THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SEMESTER AND YEAR:
CREDITS:
INSTRUCTOR:
SOWO 834
ADVANCED POLICY PRACTICE: COMPARATIVE ANALYSIS
SPRING SEMESTER, 2013, TUESDAYS 9-10:30
1.5
Marie Weil
School of Social Work UNC-CH
Suite 422, Tate Turner Kuralt Building
Phone: 962-6455
Email: moweil@email.unc.edu
OFFICE HOURS:
MONDAYS: 1-2:00 PM & 5- 5:45 PM
TUESDAYS: 12 NOON – 1:45 PM;
OTHER TIMES BY APPOINTMENT
COURSE DESCRIPTION:
Students select their policy topic and choose one of two options for analysis focus: (a)
comparative analysis across two states in the U.S. and federal policy; or (b) a comparative
analysis between the U.S. and two other nations and develop analytic and advocacy briefs.
834 Course Objectives:
At the conclusion of this class students will be able to:
1. Demonstrate the comparative analytic, and value assessment skills that enable social
workers to evaluate selected state, national and international policies and apply change
strategies.
2. In relation to their selected topic, discuss and critique relevant social theories,
ideologies, welfare regimes, and outcomes in three nations or across two states and
federal policy in the U.S.—especially as they relate to diverse and vulnerable
populations.
3. Demonstrate specialized knowledge, understanding of relevant research and policy
implementation issues in selected nations or states.
4. Compare and explain the comparative ethical responsibilities of social workers as
delineated in the NASW Code of Ethics and the IFSW Statement of Principles, and
human rights and social justice issues noted in relevant UN Declarations.
5. Apply social work ethics and the concepts of human rights and social justice to policy
analysis, development and change strategies.
6. Discuss and critique the role of political/social/economic theories and ideologies, the
impact of the global economy, and values that shape policy alternatives and outcomes,
especially as they relate to marginalized populations.
7. Understand the development perspective in relation to selected social policy issues.
8. Demonstrate policy practice strategies applying analytic, political, values clarification,
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advocacy, and communication/organizing skills.
9. Critically analyze selected social policies from state and national or international
perspectives applying the course’s framework for comparative analysis.
10. Demonstrate skill in position taking and advocacy strategies.
11. Engage in peer-learning, class exercises, debate and discussion of a range of policies and
policy practice issues and strategies and identify policy principles, provisions, and
outcomes in self-selected area.
12. Demonstrate specialized knowledge and expertise in policy analysis, research and
implementation in a policy environment of the student’s own choosing.
834 EXPANDED DESCRIPTION:
This course focuses on skill development in comparative policy research and analysis which can
be focused within the U.S. or internationally. The course is based on the ethical responsibility of
social workers to engage in policy and advocacy practice. Students’ selected areas of social
policy will be emphasized.
Current policy issues will be examined as well as contemporary perspectives on human
rights and social justice. Particularly with regard to increasing internal migration and substantial
refugee populations world wide, it is important for social workers to understand the impact of
diverse approaches to social policy and to be able to critique and, recommend strategies to adapt
policies to promote social justice and human rights in U.S. and international practice. Students
will report on their own policy research and engage in dialogue and comparison of selected
policy issues in the United States and/or selected Developing Nations and selected PostIndustrial nations. Comparative issues related to welfare regimes, values, ethics, culture/history
and political systems will be incorporated in assignments and class discussion.
Course content is analytical, practical and theoretical. Major areas of social policy and
comparative approaches to solving social problems will be emphasized using state, national, and
international examples.
PREREQUISITES:
MSW Students: SOWO 501. Graduate Students in other Departments: Experience in policy,
a graduate course in public social policy, and permission of the Instructor.
TEXTS—STUDENTS WILL SELECT BOTH A POLICY TEXT AND AN ADVOCACY TEXT:
POLICY TEXT OPTIONS:
Jansson, B.S. (2011). Becoming an effective policy advocate: From policy practice to
social justice, Sixth Edition. Pacific Grove CA: Brooks/Cole.
(Recommended for students whose major interest is in US Policy Practice)
or:
Hall, A. & Midgley, J. (2004). Social policy for development, London: Sage.
(Recommended for students whose major interest is international policy practice or
international comparative policy).
or:
Midgley, J. (1997). Social welfare in global context. (1997). Thousand Oaks, CA: Sage.
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(Recommended for students whose major interest is social welfare in the global context.)
