THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SEMESTER:
DAY/TIME:
INSTRUCTOR:
OFFICE HOURS:
SOWO 882 (SECTION 001)
Citizen Participation and Volunteer Involvement
Fall 2011
Tuesdays, 2:00 – 4:50 pm
Laurie Selz Campbell, MS
Tate Turner Kuralt Bldg. Room 354
(919) 843-6394
lauriesc@unc.edu
Mondays 12:30 – 1:30 and by appointment, phone, or email as
needed.
COURSE DESCRIPTION:
Examines the role of grassroots organization in advocacy, self help and social
development; involvement of citizens in public and nonprofit planning; and
development of volunteer programs.
COURSE OBJECTIVES: At the end of the course, students should be able to:
1. Describe philosophical perspectives, value orientations (including the NASW Code
of Ethics and the International Federation of Social Work Code), and theoretical
understandings regarding citizen involvement in public and voluntary community
development activities.
2. Identify and analyze the degree to which local public and voluntary programs
currently involve citizens in their plans and policy-making.
3. Identify, practice, and evaluate methods and techniques for involving diverse
populations in community planning and change.
4. Describe the role of voluntarism in citizen participation, and examine the effective
integration of volunteers in service organizations.
5. Describe their personal philosophy, including ethical principles, for effectively
facilitating citizen involvement in social planning and economic development.
6. Demonstrate personal skills as facilitators of citizen participation and volunteer
involvement with a focus on supporting diversity and enabling members from all
sectors of the community to participate in its positive development.
EXPANDED DESCRIPTION:
We will focus on current methods for involving citizens in public and voluntary
organizations and the philosophies and values that guide those methods. Students
will analyze and practice strategies for developing the capacity of people to be
involved in decisions that affect their lives, especially for people most often excluded
from such involvement. The course also examines volunteerism in nonprofit and
public organizations, emphasizing motivations for volunteering and how volunteers
may be incorporated into the work of the organization.
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TEXTBOOKS AND OTHER READINGS:
Kaner, S. Lind, L., Toldi, C., Fisk, S., & Berger, D. (2007). Facilitator's guide to
participatory decision-making (2nd. Ed.). San Francisco: Jossey-Bass. (Kaner on
course outline).
VeneKlasen, L. & Miller, V. (2007). A new weave of power, people, and politics: The
action guide for advocacy and citizen participation. Oklahoma City, OK: World
Neighbors; San Francisco, CA: The Asia Foundation. (VM on course outline)
Links to additional assigned readings are in “Readings” under Course Materials in Sakai.
TEACHING METHODS AND EXPECTATIONS:
My hope is that our class will function as a learning laboratory for citizen participation
and involvement. As such, peer learning and inquiry will be crucial components of the
class. The class format will include readings, lectures, videos, discussions, exercises,
outside speakers, and field experiences. Full participation in these activities will be
essential to your learning process, and will allow you to successfully apply the course
material in a way that is personally and professionally meaningful. Students are
expected to come prepared for class having completed the required readings, and to
participate in discussions by sharing information from their reading and/or field
experiences.
I ask that you contact me, in advance, if you will miss a class. Any student with
significant difficulty with class participation requirements should speak with me at
the beginning of the semester so that alternative forms of contribution can be
identified.
POLICIES ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM:
I expect that we will all be invested in creating a learning environment of respect and
engagement. During class, cell phones and other devices should be turned off or
transferred to voice mail.
I welcome and encourage the use of laptops in class for taking notes or completing
small group tasks. However, I ask that you use them only for relevant activities – not
for checking email or surfing the Web. If students are observed to be engaged in
these activities, I will need to strictly limit the use of electronics. Your attention is an
important sign of respect to your colleagues, and an important part of your learning.
