UNIVERSITY OF HOUSTON
Graduate College of Social Work
www.uh.edu
COURSE TITLE/SECTION: Empowerment SOCW 7320/18712 – Spring, 2014
Time: Monday 1:00 – 4:00 p.m.
ROOM: 231
Faculty: Bob Fleming, MSW
OFFICE HOURS: by appointment
E-mail: bob.fleming@ymail.com
PHONE: 832 545-3328
I. Course
A. Catalog Description
(Credit 3) Prerequisite: 34 hours in social work or consent of instructor. Methods
and skills for building collaborative alliance with consumer/community systems to
increase access to and control of needed resources. Emancipatory interventions
and multicultural practice are emphasized.
B. Purpose
The intent of this course is to provide a foundation for students to develop selfreflective empowerment practice skills in working with others different from
themselves.
The first foundation of the course lies in the ability to actively be aware of one’s
own thoughts, emotions and actions to create a positive empowering environment.
The course emphasizes facilitating one’s own and others’ empowerment through
conscious use of self and modeling.
The second foundation lies in the ability to understand the nature and types of
power and to analyze power relationships in specific situations. The course
emphasizes facilitating one’s own and others’ ability to think and act politically
for effect change in group situations.
The course is heavily grounded in theory and research on how people and political
realities change.
II. Course Objectives
Upon completion of this course, students will be able to:
1. Demonstrate advanced knowledge of the history, theory, and politics of an
empowerment approach to individual and social change;
2. Identify and implement emancipatory intervention skills that promote personal,
3.
3.
4.
5.
6.
7.
interpersonal, and collective power;
use a model of collaborative practice skills to further involve and give a more
equal share of power to clients and constituents of different gender, class,
race, and sexual orientation, especially minorities of color, women, gay and
lesbian persons, and those most economically disadvantaged;
demonstrate advanced skills in working effectively with diverse constituencies
and planning multicultural interventions;
Identify power and reconceptualize it in terms of oppressed groups, in order to
help people, organizations, and communities utilize it effectively;
Identify institutional and community practices that disempower, and develop
strategies to challenge them;
Demonstrate how to share empowerment theory and practice with
constituencies who are unfamiliar or inclined to oppose such; and
Demonstrate an ability to apply research methods for evaluating the
effectiveness of empowerment practice.
III. Course Content
The course will include the following topical (content) areas:
1. strategies for personal self-reflection, personal discernment, formation, and/or
mastery necessary to help individuals empower and lead others to effect
change;
2. strategies for understanding and assessing power and power relationships in
personal, group, and civic situations; and
3. studies and techniques on how to effectively think and act politically.
IV. Course Structure
Class sessions will include a combination of lecture, discussion, guest lecturers,
in-class exercises and group presentations. Five guest speakers will address the
class.
Guest lecturers will come from a list including:
Maria Xiquin – Service Employers International Union
Elizabeth Valdez – Lead organizer, The Metropolitan Organization (TMO)
Sister Mignonne Konechny – Senior organizer, Industrial Areas Foundation
Casey Fleming – Kinkaid School
Ginny Goldman – Lead organizer, Texas Organizing Project
James Gonzales – SEARCH
Mary Helen Merzbacher – Family Service Center
Theresa Strong – Bel Inizio
Michelle Paul – Capital IDEA
Laura Perez-Boston – Houston interfaith Workers Justice
Annica Gorham – Justice for Janitors Campaign
Jack Hendrie – Fun, Fair, & Positive Soccer
This material is intended to supplement, not review the course readings.
V. Textbooks and Readings
All readings for class will be provided by the instructor. Students will be given
reading assignments from a number of different sources including but not limited
to
Brueggermann, Walter. Hope Within History.
Brown, Brene. The Gifts of Imperfection: Let go of who you think
you’re supposed to be and embrace who you are.
Chambers, Edward T. Roots for radicals: organizing for power, action,
and justice.
