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WE ALREADY KNOW –
BUILDING OUR COMMUNITIES
FROM OUR STRENGTHS
AN ASSET-BASED COMMUNITY DEVELOPMENT
GUIDEBOOK FOR
AGRICULTURAL WORKERS & THEIR COMMUNITIES
A Community Building Tool from the:
RURAL COMMUNITY ASSISTANCE CORPORATION
AGRICULTURAL WORKER HEALTH & HOUSING INITIATIVE
Written by the:
CENTER FOR COLLABORATIVE PLANNING
A CENTER OF THE PUBLIC HEALTH INSTITUTE
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WE ALREADY KNOW –
BUILDING OUR COMMUNITIES
FROM OUR STRENGTHS
AN ASSET-BASED COMMUNITY DEVELOPMENT
GUIDEBOOK FOR
AGRICULTURAL WORKERS & THEIR COMMUNITIES
A Community Building Tool
From
Rural Community Assistance Corporation
Agricultural Worker Health and Housing Initiative
3120 Freeboard Drive, Suite 201
West Sacramento, CA 95691
Written by the
California Asset-Based Community Development Institute,
Center for Collaborative Planning,
A Center of the Public Health Institute
1401 21st Street, Fourth Floor
Sacramento, CA 95814
© 2002 by the Rural Community Assistance Corporation
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TABLE
OF CONTENTS
Acknowledgements
Intent
Introduction “An Old Story”
Background
Three Community Stories
Anderson Valley
Casa Del Sol
Raisin City
Methodology
How
First, Ask Permission
A Few Words about Evaluation
Setting Up Training Workshops
First Training Workshop
Supplies Needed
Second Training Workshop
Supplies Needed
Third Training Workshop
Supplies Needed
Fourth Training Workshop
Supplies Needed
Appendix
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INTENT
The purpose of this guide is to share the stories, work, successes and lessons learned
from the residents of three agricultural worker communities. These communities are
involved in a unique pilot project to integrate the Asset-Based Community
Development approach to their community planning and vision. We hope the residents
of similar communities everywhere find this guide useful. We hope the stories of the
three pilot communities inspire them to recognize and mobilize their inherent strengths
and bring to fruition the visions they hold for their communities.
This guide is dedicated to the agricultural workers and their families who participated in
the pilot project. They live and work in the rural California communities of:
™ Anderson Valley, Mendocino County, a community of 6000 residents, 50%
of whom are agricultural workers.
Sueño Latino is the local nonprofit
community organization of agricultural workers who are mobilizing around
a community vision for improved health and housing;
™ Casa Del Sol, a mobile home park of 148 families, in Woodland, Yolo
County. Casa Del Sol residents, the majority of whom are agricultural
workers, are utilizing ABCD principles to contribute to the latter stages of
planning of the mobile home park’s renovation;
™ Raisin City, a community of 1400 residents in Fresno County where 85% of
the residents are agricultural workers. Agricultural workers in Raisin City
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are focusing their efforts and strengths to develop safe drinking water, an
improved sewage system, safe housing, local medical care, a safe park for
their children and families, and local opportunities for economic
development.
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INTRODUCTION
AN OLD STORY
“You Will Only Learn What You Already Know”
The village elders had failed time after time to resolve a difficult problem.
They invited a very wise person from another village to come and help
them. In time, she came. People gathered to hear her wisdom. She asked
them, “Do you know what I’m going to tell you?” In unison, they replied,
“NO.”
The wise woman replied, “You will only learn what you already know, and
if you do not know, I’m leaving.” Then, she left. The village was in an
uproar.
Months passed and the problem did not go away. The elders debated and
issued a second invitation to the wise woman. In advance of her arrival,
they coached the villagers.
When the wise woman arrived the second time, the village gathered.
Again, she asked, “Do you know what I’m going to tell you?”
The
villagers shouted in unison, “YES!” She stared at the people. “If you
already know, then I have nothing to tell you.” With that, she left.
The village became even more frustrated, but after many months, they
issued a third invitation. This time they were ready for the wise woman.
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“Do you know what I’m going to tell you?” she asked. Half the villagers
shouted, “YES!” The other half shouted, “NO!” The wise woman looked
at the people and said, “Those who know should get together with those
who don’t, and then you will ALL know!” She rose, left, and never
returned.
That night an elderly woman in the village had a dream. She shared her
dream with the rest of the village. “Last night the meaning of the message
from the wise woman came to me. She wanted us to know that any really
important knowledge can be derived from our own community and our
own traditions – not from outside experts. We already have the knowledge.
We already know!
We just don’t have the confidence to believe in
ourselves.”
This is as true today as in ancient times. We all have communities with
rich traditions to build upon. We only need the confidence to believe in
our own history.
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BACKGROUND
The Story of Asset-Based Community Development
During spring 2001, the Rural Community Assistance Corporation (RCAC) and the
Center for Collaborative Planning (CCP)/Public Health Institute (PHI) agreed to pilot a
project which would integrate ABCD principles and practices into the community
development efforts of three grantee communities of the RCAC Agricultural Worker
Health and Housing Program.