CLASS ASSIGNMENTS:
The subject of this course is participation. By its very nature, therefore, you will
function as both learner and teacher over the course of the semester. The following is
a summary of assignments:
Assignment 1: In-Class Facilitations
In teams of two, you will facilitate a participatory activity in one class for 30-45
minutes (including processing and discussion time). The focus of your facilitation
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should emerge from the week’s readings. You are free to be creative with format –
role plays, brief debates, examples from the field, multimedia (these are just a few
examples). You are not responsible for covering all of the readings -- you can
choose one or any combination of readings on which to focus.
Assignment 2: Speak Out On Injustice
This assignment will allow you to articulate a position on a current community or
social issue that embodies some form of social injustice, discrimination, or
oppression. You will develop two versions of your position (each about 1 page
long) – one focused on legislators, county commissioners, and other professionals,
and one focused on engagement of citizens in an agenda for change. In addition,
please write a brief (1-2 page) reflection that discusses how and why you developed
your speak-outs as you did, and challenges that you might anticipate in engaging
either professionals or grassroots citizens in your agenda.
Your speak-outs will be evaluated based on your articulation of a social injustice,
incorporation of appropriate data and evidence, persuasiveness of your
argument(s), and effective targeting of your message.
Assignment 3: Facilitation and Analysis of a Participatory Exercise
This assignment will allow you to implement a strategy for facilitating citizen
participation, and to reflect on the ways in which social workers can support
citizen groups to build capacity and achieve the change they desire.
You will choose an exercise from the textbooks, the Hidden Treasures website, or
other source of your choosing, and then implement the exercise with an
organization or group with whom you are involved in any capacity (participant,
volunteer, employee or intern). Choose an exercise that is relevant to a need the
group may have, or that can help them to learn new ways of working together.
After facilitating the exercise, write a short paper (4-6 pages), reflecting on your
rationale for choosing the particular exercise; issues of power, difference, and
diversity that emerged during your facilitation; and the effectiveness of the activity
in stimulating inclusive group participation.
Assignment 4: Case Study of Citizen Participation in Action
This is the culminating assignment for the course and will allow you to apply
concepts and theories discussed in class to an analysis of the workings of a citizen
action or advocacy group. A detailed outline and rubric will be provided.
You will have 2 choices for completing the assignment, with varying degrees of
coordination with other students. Option A consists of working in teams of 2-4
students, based on geographic proximity and/or shared interests, and studying a
single community group or organization.
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Example: A team of students interested in issues of immigrants’ rights
examined the work of the Farmworkers’ Advocacy Network in North
Carolina. They distributed the tasks among themselves, with one student
doing key informant interviews with staff and farmworkers, one attending a
community education event, and one reviewing documents chronicling
legislative advocacy for the past 4 years.
With Option B, you will still work in teams of 2-4 students. However, each
person will select his/her own group or organization to study. Your choices should
reflect a cohesive theme. For the presentation, you will work with your team to
synthesize, compare, and contrast your experiences with each of the organizations.
Example: A team of students interested in youth engagement decided to
compare 3 different youth engagement initiatives (a community gardening
group, a service organization, and a foster youth advocacy organization).
Each team member examined the work of one of the initiatives, and then they
came together to synthesize their findings.
Each team or individual will present the results of their findings during the final
classes. Plan to use visual materials to quickly and graphically convey your
understandings and perspectives. In addition, you will submit an Executive
Summary (2-3 pages) that synthesizes your findings.
SUMMARY OF COURSE EVALUATION COMPONENTS AND GRADING SCALE:
The following summarizes the point breakdown and grading scale for the class:
Meaningful Participation
In-class Facilitation
Speak Out on Injustice
Community Facilitation
Case Study Presentation
Case Study Executive Summary
Total
H:
P:
L:
F:
10 points
15 points
20 points
20 points
25 points
10 points
100 points
94 and above
93-80
79-70
69 and below
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS:
Assignments are due at the beginning of class on the day noted. You must notify me
at least 3 days before a due date if you would like to be granted an extension. If this
does not happen, you will lose 10% of the assignment’s points per day (including
weekends, and including the date on which the assignment was due, if you submit it
after the beginning of class).
