Community Organizing Videos (PDF)
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Building Bridges Building Power
Developments in Institution-Based Community Organizing www.interfaithfunders.org www.interfaithfunders.org Table of Contents BuildingBuilding Bridges,Bridges, BuildingBuilding Power:Power: DevelopmentsDevelopments inin Institution-BasedInstitution-Based CommunityCommunity OrganizingOrganizing Executive Summary ....................................................................................................................................................................................... State of the Field Report ..................................................................................................................................................................................1 CONTEXT AND KEY FINDINGS RESEARCH DESIGN OVERVIEW OF THE FIELD: The State of the Field in 1999 and 2011 Governing and Leading IBCOs: Board members, leaders, organizers, and directors Organizing Money What is Community Organizing? .........................................................................................................................................................................3 ORGANIZING AND RELIGION ..............................................................................................................................................................................9 Religious Composition of the Field Religious Diversity among IBCOs The Effects of Religious Diversity on Organizing Activities Religious Practices of IBCOs and Their Directors ORGANIZING AND RACE ...................................................................................................................................................................................13 -
Community Organizing Practices in Academia: a Model, and Stories of Partnerships Maria Avila, with Contributions from Alan Knoerr, Nik Orlando, and Celestina Castillo
© Journal of Higher Education Outreach and Engagement, Volume 14, Number 2, p. 37, (2010) Community Organizing Practices in Academia: A Model, and Stories of Partnerships Maria Avila, with contributions from Alan Knoerr, Nik Orlando, and Celestina Castillo Introduction his article is based on my experience in developing a model of civic engagement at Occidental College that incorporates practices I learned as a community orga- Tnizer. Using a narrative approach, I share several stories: my own story; the story of a staff member at Occidental College’s Center for Community Based Learning, who was previously a commu- nity partner; the story of a community partner; and the story of a faculty member in Occidental’s Mathematics Department. These first-person stories illustrate the journeys that took each of us to a role in building long-term, reciprocal, academic-community part- nerships. These stories represent and reveal something I learned in community organizing: people are more likely to engage in long- term movements to create social change if they are in touch with their stories, their roots, and the reasons behind their desire to create change. Another way to refer to this is honoring our birth- rights, or the rights and responsibilities we were born with and that determine our role in society or in this world (Wolin, 1989, chapter 8). Although Occidental College has been the base for my develop- ment of this model, I have learned a great deal from my work with higher education colleagues and institutions in Mexico, Ireland, and the United States. The model of civic engagement we have developed at Occidental addresses an issue in higher education that I have observed and have heard described by several colleagues in the civic engagement field: the lack of reciprocity of interest, skills, and resources in creating long-term partnerships between academia and communities. -
Asianweek » Obama's Blueprint for Every Community
AsianWeek » Obama’s Blueprint for Every Community 10/26/08 2:02 PM 1. Skip to navigation 2. Skip to content 3. Skip to secondary-content AsianWeek The Voice Of Asian America Subscribe Join AW Login Search the News All Topics Feature Nation Bay Area Arts & Entertainment Commerce Opinion Jobs Advertise Obama’s Blueprint for Every Community By: Mike Honda, Oct 25, 2008 Print Email Share Tags: Voices from The Community | With only 11 days left before the presidential election, the Asian American and Pacific Islander community has a historic opportunity to play a key role in the most important election in our lifetime, and we have the opportunity to support an extraordinary presidential candidate with deep ties and commitment to our community: Sen. Barack Obama. http://www.asianweek.com/2008/10/25/obama-blueprint-for-every-community/ Page 1 of 10 AsianWeek » Obama’s Blueprint for Every Community 10/26/08 2:02 PM As a native son of Hawai‘i, with Asian American family members and experience living abroad in Indonesia, Sen. Obama knows that the compelling issues facing our communities — immigration, health care, education, and small business, for instance — must be part of the national dialogue. He knows our nation’s diversity is our strength, and he will ensure all communities are visible and included in our nation’s policy-making. Barack stands side by side with the AAPI community. And we Asian American and Pacific Islanders have a large part to play in getting him elected. A comprehensive new national survey, the National Asian American Survey (naasurvey.com), shows that Asian American voters could play a key role in the outcome of the presidential election: Over one-third of Asian American voters are still undecided. -