Asset-Based Community Development (ABCD) is a community building process in
which people who live and work in the community play the central role in the
development of the vision, the decisions made, raising the money, and the work
necessary to build their community. Asset-Based Community Development principles
and practices are a positive approach to building and mobilizing communities around
their strengths.
ABCD training inspires communities and groups to recognize that every individual in a
community has something important and worthwhile to contribute to the good of their
community. Community residents mobilize their talents, advantages, or “assets” along
with the advantages of local community groups, organizations, businesses, and
government agencies to realize the common vision. Projects developed through the
ABCD capacity building process have proven to be sustainable because ideas,
strategies, and skills to implement projects derive from the community residents
themselves whose source is their inherent wisdom, strengths and common vision.
During the late 1980’s and early 1990’s, John McKnight and John “Jody” Kretzmann
visited thousands of communities across the United States. Their research identified
neighborhoods that are “communities” in a true sense.
These neighborhoods
demonstrated that in every type of community, in every economic condition, among
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every race and ethnic culture, the most successful communities concentrated on what
they have, not on what they lack or “need”. These communities focus first on local
skills, talents and resources, strengths or assets of local individuals, local associations,
and local institutions. In this way, they organize and mobilize these resources or assets
to action. McKnight and Kretzmann are co-authors of Building Communities From The
Inside Out; A Path Toward Finding And Mobilizing A Community’s Assets (1993).
CCP is the West Coast center for the California ABCD Institute, an extension of the
National Asset-Based Community Development Institute launched by McKnight and
Kretzmann based at the Institute for Policy Research, Northwestern University,
Evanston, Illinois. During the past ten years, CCP has provided trainings and technical
assistance in ABCD principles to hundreds of community groups and residents and
throughout California.
ABCD capacity building trainings are designed to compliment the strengths of
communities.
ABCD trainings are flexible, utilizing varying technologies and
approaches in response to each community group’s goals, culture and history.
Workshop agendas are interactive in keeping with the fundamental aspects of AssetBased Community Development.
Is this glass half-full or half empty? ABCD focuses on the half-full glass.
There are countless possibilities and opportunities with a glass that is half-full.
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THREE AGRICULTURAL WORKER
COMMUNITY STORIES
The three RCAC Agricultural Worker Health and Housing Initiative grantees varied in
the ABCD focus and solutions they sought to improve agricultural worker housing and
health in their respective communities. Their stories are included here.
Anderson Valley
Anderson Valley is located in rural Mendocino County along California’s Coastal
Mountain Range. The main Valley communities are Yorkville, Boonville, Philo, and
Navarro with a total population of 6000 residents. Fifty percent of the residents are
agricultural workers and their families. Many agricultural worker families have lived in
the valley for ten to thirty years. Over 90% of the Anderson Valley residents live below
the federal poverty level.
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Housing for farm workers in Anderson Valley is substandard, crowded, and unhealthy
reflecting similar conditions for agricultural workers in California. The community
consensus regarding affordable housing is that it does not exist either for agricultural
workers or for the regular working person. A few growers and wineries provide some
housing for their workers. However, the majority of agricultural workers have limited
housing options The local real estate market advertises only large expensive tracts of
land. Housing stock for either sale or rental is virtually non-existent. Current home
building projects by local contractors are very large 3500 square foot estates. As
Anderson Valley develops into a major pinot grape and wine center in California, more
and more local land is developed for vineyards, thus depleting the availability of land
for housing. Therefore, land acquisition is a primary objective for any affordable
housing development. Without the ability to expand affordable housing, agricultural
workers are "land locked" out of suitable sites for safe housing.
With funding support from RCAC, Sueño Latino, a newly incorporated non-profit
community organization of local agricultural workers, has been working in partnership
with the Housing Association and the Anderson Valley Health Center to address issues
of housing and health. Sueño Latino Board members have selected adequate and safe
housing as the number one health issue affecting the agricultural worker community in
Anderson Valley. Sueño Latino works closely with local community organizer, Jerry
Cox, LCSW. Cox is bilingual and has assisted with the development of Sueño Latino.
The Anderson Valley agricultural worker community recognizes Cox as a liaison,
advisor, and advocate. He also serves as a local school and clinic board member.
Following an initial introductory visit, Anderson Valley ABCD workshops took place
over two consecutive weekends. Participants were eight board members of Sueño
Latino. The workshops, bilingual materials, and activities were delivered and facilitated
in Spanish. The Sueño Latino Board meets regularly, once a month on a Friday evening.
There were many factors to consider in selecting the dates including: the season,
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availability of workers, family commitments, childcare, potential site schedules, and the
scheduling of other community events.
The Sueño Latino Board developed an understanding of ABCD principles, successfully
developed a common vision, created an action plan, and learned how to implement their
new skills. In addition, they were excited and enthusiastic about being the center and
focus of the trainings and technical assistance. Upon defining their action plan, the
Board immediately began to explore solutions to local issues and looked forward to
demonstrating their new skills with their community. For example, they found ways to
utilize ABCD skills and thinking to garner support and resource contributions from
local farms, businesses, institutions, associations, and community members to enter a
float highlighting their community building priorities in the Mendocino County Fair
Parade.