ADVOCACY TEXT OPTIONS:
STUDENTS MAY SELECT EITHER:
Hoeffer, R. (2011) Advocacy practice for social justice, second edition. Boston: Lyceum Books.
(US Focused);
or:
Cohen, D., De La Vega, R. & Watson, G. (2001). Advocacy for social justice: A global action
and reflection guide. Bloomfield, CT: Kumarian Press.
(U.S. and International Focus)
EACH STUDENT WILL ALSO BE EXPECTED TO LOCATE AND USE MAJOR INFORMATION
RESOURCES
IN THEIR OWN AREA OF INTEREST AND EXPERTISE.
ADDITIONAL RESOURCES:
Austin, M.J. (Editor). (2014). Social justice and social work. Los Angeles: Sage.
Avner, M. (2002). The lobbying and advocacy handbook for nonprofit organizations:
Shaping public policy at the state and local level. St. Paul, MN: The Fieldstone
Alliance.
Cox, D. & Pawar, M. (2012). International social work: Issues, strategies and
programs: Second edition. Thousand Oaks, CA: Sage.
DiNitto, D.M. (2011). Social welfare: Politics and public policy. 7th Edition. Needham Heights,
MA: Allyn and Bacon-Pearson. Chapter 11. The Challenges of a Diverse Society: Gender
& Sexual Orientation, 415-454 & Chapter 12. The Challenges of a Diverse Society: Race.
Ethnicity and Immigration, pp. 455-502.
Fisher, R. & Ury, W. & Patton, B. (2012). Getting to yes: Negotiating an agreement without
giving in. New York: Random House.
Gough, I., Wood, G. and colleagues. (2004). Insecurity and welfare regimes
in Asia, Africa and Latin America: Social policy in development contexts.
Cambridge: Cambridge University Press
Haynes, K.S. & Mickelson, J.S. (2006). Affecting change: Social workers in the
political arena, Sixth Edition. Boston: Pearson/Allyn Bacon.
Iglehart, A.P. & Becerra, R.M. (2011). Social services and the ethnic community, Second
Edition. Long Grove, IL: Waveland Press.
Jimenez, J. (2010). Social policy and social change: Toward the creation of social and
economic justice. Thousand Oaks, CA: Sage.
Manheim, J.B. (2011). Strategy in information and influence campaigns: How policy advocates,
social movements, insurgent groups, corporations, governments, and others get what they
want. New York & London: Routledge.
Midgley, J.M. & Livermore, M. (2009). The handbook of social policy, 2nd edition. Thousand
Oaks, CA: Sage.
O’Connor, M.K. & Netting, F.E. (2011). Analyzing Social Policy: Multiple perspectives for
critically understanding and evaluating policy. Hoboken, N.J.: Wiley.
Prigoff, A. (2000). Economics for social workers. Belmont, CA: Wadsworth/Thompson.
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Reichert, F. (2003). Social work and human rights. New York: Columbia University Press.
Resich, M. (Ed.) (2014). Social policy & social justice. Los Angeles: Sage.
Schneider, R. L. & Lester, L. (2001). Social work advocacy: A new framework for action.
Belmont CA: Brooks/Cole-Thompson Learning.
Wood, G., (2009). Situating informal welfare within imperfect wellbeing regimes. Paper prepared
for: Conference on Politics of Non-State Welfare, International Conference sponsored by
the Harvard Academy for International and Area Studies, The Weatherhead Center,
Harvard University, Cambridge, MA (May 8-9).
Journal of Social Policy – and other policy journals: Search for content on your selected topic.
Selected Readings from Handbooks:
Healy, L.M. & Link, R.L. (2011). Handbook of international social work: Human
rights, development and the global profession. New York: Oxford.
Lyons, K.H., Hokenstad, T., Pawar, M.S., Huegler, N., & Hall, N. (Eds.). (2012). Sage handbook
of international social work. Thousand Oaks, CA: Sage.
Midgley, L. & Livermore, M. (2009). Handbook of Social Policy, Second Edition. Los Angeles:
Sage.
Selected Readings from Encyclopedias:
Fitzpatrick, T., Kwon, H-J., Manning, N., Midgley, J. & Pascal, G. (Eds.) (2014). International
encyclopedia of social policy, Volumes I and II. London: Routledge.
On-Line Encyclopedia of Social Work, (current with ongoing additions) Oxford University Press.
(Social Policy Entries).
Student Recommendations on Selected Topics and Resources.