Cromwell, Jason. Transmen and FTM’s: Identities, Bodies, Genders, and
Sexualities
Erdrich, Louise. The Shawl.
Leonard, George. Mastery: The Keys to Long-term Success and
Fulfillment.
McAdams, Dan P. The Stories We Live By: personal myths and the making of
the self.
Miller, V., VeneKlasen, L., Reilly, M. and Clark, C. Making change
happen: power, concepts for revisiting power for justice, equality, and peace.
(Making Change Happen, No. 3).
Monoros, Jacqueline B. & Wilson, Scott M. Organizing for power and
empowerment.
Sadan, Elesheva. Empowerment and Community Planning. Introduction
Additional readings will be taken from specific readings from the New York
Times including
Teaching Psychiatric Patients Writing and Hope, Samuel Freedman,
An American Minority’s Road to Rights, Neil Genzlinger
Finding Purpose after Living with Delusion, Benedict Carey.
Learning to Live with a Mind’s Taunting Voices, Benedict Carey,
For mothers-to-be, finding health in a group, Tina Rosenberg.
A reading from the Houston Chronicle
New Plans to Improve performance at T.S.U.
A reading from the Toronto Globe and Mail
Undocumented immigrants are coming out of America’s closet
VI. Course Requirements
The final grade for this course will be based on the following assignments
a) Participation and Preparedness – 10 points. The success of this course is
completely dependent on the interest, investment, and contribution of its members.
Therefore attendance is mandatory. Note: Students will be expected to share aspects
of their personal story and to know all the names of their fellow students and
significant aspects of their personal story as part of this class.
b) Credo/Personal Statement – 35 points. Each student will be required to submit a
written credo or personal narrative that summarizes their basic life experience, personal
stories, and beliefs that allow them to act in the world. The paper will be personal, but
not intimate or confessional.
c) Group Presentation – 20 points. Students will research and identify current and past
organizations, movements, institutions, and agencies that consciously work to empower
oppressed and marginalized groups of people. Small groups of two-three students will
then make 30-45 minute class presentations on these efforts to their classmates. A list of
such topics is given for groups to consider. Students may of course select other topics to
present.
e) Final Paper – 35 points. Students will write a final paper that provides an in-depth
summary of their understanding of the empowerment process as it relates to them
personally and in general.
VII. Grading
Criteria for Letter Grade
95-100=A
77-79=C+
90-94=A87-89=B+
84-86=B
80-83=B-
74-76=C
70-72=C67-69=D
66 or less=F
Policy on grades of I (incomplete). The grade of I (incomplete) is a conditional and
temporary grade given when students are passing a course, but, for reasons beyond their
control, have not completed a relatively small part of all requirements. Incompletes will
be given only under exceptional situations after consultation with the instructors.
VII. Consultation
Contact instructor by phone or e-mail for appointment.
IX. Addenda
Disabilities. Whenever possible, and in accordance with 504/ADA guidelines, the
University of Houston will attempt to provide reasonable academic accommodation to
students who request and require them. Please call 713 743-5400 for more assistance.
Plagiarism and academic honesty. All written assignments must be original student
work. Ideas, concept, and words of others cannot be used without attribution of the
source. References and citations are required. Plagiarism will result in a grade of zero
for that assignment and in additional disciplinary procedures in accordance with the
academic honesty policy.
X. Bibliography
Arendt, Hannah. (1958). The Human Condition. Chicago: University of Chicago Press.
Bly, Robert. (1990) Iron John: a book about men. New York: Addison Wesley
Publishing.
Brueggermann, Walter. (1988) Hope Within History. Louisville, Kentucky:
Westminster John Knox Press.
Brown, Brene. (2010). The Gifts of Imperfection: Let go of who you think you’re
supposed to be and embrace who you are. Center City, Minnesota: Hazelden.
Buber, Martin. (1970). I and Thou. New York: Touchstone, a division of Simon and
Schuster.