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Casa Del Sol, Woodland
Casa Del Sol’s three hundred mobile home park residents are primarily agricultural
workers and their families with a few retirees and other low/limited income elders. As a
grantee, the Community Housing Opportunities Corporation (CHOC) sought technical
assistance with engaging resident participation in the renovation plans for the mobile
home park they had purchased. CHOC planned to invite the residents’ input and
participation in some of the latter transition planning phases of the park. CHOC already
had architectural drawings; resident relocation plans and permits to begin renovation in
less than four months. With support from RCAC, CHOC hired a community organizer,
provided an on-site office, and recruited an Ameri-Corp volunteer to assist with
engaging the community with preparations for the renovation.
A basic premise of ABCD is that strong communities are built with full recognition,
integration and utilization of the valuable contributions of individual residents, local
associations, and institutions to the vision, plans fundraising and objectives throughout
the community’s development. However, Casa Del Sol demonstrates that ABCD can be
successfully integrated in latter planning stages.
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In Woodland, the relationship between the grantee partners and the residents of Casa
Del Sol was particularly sensitive. The architectural plans, renovation, building
schedule, and transition plans for the mobile home park were designed without input
from the residents. Via community meetings, residents were informed they were going
to have to move their mobile homes to different sections of the park during the
estimated two years of construction. Exactly who, what, where and when had not yet
been revealed to the park residents. In addition, residents were unaware that there
would be new conditions and requirements for mobile units to remain in the renovated
park. A number of the residential housing units did not meet the new requirements.
CHOC hoped to sensitively inform residents of all these details along with the news that
some of their structures were below code and would no longer qualify to be in the new
park.
It was hoped that with knowledge of ABCD and some capacity building skills, residents
would be provided a basis and a channel for participating and contributing their vision,
priorities and assets to details of the latter planning and transition phases of the park
renovation.
After much discussion with RCAC and CHOC staff, strategizing and planning, three
workshops were presented to the Casa Del Sol mobile home park community. The
workshops were primarily facilitated in English with bilingual materials. Anywhere
from three to six, park residents participated in the workshops in addition to three or
more CHOC staff at any one session.
Residents began an asset map of talents and skills of park residents. They also identified
local associations and their assets. They also identified the assets of local institutions.
They began action planning almost immediately, were successful in contributing
significantly to the clean up of the park, and recruited other residents to join in the
cleanup effort. (There were many inoperable, dilapidated vehicles, miscellaneous junk
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and garbage piles around the park.) They were also instrumental in garnering additional
input to the transition planning from other park residents.
Casa Del Sol residents succeeded in bringing to light a child safety issue. The primary
concern of the residents was the safety and need for a play area for the children during
park construction and renovation. Residents successfully advocated their ideas and
viable solutions for a safe play area to CHOC.
Pilar Alonso, the Casa Del Sol community organizer, and Erendida Vazquez, the
Ameri-Corp volunteer, provided a centralized connection for park residents to CHOC
from their park office. They reached out to residents and were visible throughout the
park, visiting sections of the park on a daily basis, including weekends. They organized
walking groups and initiated safe relationship building opportunities. Their open
invitation to residents made their office a comfortable central meeting place where
residents and their children freely came and went, often adding to the visions, action
plans, and asset maps which were displayed on the office walls. Pilar and Erendida
demonstrated that having an on-site office staffed with sincere, committed individuals,
facilitates a path for trust and relationship building with park residents within a short
timeframe.
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Raisin City
Raisin City is an unincorporated rural town in Fresno County, California. It lies near
the middle of the San Joaquin Valley, a region that produces more food for the
American table than any other part of the country. Raisin City Elementary School (a
single school district serving grades K-8) is the only public institution.
Other
organizations in town are several churches and a 4-H program. Most of Raisin City’s
1,400 residents are Spanish-speaking and it is home to 700 agricultural laborers and
their families. The town’s population doubles during harvest season from late June to
mid-September.
Agricultural workers in Raisin City receive basic health services from a mobile unit that
comes once a week. Lacking transportation and unable to take a day off from work to
receive care at larger facilities in Fresno, sixteen miles away, agricultural workers
regularly forgo seeking medical attention. There is no subsidized housing for migrant
agricultural workers in town or nearby. In addition, most housing is substandard. There
are a few convenience stores and a barbershop.
There are no stoplights on the
approximately fifteen, mostly unpaved streets that make up the town.
The West Coast Mennonite Central Committee (WCMCC) applied for a grant from
RCAC to place a community development worker in Raisin City. With this grant,
Guadalupe (Lupe) Zuniga, an eighteen-year Raisin City resident, was selected to be the
community developer.