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Incompletes may be granted if (a) there are extreme and unforeseeable circumstances
that affect your ability to complete the semester’s work, and (b) you meet with me in
advance to develop a plan and timeline for completing your work.
POLICY ON ACADEMIC DISHONESTY:
I assume that all students follow the UNC Honor Code. Please ensure that the Honor
Code statement “I have neither given nor received any unauthorized assistance in
completing this assignment”, with your signature, is on all assignments. In keeping
with the 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 as required.
Please refer to the APA Style Guide, the SSW Manual, and the SSW Writing Guide for
information on attribution of quotes, plagiarism, and the appropriate use of assistance
in preparing assignments.
WRITING GUIDELINES:
All written assignments must be typed and follow APA format for citations, quotes,
and the like. Students should refer to the Publication Manual of the American
Psychological Association (6th Ed.). You can also find a self-paced tutorial for APA
style at http://www.lib.unc.edu/instruct/citations/apa/index.html
The following web sites provide additional information:
 http://www.apastyle.org/elecref.html (APA Style for material in electronic
formats, 6th Ed.)
 http://owl.english.purdue.edu/handouts/research/r_apa.html (general
information about documentation using APA style, 6th Ed.)
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:
If you have a disability that affects your participation in the course and you wish to
receive accommodations, you should contact the University’s Disabilities Services.
They will then notify me of the documented disability, and we can meet to design the
appropriate accommodations to support your learning.
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COURSE OUTLINE AND READINGS
Date
Topics
Readings
8/23
Introductions,
Overview
None
8/30
Levels, Forms,
& Challenges
Related to
Citizen
Participation
Kaner: Foreward & Introduction
VM: Introduction
Chapter 1: Politics & Advocacy
Chapter 2: Democracy & Citizenship (pp. 32-38)
Allain, L., Brown, H., Danso, C., Dillon, J., Finnegan, P., Gadhoke, S., Shamash,
M., Whittaker, F. (2006). User and carer involvement in social work
education—a university case study: Manipulation or citizen control?. Social
Work Education, 25(4), 403-413.
Arnstein, S. (1971). Eight rungs on the ladder of citizen participation. In D. Dale,
(1978). How to make citizen involvement work. (pp. 11-13). Amherst, MA:
University of Massachusetts.
McKnight, J. (1995). The Careless Society: Community and its Counterfeits. New
York: Basic Books.
Read: Redefining community (pp. 115-123).
9/6
The Paradoxical
Role of
Professionals
Kaner: Chapter 3: Introduction to the Role of Facilitator
Bergdall, T. (2003). Reflections on the catalytic role of an outsider. Evanston, IL:
Asset Based Community Development Institute, Northwestern University.
http://www.abcdinstitute.org/docs/ABCD-outside-catalyst.pdf
McKnight, J. (1995). The Careless Society: Community and its Counterfeits. New
York: Basic Books.
Read: The professional problem (pp. 16-25) & A nation of clients (pp. 91-100).
9/13
Participatory
Education
Kaner: Chapter 2: Participatory Values
VM: Chapter 4: Constructing Empowering Strategies
Castelloe, P. & Gamble, D.N. (2005). Participatory methods in community
practice: Popular education and participatory rural appraisal. In M. Weil,
(Ed.), The handbook of community practice, pp. 261-275. Thousand Oaks, CA:
Sage Publications.
Castelloe, P. & Watson, T. (1999). Participatory education as a community
practice method: A case example from a comprehensive Headstart program.
Journal of Community Practice, 6(1), pp. 71-89.
Continued on next page
6
Date
Topics
Readings
Castelloe, P., Watson, T., & White, C. (2002). Participatory change: an integrative
approach to community practice. Journal of Community Practice, 10(4), 7-31.