834 TEACHING METHODS:
This course is constructed as a seminar with major emphasis on policy analysis and policy
practice skills development. Brief lectures introduce policy and policy practice issues, tensions
and contexts. Students are expected to use critical thinking and policy analysis skills in
discussions, exercises, papers and presentations. Guest presenters will be asked to speak with the
class about specific policy areas. Students may focus primarily on Policy Practice in the United
States or on International Comparative Policy. Students are expected to work together to build a
positive, learning-focused culture in the class and to model professional level policy analysis
methods, comparative policy research approaches, and presentation and position-taking skills.
834 CLASS ASSIGNMENTS AND EVALUATION:
Assignments focus on skills development. The first assignment involves students in research on
their area of interest to complete the comparative policy analysis framework and discussion of
findings with the class. Students will compare states within the U.S.A. and/or other nations with
a focus on their area of interest. Brief homework and in-class work will be employed to assist in
skills acquisition. For the second assignment students develop a PowerPoint to illustrate major
findings from their comparative analysis.
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For the third assignment students will focus on policy in one state or nation and develop
an Analytic Policy Brief with recommendations to improve the policy. The final assignment
involves development of an Advocacy Brief and Strategy Plan for one state or one nation to
strengthen the policy in relation to human rights and social justice. Alternatively, for the final
assignment, students will have the option of conducting an individual lobbying or public
education meeting. All papers should be prepared in accordance with APA format. The
percentage of final grade for each assignment is indicated in the following list:
Assignment List and Percentage of Grade:
1.
Comparative Policy Analysis Framework and Discussion
Students will complete the policy analysis comparative framework building on
research focused on two states within the U.S. and federal policy and/or
the U.S. and two other nations of interest with regard to the selected policy area.
25%
2.
Power Point illustrating Comparative Analysis Framework Presentation
The PowerPoint will illustrate the most salient points from the comparative analysis.
15%
3.
Analytic Policy Brief with Guidelines (one site) Issue Discussion
Focusing on one state or one nation, students will conduct an in-depth analysis of their
selected policy issue and present options for positive change.
25%
4.
Advocacy Brief with Strategy Plan (one site) Discussion of Plan
The Policy Advocacy Brief is to be constructed as though you have been hired by
a group of in-county/state policy advocates and asked by this group to assist them
in an analysis of policy needs, and to facilitate their deliberations regarding developing
a strategy including their policy goal statements, recommendations for major policy
points, and summary recommendations for their desired strategy for policy advocacy.
25%
5.
Participation, In-class Assignments and Homework
Participation includes oral presentations, handouts, engaging with analytical questions;
leading seminar discussion and facilitative leadership of group exercises, and quality
of participation in class discussions.
10%
Course Expectations:
Attendance: Students are expected to attend all classes, to be prepared for seminar discussion of
assigned readings and current topics, and to be engaged in questions and discussion of other
students’ topics as well as their own. If you are ill please email as soon as possible to inform the
instructor. If you are asked to participate in a professional conference by your agency discuss
with the instructor regarding make-up material. Students are responsible for obtaining all
announcements, instructional information, and handouts for class sessions they miss.
Students will lead discussions from some assigned readings and present special topics. Since this
is an advanced level master’s course, it has high expectations for reading, analyzing,
critiquing policy and related professional literature, and presenting your own work for discussion
and evaluation. Written assignments are expected to show evidence of critical thinking as well as
thoughtful consideration of the policy literature, and other relevant resources. Papers are
expected to employ APA style. Assignments should be word-processed employing correct
English usage, grammar, punctuation, and spelling.
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Grading Policy:
The School of Social Work operates on an evaluation system of Honors (H), Pass (P), Low Pass
(L), and Fail (F). The numerical values for these grades are as follows:
H = 94 –100
P = 80 – 93
L = 70 – 79
F = 69 and below
A grade of “P” is “entirely satisfactory” master’s level work. On a traditional grading scale, a
“P” would range from an “A-” to a “B-”. The grade of “H” (Honors) signifies
that the work is clearly excellent in all respects.
Policy on Incompletes and Late Assignments:
Students are expected to turn in written assignments on the appointed date. If an illness
prevents timely submission, contact the instructor to work out arrangements to deliver the
assignment to the instructor as soon as possible. The University has
strict policies that govern giving a grade of Incomplete. This grade is given only in serious
extenuating circumstances.
Policy on Accommodations for Students with Disabilities:
Students who require accommodations in relation to class participation or assignment completion
should notify the instructor on the first day of class and provide a brief written statement in
relation to needed formats.