Lupe Zuniga’s talents to rally her community have resulted in a new sense of
community in Raisin City. The community decided early on that clean water was one
the most pressing concerns. With a small grant, they had the local water tested. Of the
thirty-four wells tested, thirty-three violated one or more health standards. When the
residents learned of this health risk, many resorted to drinking bottled water as a shortterm solution. The community petitioned Fresno County to install a city water system
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that would provide clean water to all. In addition, the community is looking at ways to
provide common sewer service.
Community meetings and the introductory ABCD workshops have boosted the
community’s experience and confidence in the group process. Lupe Zuniga states, “A
year ago, people in Raisin City barely knew their neighbors. We used to go to work,
come home, eat and sleep, and start over. Now we have added community meetings,
volunteering at the new food bank, and attending school activities.” She continues,
“There is a new understanding of what the community needs and how to get things
done. There is a will to act on their own behalf and not to wait and hope for someone
from the outside to come in and magically make changes.”
Raisin City received four separate on site ABCD workshop sessions. Forty community
members attended the initial workshop. Feedback from this training, conducted in
Spanish, provided information that several of the participants did not understand why
they were involved in the training, and that they did not have a clear understanding of
the information presented. We learned the training pace was too fast, the agenda too
heavy, and the information was still too academic for the agricultural worker
community at large. In addition, it was clear that for many of the agricultural workers,
this was their first experience in a training of this type. Several of the participants were
extremely shy and uncomfortable participating in the interactive activities. Some folks
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hesitated to participate because they do not know how to write. Six to eight youngsters
were present, eager to participate and having fun.
With feedback from this initial training, we agreed to focus subsequent capacity
building trainings with a smaller group of committed individuals and to invite the
original participants back to a later visioning session. The smaller group revisited the
ABCD principles, and walked through community visioning, planning and developing
an action plan. With the smaller group, workshop sessions were delivered in English
and Spanish, were more relaxed, and provided opportunities for candid discussions,
sharing, and problem solving.
Raisin City training workshops were held in the elementary school cafeteria during
weekday evenings for two and a half to three hours. The elementary school is a familiar
and central meeting place for many agricultural worker activities and services. At the
second community visioning session, there were forty excited agricultural workers,
members of agricultural worker families, and youth who developed a common vision,
identified local assets, prioritized community issues, and who participated in a
community action plan. Lupe Zuniga, WCMCC, and the local pastor were participants
at all of the trainings. They contributed their understanding and support of the ABCD
process at the community visioning, and continue provide a source of safety, hope and
excitement to the larger community.
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METHODOLOGY
This guide contains materials from ABCD training workshops facilitated statewide by
CCP. The STORI Circle welcome and closing activities are adapted from the statewide
Women’s Health Leadership program. The Star Puzzle, Victory Celebration, and
Action Plan were developed by CCP while providing technical assistance to the Sierra
Health Foundation’s ten year Community Partnerships for Health Children Initiative.
Here, they are adapted to appeal primarily to monolingual Spanish speakers.
CCP and RCAC staff learned that ABCD workshops for agricultural worker
communities require a presentation and activities in a manner, which gives participants
opportunities to frame the “new” information within the context of their own
experience. ABCD trainings usually begin with an introduction to the theory of AssetBased Community Development work. The theory first approach did not work for an
audience unaccustomed to speaking, sharing and learning in an academic participatory
group setting.
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“Everyone Teaches, Everyone Learns”
The agendas and materials in this guidebook “facilitate” participatory and interactive
activities following the “popular” education models of adult education for social change
utilized by social change leaders, Paulo Freire of Brazil and Myles Horton of the
Highlander School in Tennessee.
The basic principles of “popular” education include the following:
• Respect for the learner is essential;
• Everyone teaches, everyone learns;
• People want to learn where the knowledge is relevant and valuable to their lives;
• Participants contribute critical thinking and critical analysis;
• Participants learn by doing;
• Popular education is oriented to action for social change and usually has a
political context.
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These elements provide opportunities for participants to:
• Reflect and share according to their personal experiences;
• Look for commonalities in their shared experiences;
• Assess and analyze their common experiences;
• Develop their skills, strategy and plans for action for positive social change;
• Apply their action plans;
• Moreover, continue reflecting on their experiences, overall.
(Based on materials found in “Educating for Change”, 1991, Arnold, Burke, James,
Martin & Thomas and “Educating for Social Change”, 2000, O’Neal.)
With agricultural worker communities, extending respect provides opportunities and
sets the foundation for trust building. We begin by making an initial visit to the
communities, introducing ourselves, and sharing how other communities successfully
build their communities based upon their strengths. We then “invite them to invite us”
to guide them through the steps taken by other communities to realize their common
vision.
During initial trainings, participants are provided opportunities to share who they are,
create a common vision for their community, and rediscover what they already know.
This validates their wisdom, culture and history. With ABCD principles as our building
blocks, we then reinforce the recognition of individual gifts or assets, their value to
community, and the identification of their interests, talents, knowledge and skills as
important contributions to community resources.
The process offered in this guidebook has some repetitive steps. Continually creating
opportunities for participants to re-learn, experience, and build on this process
facilitates the thinking, acceptance and reinforces building upon their strengths and the
importance of every individual’s gifts.