“100 Years of Community Organizing: from Alinsky to Obama” Wednesday, November 4Th 2009
A Center for Congressional and Presidential Studies 30th Anniversary Event “100 Years of Community Organizing: From Alinsky to Obama” Wednesday, November 4th 2009 Often called the father of community organizing, Saul Alinsky launched his legendary career in the 1940s on the South Side of Chicago, not far from the neighborhoods where young Barack Obama learned and applied Alinsky’s ideas in the 1980s. “It was the best education I ever had,” Obama said of his community organizing experiences. Today a new generation of organizers is following in Alinsky’s and Obama’s footsteps. 12:00pm-1:45pm: “Community Organizing: From Alinsky to Obama and Beyond.” Moderated by Patrick Griffin; Academic Director for the Public Affairs and Advocacy Institute, Assistant to the President for Legislative Affairs during the Clinton Administration. Location: Kay Spiritual Life Center Lounge. The panel discussion will include: Arnie Graff; senior organizer, national staff, Industrial Areas Foundation. Coleman Milling; senior organizer, WIN (Washington Interfaith Network). Bruna Genovese; associate organizer, V.O.I.C.E (Virginians Organized for Interfaith Community Engagement). Sanford D. Horwitt; author of Let Them Call Me Rebel: Saul Alinsky, His Life and Legacy. Lunch will be from 12:00-12:20. Panel discussion will begin at 12:30. Please RSVP by Monday, Nov 2 to Becky Prosky at [email protected] or 202-885-3491. 4:30pm-6:00pm: “Careers in Community Organizing: From Alinsky to Obama.” Moderated by Corrine Parver; Practitioner-in-Residence and the Executive Director of Health Law and Policy, Program on Law and Government, American University Washington College of Law. Location: Washington College of Law, room 603. -
“Who Speaks for Chicago?” Civil Rights, Community Organization and Coalition, 1910-1971 by Michelle Kimberly Johnson Thesi
“Who Speaks for Chicago?” Civil Rights, Community Organization and Coalition, 1910-1971 By Michelle Kimberly Johnson Fig. 1. Bernard J. Kleina, 1966 Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Bachelor of Arts In the Department of History at Brown University Thesis Advisor: Françoise Hamlin Friday, April 8, 2016 I am writing this thesis as a Black, biracial, woman of color. My Black paternal grandparents spent most of their lives on the South Side of Chicago, my father grew up there, and I grew up in Waukegan, Illinois, a mixed-income suburb fifty miles north of the city. This project is both extremely personal and political in nature. As someone working toward a future in academic activism and who utilizes a historical lens to do that work, the question of how to apply the stories and lessons of the past to the present, both as an intellectual project and a practical means of change, is always at the forefront. 2 Table of Contents Acknowledgments ...........................................................................................................................4 Introduction .....................................................................................................................................7 Chapter 1 Establishing Identity: The Great Migration and Early Civil Rights Organizing, 1900-1960 .......24 Chapter 2 Coordinated Efforts: The Battle for Better Schools, 1960-1965 ..................................................52 Chapter 3 End the Slums: Martin Luther King, Jr., 1966, and -
C4O Fundamentals of Organizing Toolkit
4O ORGANIZING FUNDAMENTALS OF ORGANIZING TOOLKIT Table of Contents Introduction: What is Organizing ....................................................................................................... 1 One-on-One Conversations ............................................................................................................... 2 Issue Identification ............................................................................................................................... 4 Mapping the Workplace ..................................................................................................................... 9 Bargaining – Issue Campaign ...........................................................................................................12 Campaign Planning ...........................................................................................................................14 The Campaign Debrief ......................................................................................................................15 Organizing for Community Support ...............................................................................................16 Introduction What Is Organizing? Organizing is people coming together to collectively create the change they want to achieve. It is people joining together to work toward common goals. In 2002, Marshall Ganz’s article in Social Policy, titled What is Organizing? described organizing this way: Organizers identify, recruit and develop leadership, build community around -
Paulo and Saul Visit the Compounds: Shared Learning for Community Activists Across Time and Continents