Policy on use of Electronic Devices:
Students are expected to cut off all cell phones and other communication devices during each
class. (Please advise the Instructor in advance if you anticipate an urgent call.)
Students may find it useful to use Lap tops in class, If you decide to use your laptop
or iPad, confine usage to material related to class. If electronic devices are used for extraneous
purposes you will be asked to leave class and to discuss the incident with the instructor before
the next class.
Honor Code Expectations
Please refer to the APA Style Guide, and the SSW Manual for information on attribution of
quotes, plagiarism and appropriate use of assistance in preparing assignments. All written
assignments should contain a signed pledge from you stating:
“I have not given or received unauthorized aid in preparing this written work; I have
not plagiarized the work of anyone else from books articles, web sites or personal
communication; and I have not submitted work for this class that was developed for a
previous or concurrent course.”
Students are expected to use this version of the Honor Code for all assignments for this course.
In keeping with the UNC Honor Code, if reason exists to believe that academic dishonesty has
occurred, a referral will be made to the Office of the Student Attorney General for investigation
and further action will be taken as required.
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READINGS AND COURSE OUTLINE
ADVANCED POLICY PRACTICE SOWO 834
January 14th
1st Class
Introductions and Course Overview—
Comparative Policy Analysis and Practice
Brief Introductions: Major Interests in Policy Analysis and Practice and Previous and Current Experience
Discussion of Major Topic Interests and Locations for Selected Study: Selected States of U.S. and Federal
Policy and/or International Comparisons
Review of Syllabus and Assignments
Beginning Discussion: Social Justice and Human Rights: The Foundations of Policy Practice
Handout: Copies of Austin, Branom & King, “Searching for the Meaning of Social Justice,”
Chapter 1 in M.J. Austin (Ed.), Social Justice and Social Work. Sage 2014
Handout: Pages 10-12 of Resich (Ed.),: “U.S. Social Policy in the New Century,” Chapter 1 in
Social Policy & Social Justice, Sage, 2014
Web Search: The Universal Declaration of Human Rights, on UN Web Site.
UN Human Development Index
Worksheet: Sign up for Selected Topic
Handout: Comparative Policy Framework
Handout: Assignments
BACKGROUND RESEARCH Classes 2-4
International Focus: Students examining at least one other nation should review the UN
Website and determine if any of the major conventions and declarations relate to your topic of
study:
Select, review, download, read and analyze one UN Document relevant for your topic of study such as:
CEDAW—Women’s Rights
Rights of the Child
Sustainable Development
Refugee Rights
Civil Society
Community Development documents
or other documents listed on UN Web Site
Selected Reading: UNDHR: United Nations web site (http://www.unhchr.ch/) and
Selected convention or another UN document
United States Focus: Locate and analyze resources in your area of interest. For example in
child welfare: Kids Count and the website of The Children’s Defense Fund, or in mental health,
NAMI, or in community development websites and current journal articles on international
development issues, or women, UN documents and articles or websites focused on women in the
US in relation to your specific topic.
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__________________________________________________________________________
Homework Preparation for 2nd Class:
1. Identify, review and bring to class an article that focuses on the social issue or
problem you will be investigating for the class. Prepare notes to report to the class
about your particular social policy topic
2. Be prepared for further discussion of your policy area.
3. Be prepared for shared teaching/learning process to learn from each other to expand
everyone's knowledge of a range of policy issues.
4. Look up the UN site and The Human Development Index:
http://hdr.undp.org/en/reports/
If your focus is international: review the HDI scores for your three nations
and construct a table to compare them. Explore the additional Indexes (Poverty and
Gender) and determine if one of them is more relevant to your nations or topic.
Be prepared to discuss the HDI in class in relation to your selected policy issue.
Or: If your focus is on the U.S.: look up and make a table that illustrates the poverty level
in the states you are studying (and the national poverty rate) and at least one indicator
related to your topic area, for example in criminal justice, what are the incarceration rates
of the two states and the U.S. as a whole. Make a table that illustrates the poverty rates and
your selected indicator or indicators.
Project Preparation for 2nd Class:
Homework: Draft two questions from the noted Gough & Wood section of Chapter 1 and two
questions from the Chapter that you selected from Jansson (U.S.) or Hall & Midgley or Midgley
(Int.) assigned for the second class, and your essential response to Austin’s brief Chapter:
“Searching for the Meaning of Social Justice”; and the Handout section of Reisch’s first
chapter.
January 21st
Rationales and Arenas for Policy Practice
2nd Class
Turn in sign-up sheet identifying assignment topics.