The activities and materials expand asset building to include the traditional (monies)
and non-traditional (space, time, buying power, and equipment) resources available
through formal and informal associations, and private, non-profit, and governmental
institutions. This learning opens the door for residents to also build upon their
relationships with other members of their community. They collaborate with local
groups and businesses they may not have traditionally interacted with in a positive
fashion or; whom they did not recognize as potential contributors to, or stakeholders of
their vision. Residents open to new and nontraditional ways of engaging support for a
common vision.
ABCD training workshops were conducted in Spanish for Sueño Latino in Anderson
Valley, and in English and Spanish in Raisin City, and with the Casa Del Sol resident
group. Materials were prepared and presented in both languages with all participants
receiving bilingual sets of materials. All three communities prioritized community
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goals, began action planning, and rallied their communities around their common
vision.
During workshop sessions, it is important to elicit frequent reflection and feedback from
all participants. Frequent feedback and “checking in” ensures understanding and correct
interpretation of the relevance, meaning, and concepts of ABCD. It is just as crucial to
not assume a “literal translation” of the ABCD principles and approach. Literal
translations of ABCD training materials often do not properly convey the key concepts,
which may also require cultural and historical translation in order to reflect the
experience and worldview of the participants. In addition, as with many agricultural
workers, dialects and therefore translation may vary.
At the end of the project year, ten participants representing the three-grantee project
communities attended a joint convening hosted by RCAC. Participants shared their
community gifts, visions, challenges, and lessons learned. They also had an opportunity
to discover and share common experiences. The three communities explored different
ways to motivate and mobilize their communities around what they already know and
have to create positive change.
The responses to open discussion questions at the end of the training were very positive:
• Participants were unanimous in feeling the information they had received during
the year was useful and were encouraged that they could all learn and learn
together.
• They all felt their leadership skills had improved and that they could confidently
apply what they had learned.
• Participants expressed that they had more “valor” or bravery and spirit to speak
with their community about issues in a positive manner.
• They felt they could approach their community like family and with confidence.
• They developed skill in knowing what is an open-ended question and what is a
close-ended question.
• They expressed an eagerness to support one another, learning new things,
providing each other opportunities to be leaders.
• They believed they had learned how to ask for resources and support to achieve
their visions.
• When asked if the ABCD training affected the way they perceive their
community, they responded that they recognize what leadership means and
though they did not believe they could teach their communities exactly as we
had taught them, they believed they could lead their communities and share
what they had learned.
• They expressed that it would be good to have an opportunity to meet other
ABCD communities to share progress and changes resulting from this process.
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In addition, nine of the ten participants completed individual survey questionnaires.
The responses to the survey questions are summarized as follows:
1. Participants were asked about their role in the community and to mark all that
apply:
i. Four identified themselves as Agricultural Workers
ii. One identified him/herself as an Activist
iii. Six identified themselves as Community Organizers
iv. Two identified themselves as Service providers
v. Three identified themselves as Other.
2. The average number of ABCD trainings or meetings attended by the convening
participants was 3.33 meetings.
3. All nine of the respondents believed the information was presented in a
culturally competent manner.
4. All nine of the respondents felt their leadership skills had been improved.
5. All nine respondents indicated they would be willing to participate in further
community building / leadership skills development projects.
6. All nine respondents indicated the ABCD training affected the way they
perceive their community.
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7. Asked to choose from three ABCD principles that were the most useful for them
personally, respondents selected the principles in the following order:
Bringing the community together to understand its strengths and challenges (9),
Identifying gifts of the community members (5),
Identifying and understanding the role of community institutions (4),
Developing a community vision (4),
Seeking to include community members that are not currently involved (3),
Identifying and valuing assets within the community (2).
During trainings and when providing technical assistance, CCP encouraged and
provided ideas, models, and templates for the residents to document their visions, action
plans, asset maps, and their community “stories” in various ways including posters,
photos and photo journals, etc. CCP stressed the importance of documenting the
progress of the communities’ steps, small and large, along the way, as a means of
“marketing” their visions, plans, and goals. One agricultural worker was a bit hesitant
to document an action plan. “We have it all up here”, he said while pointing to his
head. CCP explained the value of a written action plan as something to “show”
stakeholders and potential partners. ABCD communities were also encouraged to
display their visions, goals, plans and progress in public places including meeting
rooms, halls, offices, etc. The agricultural worker ABCD communities were
encouraged to celebrate their successes, big or little, to keep their vision alive along the
way, reward their achievements, and to inspire others to join in the work.
All three communities assumed responsibility for securing their respective workshop
sites, providing food, and ensuring local community members attended the trainings.
They also provided disposable cameras for documenting the trainings. RCAC staff and
the consultant developed the agendas, customizing and adapting them for each
community. CCP provided bilingual agendas and workshop materials for participants.
In addition, each community received a final compilation of their community vision,
goals/outcomes, local assets, strategies, and action plan.