African Studies Association of Australasia and the Pacific - AFSAAP 36th Annual Conference – Perth – Australia – 26-28 November 2013 Conference Proceedings (Publication Date February 2014) African Renaissance and Australia Paulo and Saul visit the compounds: shared learning for community activists across time and continents Tim Budge Deakin University Abstract Two thinkers inspire this research: Paulo Freire (1921-1997), whose transformative analysis of colonising education and his alternative model is articulated in Pedagogy of the Oppressed (1970). Secondly, Saul Alinsky (1909-1972), widely recognised as the "founder of American community organising", inspiring Bill McKibben, Cesar Chavez and others. Across sub-Saharan Africa (SSA), there are good examples of communities pushing for fairer power sharing and change. Slum Dwellers International (SDI) works in 18 SSA countries to empower poor communities, giving them greater control over their own environments. It is “owned” by members, people living in poor communities (55,000 households in South Africa). This research seeks to bring together the contributions of Alinsky, Freire and SDI activists from Zambian compounds and South African townships in a way that avoids extractive research or a didactic transposition of Alinsky/Freire's ideas into the practices, context and realities of SSA activists. Issues of participation, identity, tensions between Western/Australian and indigenous research and recognition of indigenous knowledge systems are at the forefront. Despite these challenges, the desired outcome is a process which recognises the power, wisdom and skill of community activists, includes their learning priorities and generates narratives to guide the knowledge and skills of others seeking change. Introduction This research has a personal dimension. -
Stacey A. Shaw, MSW, Ph.D. Class Time
Social Work 664: Community Organization Instructor: Stacey A. Shaw, M.S.W., Ph.D. Class time: Thursdays, 12:00 – 2:50 Location: B132 JFSB Office: 2175 JFSB Office hours: By appointment Course overview Overall goal: Develop abilities to engage with diverse communities in working towards appropriate solutions to social problems Social work 664 is a graduate M.S.W. course examining principles of community organizing. We will review and practice key strategies for working within communities to understand and respond to social problems, particularly drawing from the work of Paulo Freire and Saul Alinsky. The overall purpose of this course is to help students develop abilities to engage with diverse communities in developing solutions to social problems, thus a major component of the course will be involvement in an organizing project. This course will seek to inculcate a sense of ongoing responsibility for understanding and influencing communities in positive ways. All course components align with the aims of a BYU education, meaning they support the teachings of the Church of Jesus Christ of Latter-day Saints while striving to be spiritually strengthening, intellectually enlarging, character building, and conducive to lifelong learning and service. Course learning outcomes (CSWE social work competencies and dimensions) Related assignment(s) 1. Advance human rights and social, economic, and environmental justice (competency 3) Community organization project, Dimensions: skills, values Personal application 2. Intervene with individuals, families, groups, Community organization project, organizations, and communities (competency 8) Community building intervention, Dimensions: knowledge, skills Personal application, Participation 3. Engage in policy practice (competency 5) Community organization project, Dimensions: skills, processes Personal application Grades A 93 A- 90 B+ 87 B 83 B- 80 C+ 77 C 73 C- 70 D+ 67 D 63 1 D- 60 F <=59 Texts and References 1) Minkler, M. -
Housing Policy in the Great Society, Part Two
Joint Center for Housing Studies Harvard University Into the Wild Blue Yonder: The Urban Crisis, Rocket Science, and the Pursuit of Transformation Housing Policy in the Great Society, Part Two Alexander von Hoffman March 2011 W11-3 The research for this working paper was conducted with the support of the John D. and Catherine T. MacArthur Foundation, The Ford Foundation, and the Fannie Mae Foundation. © by Alexander von Hoffman. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. Off we go into the wild blue yonder, Climbing high into the sun Introduction Of the several large and important domestic housing and urban programs produced by Lyndon Johnson’s Great Society administration, the best-known is Model Cities. Although it lasted only from 1966 to 1974, its advocates believed Model Cities had promised a better tomorrow for America’s cities and bitterly lamented its termination—blaming Richard Nixon’s policies, diversion of funds for the Vietnam war, and the nation’s lack of commitment to social progress. Yet the legislation that created Model Cities was ambitious, contradictory, and vague. As such, it vividly expressed the idealistic impulses, currents of thought, and reactions to events that converged, however incoherently, in national urban policy of the 1960s. At the center of the fervor for domestic policy was the president of the United States, Lyndon Johnson, who hungered for dramatic new programs that would transform the country the way New Deal policies had reshaped America in his youth. -