Required Readings:
Austin, Branom & King, “Searching for the Meaning of Social Justice,”
Chapter 1 in M.J. Austin (Ed.), Social Justice and Social Work. Sage 2014 (Handout)
Resich, “U.S. Social Policy in the New Century,” Chapter one in Social Policy and Social Justice,
pp. 10-23, (Handout)
Gough & Wood, Chapter 1. Welfare Regimes in Development Context, pp. 22-43 (Handout).
Select One Chapter From:
Jansson, Chapter 1. Joining a Tradition of Social Reform.
Hall & Midgley, Chapter 1. Social Policy for Development: Local, National, and Global Dimensions. or
Midgley, Chapter 2. The Global World System.
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Review and Discussion of PowerPoint for Gough & Wood.
Discussion of Readings and Questions
__________________________________
Preparation for Class 3 Discussion of Readings and Questions
How do you see the concept of ‘Welfare Regimes’ related to your own project topic,
and to the locations you have selected to study?
Are their sub-welfare regimes within a nation? Within the US? Within the States/Nations you
have chosen to study?
Questions prepared by Class Members. Draft two questions each from the materials that you read.
Identify, review and bring to class an article that is specific to at least one of the countries/states
you plan to study. Prepare notes to report to the class about the state/nation and your particular
social policy topic.
January 28th
3rd Class
Welfare Regimes and Skills and Competencies for Policy Practice,
and Selected Interest Areas
Class Preparation & Materials:
Complete Topic Selection Form.
Locate, Review and Prepare Notes and Questions on an article or resource about your issue.
What are the essential policy issues/questions for your topic area (and if possible in your locations)
Preparation to discuss the Chapters that you read and at least two questions from each.
How would you approach advocacy for your issue in the selected locations?
Required Readings for Discussion:
Caputo, R.K. “Policy Analysis,” Chapter 6 in Resich (Sakai)
Select One Chapter From:
Jansson, Chapter 2. Articulating four Rationales for Participating in Policy Advocacy
Hall & Midgley, Chapter 1. Social Policy for Development: Local, National, and Global Dimensions. or
Midgley, Chapter 3. Social Conditions in Global Context.
Read Either:
Hoefer, Chapter 2. Social Justice & Policy Practice or
Cohen, de la Vega, & Watson, Chapter 3. Advocacy in the 21st Century
February 4th
4th Class
Policy Advocacy, Context and Perspectives
Required Reading:
Select one of the readings below:
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Jansson, Chapter 3. Obtaining Skills and competencies for Policy Advocacy.
Wood & Gough Chapter 2. Informal Security Regimes: The Strength of Relationships, pp. 49-58
Wood & Gough, Chapter 3.Conceptualizing In/security Regimes, Figure 3.2 and pp. 107-116
Select One of the Following Advocacy Readings:
Hoeffer, Chapters 3. Getting Involved; AND 4. Understanding the Issue, OR
Cohen, et al., Chapters 1. Advocacy: Its Many Faces and a Common Understanding, AND
Chapter 2. Lessons from Social Movement Advocacy.
Discussion:
Prepare discussion questions for chapters.
____________________________________________
February 11th
Policy Issues and Skills
5th Class
Required Readings:
Read One of the Following Policy Chapters:
Jansson, Chapter 4. Understanding the Ecology of Policy in Governmental, Electoral, Community &
Agency Settings. or
Hall & Midgley, Chapter 2. Poverty, Inequality and Development, or
Midgley, Chapter 7. Social Change and the Future of State Welfare
______________________________________________________
February 18th
6th Class
Expanding Policy Advocacy Across Borders and Issues
of Equity and Equality in Relation to Race, Gender, and
Multicultural Societies
Required Readings:
Jansson, Chapter 5. Expanding Policy Advocacy Across Borders. OR
Hall & Midgley, Chapter 3. Social Policy and Rural Development, OR
Midgley Chapter 4 Social Welfare Around the World & 5. Theories of State Welfare
Select Either:
DiNitto, Chapter 11. The Challenges of a Diverse Society: Gender and Sexual Orientation
DiNitto, Chapter12. The Challenges of a Diverse Society: Race, Ethnicity, and Immigration
Select either:
Hoefer, Chapter 5. Planning in Advocacy Practice, OR
Cohen, et. al. Chapter 4. Social Justice Advocacy: Key Concepts AND
Chapter 5 Strategy Development, Sections 1 and 2
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Discussion:
Policy Advocacy in Multiple Social Policy Areas
Lobbying and Other Modes of Advocacy—Your Questions and Ideas
Select the two Chapters from The Handbook of Social Policy 2 nd edition
That are of greatest interest to you (or propose another reading on a topic of great interest to you)
Identify the central policy issues and concerns related to your two topics and be
Prepared to share these issues and ideas with class members.