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General Reflections
In all three communities, ABCD has influenced the following:
¾ Relationships have been built and strengthened in each community between the
grantee agencies, the residents, local associations, and other community
stakeholders.
¾ Opportunities for linkages between the grantee communities and the Consultant’s
CCP statewide networks of Community Partnerships for Healthy Children and the
Women’s Health Leadership network have taken place. In addition, CCP has linked
the three grantees with the national Right Question Project.
¾ The fact that agricultural workers themselves are being given an opportunity to see
themselves as valuable contributors to their community vision, planning, and
community development strategies and to act as community models of this process
is innovative and exciting. This is shifting their perception of their communities and
themselves as positive change makers and bridge builders. We hope their work
ignites other agricultural worker communities with a passion and confidence for
building their communities from their strengths.
¾ Building trust between residents, grantee agencies and other community
stakeholders during this planning phase is possible in various situations as
demonstrated by the three communities. Sincerity, mutual respect, time, flexibility,
cultural and language appropriateness, open minds, patience, persistence, and
commitment are the real requirements.
¾ Additional indications of increased social capital include the recognition of the
importance of contributions to community building from youth and their inclusion
in all phases and aspects of a community building effort. All three communities
were enthusiastic about inviting and including youth in trainings and planning
sessions.
¾ The success of marketing Sueño Latino’s vision at the Mendocino County Fair; the
attendance and testimony of Raisin City residents at County Supervisor meetings;
and Casa Del Sol’s contributions to cleaning up the mobile home park and ensuring
the safety of the park residents provide evidence that the grantee communities have
the capacity to solve their own problems.
¾ With respect to the traditional, academically heavy ABCD tools, principles, and
practices we learned that with these particular grantee communities we had to break
things down to core concepts, acknowledge what the communities “already know”
and eliminate the academic “gibberish”.
¾ Providing interactive opportunities and time for agricultural workers to experience
and relate to the concepts firsthand was also key.
¾ Providing trainings and site visits in the agricultural communities on their turf and
in their homes was basic to the trust building and acceptance of the Consultant’s
work and ABCD principles.
¾ The excitement and enthusiasm demonstrated by the agricultural workers as the
“focal centers” of this project helped to dispel their frustration at any previous
attempts by outside agencies to initiate or impose change.
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Overall Observations and Learning
We acknowledge the amount of time necessary for communities to build trust and
working relationships. Communication and the time lapse between communications is
a huge factor to consider when working with agricultural worker communities. It would
sometimes take several weeks for communication regarding potential meeting or
training times to pass from the community entity to the grantee to RCAC staff and then
to the CCP – before activities could occur. Advanced communication technology
equipment (message services, fax machines, computers, cell phones, email, etc.) and
skills in how to utilize these communication tools in agricultural worker communities
would help tremendously.
We cannot emphasize enough the importance of flexibility required to provide
successful technical assistance to agricultural workers. They work 80 to 90 hours per
week, six days per week; have limited time to attend meetings, and even fewer adequate
chunks of time or availability for intense trainings. In our contract scope of work, we
intended the initial community trainings to be one-day intensives. An eight-hour
intensive for agricultural workers is unrealistic. The community organizers, CCP, and
RCAC staff had to be flexible and willing to work weekends and evenings and provide
shorter trainings. This is one reason the additional technical assistance site visits were
utilized as opportunities to provide training sessions. If trainings are held during the
week, agricultural workers generally do not commit to more than two hours in the
evenings. Childcare and a light meal or refreshments should be provided. In Anderson
Valley, the weekend trainings were not longer than three or four hours at a time. It
worked well to schedule their training sessions on consecutive weekends.
25
Furthermore, it is important to consider and respect the individual community groups’
decision-making processes. Within these three community groups, decisions are made
by consensus – requiring a meeting. These meetings are generally held once per month.
This affects timelines for trainings, relationship building, and action plans. In addition,
there are other dynamics taking place. For example, one community organizer was
considering taking the summer off – which would have delayed trainings even further.
The cultural appropriateness and language content of the trainings was developed and
implemented around popular education methods with a respect and awareness of even
subtle differences in language and culture. Many, but not all of the agricultural
workers in the three-grantee communities are monolingual Spanish speakers. Literal
translation of ABCD materials to Spanish was not always useful in the implementation
of this contract. It was important to check regularly with participants regarding how
well ABCD concepts were understood. CCP often asked participants to provide
feedback on the appropriateness of words and cultural references during trainings.
Providing opportunities and different ways for community members to grasp the
concepts in a manner that made sense to them was also successful. The activities
implemented during trainings are highly interactive. This requires competency in
building a safe and comfortable setting for individuals who are unfamiliar or who have
had limited experience with interactive group learning. CCP is particularly sensitive
and experienced with adult learning models, immigration issues and issues of power in
communities of individuals who do not read or write in English and/or Spanish; who
may be fearful or culturally uncomfortable speaking before a group; who have had
limited opportunities to speak or share their views in a public setting. It is therefore
important to not take for granted the most basic learning processes and to allow
opportunities and time during the trainings for this learning to occur.