Burnett, David Graham and Gaudiani, Claire. (2011). Daughters of the Declaration: how
women social entrepreneurs built the American dream. Philadelphia, Pennsylvania:
Perseus Books Group
Chambers, Edward T. (2003). Roots for Radicals: organizing for power, action, and
justice. New York: Continuum International Publishing Group.
Chittister, Joan. (1992). The Rule of Benedict: insights for the ages. New York:
Crossroad Publishing.
Ebaugh, Helen Rose. (2010).The Gullen Movement: a sociological analysis of a civic
movement rooted in moderate Islam. New York: Springer.
Fisher, Robert. (1984). Let the People Decide: neighborhood organizing in America.
Boston: Twayne Publishers.
Frankl, Victor, E. (1963). Man’s Search for Meaning: an introduction to logotherapy.
New York: Simon and Schuster
Frankl, Victor. E. (1978). The Unheard Cry for Meaning. New York: Simon and
Schuster.
Hornstein, Gail A. (2009). Agnes’s jacket: a psychologists search for the meanings of
madness. New York: Rodale Books.
Horton, Myles. (1990). The Long Haul: an autobiography. New York: Doubleday.
Leonard, George. (1991). Mastery: The Keys to Long-Term success and Fulfillment. New
York: Dutton Penguin Group.
McAdams, Dan P. (1993). The Stories We Live By: personal myths and the making of the
self. New York: The Guilford Press.
Miller, V., VeneKlasen, L., Reily, M. and Clark, C. (2006). Making change happen:
power, concepts for revising power for justice, equality, and peace. (Making Change
Happen, No. 3). Washington, D.C.: Just Associates.
Monoros, Jacqueline B. and Wilson, Scott M. (1994). Organizing for power and
empowerment. New York: Columbia University Press.
Nichols, John. (1974). The Milagro Beanfield War. New York: Holt, Rinehart, and
Wilson.
Nichols John. (1978). The Magic Journey. New York: Holt, Rinehart, and Wilson.
Nichols, John. (1981). The Nirvana Blues. New York: Holt, Rinehart, and Wilson.
Peck, M. Scott. (1987). The Different Drum: community making and peace. New York:
Simon and Schuster.
Quart, Alissa. (2013). Republic of Outsiders: the power of amateurs, dreamers, and
rebels. New York: The New Press.
Romme, Marius; Escher, Sandra; Dillon Jacqui: Morris, Mervyn; Constens, Dick.
(editors). (2009). Living with Voices: fifty stories of recovery. Birminghan City, England:
PCCS Books.
Sadan, Elesheva. (1997). Empowerment and Community Planning. Tel Aviv: e-book.
Srivastava, Raj Krishan (editor). (1998). Vital Connections: Perspectives on Swadhyaya.
New York: Weatherhill, Inc.
Wink, Walter. (1984). Naming the Powers: the language of power in the new testament.
Philadelphia: Fortress Press.
Wink, Walter. (1986). Unmasking the Powers: the invisible process that determines
human existence. Philadelphia: Fortress Press.
Wink, Walter. (1992). Engaging the Powers: discernment, and resistance n a world of
domination. Minneapolis: Fortress Press.
Empowerment
Proposed Calendar
January 13
Syllabus
Introductions
The Story of the Exodus
No Class
Martin Luther King Day
January 27
A Theory of Empowerment
Reading: Elesheva Sadan: Empowerment and Commnity Planning.
Chapter 1.