9/20
Citizen
Engagement 1
VM: Chapter 14: Outreach & Mobilization
Castelloe, P., & Prokopy, J. (2001). Recruiting participants for community practice
interventions: merging community practice theory and social movement
theory. Journal of Community Practice, 9(2), 31-48.
Foster-Fishman, P. G., Pierce, S. J., & Van Egeren, L. A. (2009). Who participates
and why: Building a process model of citizen participation. Health Education
& Behavior, 36(3), 550-569.
Valenti, M., & Campbell, R. (2009). Working with youth on LGBT issues: Why
gay-straight alliance advisors become involved. Journal of Community
Psychology, 37(2), 228-248
VanFossen, P. J. (2006). The electronic republic? Evidence on the impact of the
internet on citizenship and civic engagement in the U.S. International
Journal of Social Education, 21(1), 18-43.
9/27
Citizen
Engagement 2
Note: Read Mizrahi et. al and Ohmer for sure, then feel free to explore
those readings that address populations of interest to you.
Speak Out
Against
Injustice
Assignment
Due
Blanchet-Cohen, N., & Salazar, J. (2009). Empowering practices for working with
marginalized youth. Relational Child & Youth Care Practice, 22(4), 5-15.
Kretzman & Green, 1998: Building the bridge from client to citizen: A community
toolbox for welfare reform.
http://www.abcdinstitute.org/docs/ClienttoCitizen.pdf
Mizrahi, T., Humphreys, M. L., & Torres, D. (2009). The social construction of
client participation: The evolution and transformation of the role of service
recipients in child welfare and mental disabilities. Journal of Sociology &
Social Welfare, 36(2), 35-61.
Ohmer, M. L. (2010). How theory and research inform citizen participation in
poor communities: The ecological perspective and theories on self- and
collective efficacy and sense of community. Journal of Human Behavior in the
Social Environment, 20(1), 1-19
Rans, S. & Green, M. (2005). Hidden treasures: Building community connections
by engaging the gifts of people on welfare, people with disabilities, people with
mental illness, older adults, and young people. Evanston, IL: ABCD Institute.
http://www.sesp.northwestern.edu/docs/abcd/hiddentreasures.pdf
7
Date
Topics
Readings
10/4
Facilitator’s
Toolbox 1:
Engagement &
Participation
Kaner: Chapter 1: Dynamics of Group Decision Making
Chapter 4: Facilitative Listening Skills
Chapter 5: Chartwriting Technique
Chapter 6: Facilitating Open Discussion
Chapter 7: Alternatives to Open Discussion
Chapter 8: Brainstorming
Chapter 9: Tools for Managing Long Lists
10/11
Facilitator’s
Toolbox 2:
Coming to
Solutions
Kaner: Chapter 13:
Chapter 14:
Chapter 16:
Chapter 17:
Chapter 18:
Chapter 19:
VM: Chapter 5:
Chapter 6:
Chapter 7:
Chapter 8:
Chapter 9:
10/18
Facilitator’s
Toolbox 3:
Addressing
Issues of Power
& Difference
Principles for Building Sustainable Agreements
Gathering Diverse Points of View
Developing Inclusive Solutions
Importance of Clear Decision Rules
Striving for Unanimity
Reaching Closure Step by Step
Basics of Planning for Citizen-Centered Advocacy
Looking Inward
Understanding the Big Picture
Identifying & Defining Problems
Analyzing Problems & Selecting Priority Issues
Kaner: Chapter 15: Building a Shared Framework of Understanding
VM: Chapter 3: Power & Empowerment
Chapter 17: Alliances & Coalitions
Dessel, A., Rogge, M., & Garlington, S. (2006). Using intergroup dialogue to
promote social justice and change. Social Work, 51(4), 303-315.