Communities interested in applying ABCD to their community plans and vision may
consider the following:
•
•
•
•
•
•
Identification of key contacts who will commit to being their community
group’s liaisons with agencies;
A community organizer who is a respected resident of the community facilitates
the trust and relationship building process and is a big plus;
Clear lines of communication;
A community that is already engaged at some level whether formally or
informally;
Planning and trainings that take place on the agricultural worker’s home turf
whenever, wherever possible;
Diligence and patience to allow the process to happen.
Finally, it is important to honor and respect the experience of community residents at
large as early in a planning process as possible by inviting them to the table to
contribute their “expertise”, “knowing” and wisdom.
26
HOW
How to Integrate ABCD to Your Community Building Actions
27
First, Ask Permission
Asset-Based Community Development depends upon mutual respect and trust between
and for all residents of a community. An important first step for individuals, groups,
agencies, and community organizers to developing respect and trust in an agricultural
worker community is to ask permission. “Invite” the community “to invite you” to
guide them through ABCD. ABCD recognizes that the community residents are the
experts who have the wisdom and the necessary strengths to build community where
they reside. Agricultural worker communities are particularly sensitive to paternalistic
and patronizing agency driven efforts. Historically, agency driven efforts have not
extended the respect and integrity of the invitation or “ask”.
Another aspect of respect is sincerity. You must be sincere in your intention for sharing
this work. Opportunities and support for agricultural workers to provide input in all
phases of decision-making and community planning influencing their communities
demonstrate sincerity and respect and is essential to ABCD. Take time to ask the
community what they want to learn, where they want to go with what they are learning.
Throughout the capacity building process, ask them what is the next step. Support them
in providing opportunities for them to ask one another. Moreover, provide
opportunities for all persons to give input. Ultimately, the goal is for community
residents to become the driving force for decision making, visioning, planning, fund
raising, mobilizing the community, and taking the action steps necessary to realize their
community vision.
During a monthly community meeting, the agricultural worker communities of this
project received brief introductions to the principles of the asset-based approach to
community building. A local community organizer first asked the group to allow the
trainer and supporting agency to make a brief presentation. At this meeting, the trainer
presented the statement of purpose, Who We Are. A line-by-line presentation of the
statement of purpose highlights the basic premise of strengths based community
building.
In addition, the trainer shared how other, similar communities had
implemented the positive approach to building community around the gifts and talents
of the residents, local associations, and businesses.
These stories are in The
Organization of Hope: A Workbook For Rural Asset-Based Community Development
(2001). At the end the introductory presentation, communities were “invited to invite”
28
the trainer to return and share more about how they could also create and realize a
positive vision for their community.
The steps in this guide are suggestions. Each of the three communities in this project
accomplished the workshops differently yet; the information and materials presented
were the same. Allow your community to determine the pace and the steps necessary to
achieve their vision.
29
Evaluation:
Keeping track of Community Successes and Lessons
Learned
Begin now to record, photograph, track, and save evidence of community workshop
sessions, gatherings, participants and other community activities. Plan to gather before
and after photos, before and after statements from individuals in the community,
community vision drawings, etc.
These records will help you keep track of the
community’s progress, demonstrate your successes, and help you learn from what you
do. This information will also help you in presentations to the media, potential partners
and other interested persons. These records of community involvement can be used to
persuade prospective funders. What you learn will be helpful to other communities like
yours. Finally, the community can use these photos, videos and other records to
celebrate their progress and successes.
30
Setting Up Training Workshops
Trainings for agricultural worker communities are best kept short and interactive.
Many workers put in a 60-90 hour workweek, depending on the season. It is unrealistic
to expect that they will be available to participate in all day trainings.
Ideally,
workshops are two to three hours in length. Ask the community set the dates and times
for the training workshops. This process will require a minimum of four short trainings
to instill the basics of ABCD and to develop the tools for mobilizing the community at
large.
In order to capitalize on the momentum and excitement of the training
participants, ask the community to schedule the workshops on consecutive evenings,
weeks and/or weekends.
Ask the community and community organizer to select and reserve a training site. The
site should be comfortable with sofas, tables, seating, and easels with flipchart pads
arranged in a circular fashion whenever possible.
The community organizer and
community members may want to arrange transportation, refreshments, and/or a meal
and childcare in order to facilitate resident participation.
Ask the group to determine whether they would like the training in Spanish, English, or
both. Workshop participants should be agricultural workers, community residents who
have a commitment and interest in building, and contributing to the betterment of their
community and who will attend all of the workshops.
ABCD workshops are highly interactive and invite participation from all those present.
For some residents, this may be a first experience in a participatory workshop. Read
the statement of purpose, “Who We Are”, at the beginning of each workshop to support
and instill the basics of ABCD. Encourage the group to set ground rules for making the
31
workshop a safe place for sharing and promoting input from all participants. Post and
review their ground rules at the beginning of each workshop.
Workshop participants should be agricultural workers, and other community residents
who have a commitment and interest in building, and contributing to the betterment of
their community and will attend all of the workshops.