Reading: Walter Brueggermann: Hope Within History. Chapter 1
Group Topics Chosen
February 3
The Relational Meeting
Group Exercises
Reading: Ed Chambers. Roots for Radicals. Chapter 2
February 10
The Importance of Story
Guest Speaker: Casey Fleming- The Kinkaid School
Reading: Louise Erdrich: The Shawl (in class)
Reading: Samuel G. Freedman: Teaching Psychiatric PatientWriting
and Hope
February 17
The Importance of Mastery
Guest Speaker: Theresa Strong- Bel Annizio
Reading: George Leonard: Mastery
The Personal Narrative
Handout: Components of a Life Story Interview taken from The
Stories
We Live By: Dan P McAdams
Group Exercises
February 24
Center
Guest Speaker: Mary Helen Merzbacher – Family Service
Reading: Oxford Group: Fourth Step Inventory Questions
Reading: At a big church, a small group health solution
Group Exercises
March 3
Guest Speaker: James Gonzalez - SEARCH
Reading: Transmen and FTM’s
Group Exercises
March 10
Guest Speaker: Jack Hendrie - Fun, Fair, and Positive Soccer
Reading: Every Kid Can Win
Group Exercises
No Class
Spring Break
March 17
Lecture: Theories of Oppression and Domination
Reading: Making Change Happen: Concepts for Revisioning
Power
for Justice, Equality, and Peace
First Assignment Credo Due
March 24
Guest Speakers: Michelle Paul, Capital IDEA
Sister Mignonne Konechny, Industrial Areas
Foundation
Reading: New Plans to Improve Performance at T.S.U.
Reading: Low success rates an annual disaster: community college
drop-outs cost taxpayers $74 million
March 31
Guest Speaker: Ginny Goldman Texas Organizing Project (TOP)
Reading:
Group Presentations
April 7
Workers
Guest Speaker: Laura Perez-Boston – Houston Interfaith
Justice
Reading:
Group Presentations
April 14
Guest Speaker: Maria Xiquin - Service Employees International
Union
Reading: Life on $7.25 hr.
Group Presentations
April 21
Students
Guest Speaker: Cesar Espinosa – Immigrant Families and
in the Struggle
Reading: Undocumented Immigrants are Coming out of America’s
Closet
Group Presentations
April 28
Last Class
Group Presentations
Final paper Due
Empowerment Strategies
Self-Help Groups
-
Alcoholics Anonymous, Oxford Group, Oxford House
Moderation Management
Hearing Voices Movement
Bel Inizio
Identity Groups
-
SHAPE – Self-Help for African People (Houston), Back to Africa Movement
Nation of Islam
Transgender Center – Houston
Men’s Movement (Robert Bly)
Act Up
ADAPT
United We Dream (Dream Act) “Dreamers”
Affinity Groups
-
Unemployment Councils (Depression)
Weight Watchers, Dress for Success, The Daniel Plan
PFLAG – Parents and Friends of Lesbians and Gays
Economic Groups
-
SEIU – Service Employees International Union
Houston Interfaith Workers Justice
Fast Food Forward
Local Food Movement
National domestic Workers Union
Coalition of Immokalee Workers
United Farm Workers/Cesar Chavez
Mondragon Movement (Spain)
Education
-
Miles Horton and The Highlander School
Capital IDEA - Austin
Grass Roots Organizations
-
The Metropolitan Organization (TMO)
Texas Organizing Project (TOP)
Houston Area Women’s Center
Intentional Communities and Religious Orders
-
Base Communities (Liberation Theology)
Kibbutz Movement (Israel)
Catholic Worker Movement
Benedictines, Franciscans,
Oneida Community, Shakers
Mass Movements
-
Civil Rights Movement (Southern Christian Leadership Conference;
NAACP; Student Non-Violent Coordinating Committee)
Women’s Movement (Phases 1, 2, and 3)
International Movements
-
Swadhyaya Movement (India)
Green Belt Movement (Kenya)
Landless Movement (Brasil)
Gulen Movement (Turkey)
Amcha (Holocaust Survivors) – (Israel)
Protest Movements and Mobilizations
-
ANSWER – Act Now to Stop War and End Racism
Stonewall/Gay Rights Parades
Women’s Christian Temperance Union
The Riott Girl Movement
Youth Empowerment
-
Boy Scouts
Girl Scouts
SEARCH Institute
Girls Rock Camp Houston