The Fundamentalist Judicial Persona of Justice Antonin Scalia
Pace Law Review Volume 26 Issue 2 Spring 2006 Article 3 April 2006 Confrontation, Fidelity, Transformation: The Fundamentalist Judicial Persona of Justice Antonin Scalia Tom Levinson Follow this and additional works at: https://digitalcommons.pace.edu/plr Recommended Citation Tom Levinson, Confrontation, Fidelity, Transformation: The Fundamentalist Judicial Persona of Justice Antonin Scalia, 26 Pace L. Rev. 445 (2006) Available at: https://digitalcommons.pace.edu/plr/vol26/iss2/3 This Article is brought to you for free and open access by the School of Law at DigitalCommons@Pace. It has been accepted for inclusion in Pace Law Review by an authorized administrator of DigitalCommons@Pace. For more information, please contact [email protected]. Confrontation, Fidelity, Transformation: The "Fundamentalist" Judicial Persona of Justice Antonin Scalia Tom Levinson* I. Introduction Commentators characterize a number of federal judges and legal academics as "fundamentalists."' In part, the term is used because religious fundamentalists and their purported legal counterparts share a similar type of political conservatism. 2 In larger part, though, the connection is drawn between legal and religious "fundamentalism" because of the analogous relationship between the legal interpretative method of textualism3 and the religious fundamentalist's theology- Tom Levinson is a currently a lawyer at Sachnoff & Weaver, Ltd. in Chicago. Levinson has a J.D. from the University of Chicago and a M.T.S. from Harvard Divinity School. Levinson is also the author of "All That's Holy: A Young Guy, an Old Car, and the Search for God in America" (2003). This article does not represent the views of his employer or its clients. -
The Community Organizing Toolbox
COMMUNITY ORGANIZING A Funder’s Guide to Community Organizing TOOLBOXNeighborhood Funders Group COMMUNITY ORGANIZING TOOLBOX By Larry Parachini and Sally Covington April 2001 Neighborhood Funders Group One Dupont Circle Suite 700 Washington, DC 20036 202-833-4690 202-833-4694 fax E-mail [email protected] Web site: www.nfg.org TABLE OF CONTENTS Acknowledgements . 2 Introduction . 3 Why a CO Toolbox? . 5 NFG’s Objectives for the Toolbox. 6 Organization of the Toolbox . 6 How to Use the Toolbox . 7 Community Organizing: The Basics . 9 What is CO? . 11 Case Study #1: Southern Echo . 14 A Brief History of CO . 16 Leadership and Participation: How CO Groups Work . 20 Case Study #2: Lyndale Neighborhood Association . 21 Community Organizers: Who are They? . 22 Types of CO Groups and the Work They Do . 25 Case Study #3: Pacific Institute for Community Organization (PICO) . 30 How National and Regional Networks Provide Training, Technical Assistance and Other Support for CO . 31 Case Study #4: Developing a Faith-Based CO Organization . 32 CO Accomplishments . 33 Case Study # 5: An Emerging Partnership Between Labor and CO . 36 The Promise of Community Organizing . 40 Grantmakers and Community Organizing . 43 Issues to Consider at the Start . 45 CO Grantmaking and NFG’s Mission . 46 Case Study #6: A Funder’s Advice on Dispelling the Myths of CO. 47 Why Grantmakers Prioritize CO . 49 Case Study #7: Rebuilding Communities Initiative . 53 Determining an Overall CO Grantmaking Strategy . 54 Case Study #8: The James Irvine Foundation . 55 Funding Opportunities in the CO Field . 57 Case Study #9: The Toledo/Needmor CO Project . -
Repairing the Breech: Cultural Organizing and the Politics of Knowledge1 Harry C
Repairing the Breech Repairing the Breech: Cultural Organizing and the Politics of Knowledge1 Harry C. Boyte, Co-Director, Center for i Democracy and Citizenship Partnerships: A Journal of Service Learning & Civic Engagement. Vol. 1, No. 1, Summer 2009 The main obstacle to genuine and productive partnerships between institutions of higher education and the professionals they prepare, on the one side, and communities, on the other, is a “knowledge war,” full of invisible hierarchies and exclusions, producing a hypercompetitive achievement culture. This knowledge war dramatically limits communities’ and citizens’ ability to act on the problems they face today. It also sharply erodes the power of higher education, professionals, and civic leaders to help shape the culture in democratic ways. In the first instance, partisans of technocratic knowledge champion the singular authority of scientific and academic knowledge. This is the politics of “the best and the brightest” bringing solutions to those seen as ignorant. In 1997, Minnesota legislators sympathetic to the fight of faculty against a proposed draconian revision of the tenure code came to the University of Minnesota to discuss the issue. Senior faculty members lectured them on what they saw as their mistakes, damaging the legislature’s relationship with the university. On the other side are those who, claiming the experience of community, express an anti- intellectual politics of grievance. Sarah Palin is a case in point. The appeal of her message reflects an overlooked divide in America – in recent elections, differences in education levels are a far more salient factor in how people vote than income levels.2 We have to get beyond arrogant experts and aggrieved communities if we want to develop communities’ capacities to solve problems and also to generate a larger vision of a good society.