Stout, L. (1996). Bridging the class divide and other lessons for grassroots
organizing. Boston, MA: Beacon Press. Read: Invisible walls (pp. 117-140)
10/25
Facilitator’s
Toolbox 4:
Action Research
& Advocacy
Strategies
VM: Chapter 10: Mapping Advocacy Strategies
Chapter 11: Finding Policy Hooks
Chapter 12: Forces, Friends, & Foes
Davies, J. (2004). Comparing cultural mediation & cultural advocacy as effective
action research methodologies for engaging with vulnerable migrant women.
Journal of Social Work Research and Evaluation, 5(2), 149-167.
Silverman, R., Taylor Jr, H. L., & Crawford, C. (2008). The role of citizen
participation and action research principles in Main Street revitalization.
Action Research, 6(1), 69-93.
In addition, please locate and read one article related to action research or
advocacy with a population or issue of interest to you.
8
Date
11/1
Topics
The Role of
Nonprofit
Agencies in
Promoting
Citizen
Engagement
Facilitation
Analysis
Assignment
Due
11/8
Volunteerism 1:
Motivating &
Engaging
Readings
Hunt, V. H. (2007). Community development corporations and public
participation: Lessons from a case study in the Arkansas delta. Journal of
Sociology & Social Welfare, 34(3), 9-35
Roberts, D., Denomme, M., & Perlmutter, F. D. (2000). Creating nonprofit
organizations within disenfranchised communities. Administration in Social
Work, 24(3), 17.
Smith, S. R. (2010). Nonprofits and public administration: Reconciling
performance management and citizen engagement. American Review of Public
Administration, 40(2), 129-152.
Boezeman, E. J., & Ellemers, N. (2008). Volunteer recruitment: The role of
organizational support & anticipated respect in non-volunteers' attraction to
charitable volunteer organizations. Journal of Applied Psychology, 93(5), 10131026.
Hustinx, L., & Handy, F. (2009). Where do I belong? Volunteer attachment in a
complex organization. Administration in Social Work, 33(2), 202-220.
Kawecka Nenga, S. (2011). Volunteering to give up privilege? How affluent youth
volunteers respond to class privilege. Journal of Contemporary Ethnography,
40(3), 263-289.
Yanay, G., & Yanay, N. (2008). The decline of motivation?: From commitment to
dropping out of volunteering. Nonprofit Management & Leadership, 19, 65-78.
11/15
Volunteerism 2:
Organizational
& Power Issues
Brudney, J. L., & Meijs, L. M. (2009). It ain't natural: Toward a new (natural)
resource conceptualization for volunteer management. Nonprofit and
Voluntary Sector Quarterly, 38(4), 564-581.
Duffield, A. (2009). Putting the 'lunatics' in charge of the 'asylum'? Handing over
the keys of power to peer support volunteers. A Life in the Day, 13(3), 41-43.
Kelley, M. S. (2005). Doing syringe exchange: Organizational transformation and
volunteer commitment. Nonprofit & Voluntary Sector Quarterly, 34, 362-386.
In addition, please find & read one article on volunteerism with a
population or issue of interest to you.
11/22
International
Work
Denhardt, J., Terry, L., Delacruz, E., & Andonoska, L. (2009). Barriers to citizen
engagement in developing countries. International Journal of Public
Administration, 32(14), 1268-1288.
Healy, K. (1991). Animating grassroots development: Women’s popular education
in Bolivia. Grassroots Development, 15(1), pp.26-34.
Continued on next page
9
Date
Topics
Readings
Russell, C. (2009). From Needs to Assets: Charting a Sustainable Path towards
Development in Sub-Saharan African Countries. ABCD Institute.
http://www.abcdinstitute.org/docs/From%20Needs%20to%20Assets%20Charting%20a%20Sustainable%20path%20towards%20Development%20in%2
0Sub-Saharan%20African%20Countries.pdf
Sekhon, J. (2006). Engendering grassroots democracy: Research, training, and
networking for women in local self-governance in India. NWSA Journal, 18(2),
101-122.
11/29
Case Study Presentations
12/6
Case Study Presentations
All Executive Summaries due today
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