5/1 International Workers Day Writing and Speaking About ACTION: Sign-up for presentations; ask questions about report.

5/3 Open Session Reserved for students interested in teaching or brining in a guest speaker as part of their Action Project.

Week 15 5/8 Leaving the Community ~ Bring a symbol that represents some of the things you have learned in this class about community, health & social justice. Optional: bring cultural/yummy/healthy foods/drinks to share

5/10 & 5/15 Community Action Project / Civic Engagement Presentations Prepare a five-minute presentation about what you did, its value & lessons learned.  Report Due 5/15

 FINAL EXAM Scheduled for Thursday May 24, 10:45-1:15

6 HED 455 Midterm Project: My Community Profile (7 pages) This assignment gives students the opportunity to gain more appreciation for a community of your choice and describe it in a systematic way. You will use mini-ethnographic techniques covered in class to explore the complexity of the term "community” and emphasize its relationship to health. Please note that when we define and name any group of people - a part of ourselves decides what is included and excluded based on what we know and who we are. This subjectivity is important and must be acknowledged in our work as community health educators. • You must decide: what aspects of the community you want to highlight – health concerns, cultural issues (language, food, norms) political and economic issues, etc. • Highlight membership roles, surprises and things that are of interest to you. • Readings on community mapping and “photovoice” emphasize the importance of visuals in telling the community story. A picture is worth a thousand words. Read the “photovoice” articles and check their website http://www.photovoice.com/

My Community Profile Proposal and Interview Questions 1. What community do you want to profile? Why? 2. List activities you will observe or participate in. 3. List 2-3 people you plan to interview. 4. What do you want to learn from community members?

Community Profile Report – 7 pages The balance between: a) Description of the community; b) Personal reflection; and c) Relating community profiles to in the readings is 1/3 description, 1/3 personal reflection and 1/3 from readings/class discussion. Below is the criteria that will be used to grade the assignment.

1. Write in the first person, using active voice and present tense. 2. Use headings, subheadings, references and page numbers. 3. Provide background information & history. 4. Describe why you choose this community. 5. Identify yourself as a community “insider” or “outsider” and reflect on this role. 6. Integrate and reference at least 3 readings from class. 7. Include quotes from interviews to highlight key themes. 8. Read-aloud & proofread before turning in. 9. Prepare a 5-minute presentation on the community and lessons learned. 10. Include a visual ~ a way to represent the community outside words.

7 Civic Engagement & Community Action Project Do Something That Betters the Health of a Community

What would happen if every time YOU were outraged you turned our complaining into action? WHAT IF YOU DEDICATED 20 HOURS OF COMMUNITY SERVICE / ACTIVISM THIS SEMESTER TO A GOOD CAUSE? Make a difference with civic engagement or a community action of your choice. If you are currently involved in doing something that betters the health of a particular community, continue your good work – dedicate more time to it, write a report that documents the action taken and present it to the class. Group projects are welcome! Please note: issue addressed must be related somehow to the themes outlined in HED 455.

Proposal Writing Guidelines * 1. What will your Community Action Project be? Define your overall goal and method to achieve it. (What? Where? When?) 2. Why are you interested in doing this and how is it related to our class? 3. List stakeholders – who will you interview? 4. List key questions. * If volunteering, please list the name of supervisor, tel. # and e-mail.

Final Report Outline – 5 page limit

• Write in the first person, using active voice and present tense. • Use headings, subheadings, references and page numbers. • Provide background information & history. • Describe why you choose this community. • Include quotes from interviews to highlight key themes. • Read-aloud & proofread before turning in. • Prepare a 3-minute presentation on lessons learned.

I Background and rationale: What’s the community? What’s the issue? Why did you pick this issue? How is it related to our class? (references to readings and class discussions) Why does it matter to you?

II Method: What was your action? How did you do it? Where? When? With whom? How many hours did it take?

III Results: (interviews & participation) Include a “stakeholder analysis.” A rule of thumb for ensuring that key stakeholders have been included is to question whose support or lack of it might affect your project.

IV Critical Analysis & Reflection: What did you learn from the process? If a group project, outline the roles of each team member. What would you do differently in the future? What might others learn from your project?