February 25th
7th Class
Discussion of Chapters from Handbook of Social Policy and Readings selected for
Individual Projects:
Select the Chapter from
Midgley & Conley, Social Work and Social Development that best fits your Interest Area
OR From The Handbook of Social Policy
Child & Family
Income Support
Social Security
Social Policy—Elderly
Social Policy—Health Care
Housing Policy
Social Policy—Mental Health Social Policy—Disabilities Social Policy & Corrections
Employment Policy
Education and Social Policy Urban Development Policy
Or:
Hall & Midgley, chapter 4. Social Policy for Urban Development—or other areas
Discussion and presentation of issues in Selected Chapters continue into 7th Class
Continued discussion of readings above on issue areas and individual selected readings.
Required Reading:
Jansson Chapter 6. Committing to an Issue: Building Agendas.
Hoeffer, Chapter 4. Understanding the Issue OR
Midgley, chapter 6. The Impact of State Welfare: an International Assessment
Hall & Midgley—Other area chapters-- select if fits education, health, social work social security
Discussion:
ADVOCACY READINGS:
Hoefer, Chapters 5. Planning in Advocacy Practice & 6. Advocating through Education,
Negotiation, and Persuasion. OR
Cohen et A;, Chapter 5. sections Section 3 Diagnosis—What is possible, and 6 Action Planning
March 4th
8th Class
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Required Readings:
Jansson, Chapter 7. Analyzing Problems in the First Step of Policy Analysis
Hoeffer, Chapter 5. Planning in Advocacy Practice.
Schneider & Lester, Chapter 6 Cause Advocacy
Schneider & Lester, Chapter 7. Legislative Advocacy
Spring Break:
No Class March 11th
Assigned Readings:
Jansson Chapter 5. Expanding Policy Advocacy Across National Borders
March 18th
9th Class
Developing Policy Proposals in 2nd, 3rd, & 4th Steps of Analysis
Required Readings:
Jansson, Chapter 8. Developing Policy Proposals in the Second, Third, and Fourth Steps of
Policy Analysis.
Hoeffer, Chapter 6. Advocating through Education, Negotiation, and Persuasion
Cohen, Chapter 6, Skill Building
March 25th
10th Class
Presenting Proposals and Using Power
Required Readings:
Jansson, Chapter 9. Presenting and Defending Policy Proposals. and
First ½ of 10. Developing and Using Power
Hoeffer, Chapter 7. Presenting Your Information Effectively.
Cohen
Selected Case Examples
April 1st
11th Class
Developing and Using Power and Political Strategy
Required Readings:
Jansson, 2nd half of Chapter 10. Developing and Using Power, and
Chapter 11. Developing Political Strategy.
Hoeffer Chapter 8. Evaluating Advocacy.
Midgley, Chapter 8. Social Work in International Context
Cohen
Selected Case Examples
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April 8th
12th Class
Political Strategy and Action
Required Readings:
Jansson, Chapter 12. Putting Political Strategy into Action
Hoeffer, Chapter 9. Ongoing Monitoring.
Mondros (2013). Political, Social, and Legislative Action, Chapter 15 in Weil,
Handbook of Community Practice, 2nd edition (Sakai)
April 15th
13th Class
Ballot-Based Advocacy and Troubleshooting Implemented Policies
Exercise: In small groups identify and note strategies from the readings and other
sources for voter registration, ballot-based advocacy, opportunities to influence
policy positions in the political process and trouble-shooting tactics.
Required Readings:
Jansson, Chapter 13. Engaging in Ballot-Based Advocacy, and
Chapter 14. Troubleshooting and Assessing Implemented Policies
Hoeffer, Chapter 10. Integrating Advocacy Practice
April 22nd
14th Class
Where Do We Go From Here? -- The Future of Social Policy
Final Class: Final Presentations
Readings:
Midgley, J., et al. (2000). “The Future of Social Policy,” in J. Midgley, M.N.
Tracy, and M. Livermore (Eds.). The Handbook of Social Policy, second edition (Sakai).
FINAL PRESENTATIONS
Final Papers Due
Presentations
Course Evaluation
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