32
The First Training Workshop
Examples of materials for training workshops are included in the appendix. Because
community groups are different and do not interact the same. They may also be at
different stages of the relationship and trust building process. Therefore, groups may
require different steps to succeed. It is important for the facilitator to keep this in mind,
be creative, flexible and facilitate with respect to the group’s pace.
The initial workshop agenda may consist of the following:
™ A minimum of 2.5 – 3 hour block of time
™ Welcome and Introductions
Activity: Begin the workshop with participants gathered in a circle. Give a
brief description of the intention of the workshop; invite brief introductions
from all those present along with a word or two describing their reflections
of the activities from the second workshop or their expectation of the current
workshop. Invite participants to share something about themselves such as:
a favorite color, favorite food, where they were born o grew up, what kind of
shoe they feel like today, their favorite song, something treasured that they
learned from someone special in their life, someplace they would like to
visit, etc.
™ Line by line reading of statement of purpose – See “Who We Are”
™ Establishing & Posting of Training workshop Ground Rules by Participants
(Save the ground rules for posting at future workshops.)
™ Brief introduction and description of the Star Puzzle components, with
emphasis on Vision
What Is Our Community Vision?
™ “Victory Celebration” visioning activity
™ Sharing of participant/group visions and taping on walls for display
(Save these visioning drawings and post them at the next workshop. You
may suggest posting them in a public gathering place to share with the rest
of the community.)
33
™ Group identification and recording of Community Vision Outcomes &
Goals of elements of their visions; explain that the outcomes describe goals
and that goals are the markers for tracking success.
Example: A vision component of nice houses and street signs suggest an
outcome of improved housing and safer neighborhoods. A vision component
of a clinic or medical facility suggests an outcome of onsite medical
services.
™ Workshop ends with a group closing activity. Praise and celebrate the
group’s accomplishments.
Activity: Form a circle and invite individuals to reflect for a moment on the
session’s accomplishments.
Ask the group to share a word or two
describing their thoughts, reflections, and/or how their expectations of the
workshop were or were not met.
™ End with a reading of “An Old Story” – This story is important here. It
reinforces the recognition of the inherent wisdom and knowledge of
community residents as well as their hope for the future of their community.
Supplies required:
Flipchart pads and easels
Agenda
34
“Who We Are”/ Statement of Purpose
Large reproduction of Star Puzzle
“Victory Celebration” Visioning Activity
“An Old Story” narrative
Thick, colored markers
Masking tape
Large sheets of unlined paper – Unlined flipchart pads with adhesive
strips on the back are available at most office supply stores.
Crayons, thin colored markers, pens, pencils
The Second Training Workshop
The second workshop agenda may consist of the following:
™ A minimum of 2.5 – 3 hour block of time
™ Welcome and Introductions
Activity: Begin the workshop with participants gathered in a circle. Give a
brief description of the intention of the workshop; invite brief introductions
from all those present along with a word or two describing their reflections
of the activities from the second workshop or their expectation of the current
workshop. Invite participants to share something about themselves such as:
35
a favorite color, favorite food, where they were born o grew up, what kind of
shoe they feel like today, their favorite song, something treasured that they
learned from someone special in their life, someplace they would like to
visit, etc.
™ Read the statement of purpose – See “Who We Are”
™ Post & Review of Workshop Ground Rules by Participants
™ Review of “Victory Celebration” visioning activity
™ Review of participant/group vision components and their outcomes
™ Prioritize the common vision components/outcomes by voting with colored
dots
Activity: Distribute five colored coding dots to each participant. Instruct
them to place dots on the components they feel are most important. They
may place more than one dot for any component. Total the number of dots
for each component and list them in order with components having the most
votes (dots) at the top of the list.
™ Review of Star Puzzle with emphasis on Understanding Issues & Barriers
to Success
What Are The Issues in Our Community? What Are The Barriers To Our
Success?
™ Identify barriers and issues challenging the community with creating their
vision either through open discussion or by using the following cardstorming or other similar activity
Activity: Pair or group participants. Provide multiple colored half sheets of
paper and thick colored markers for participants to write down five to six
barriers/issues they consider key challenges for their community. Invite the
pairs/groups to share their insights with the rest of the group and to post
them on a” sticky wall”. A “sticky wall” is created with a long piece of
butcher paper sprayed with remount spray available at office and art supply
stores. You can also use post-its or masking tape to stick the half sheets.
36
™ Discuss, organize, and then prioritize the challenging barriers/issues using
the colored dot voting activity/method. Record and save a list of these
“Community Issues & Barriers to Success”.
™ Workshop ends with a group closing activity. Remember to praise and
celebrate the group’s accomplishments.
Activity: Form a circle and invite individuals to reflect for a moment on the
session’s accomplishments.
Ask the group to share a word or two
describing their thoughts, reflections, and/or how their expectations of the
workshop were or were not met.
Supplies required:
Flipchart pads and easel
Agenda
“Who We Are” /Statement of Purpose
Large reproduction of Workshop Ground Rules
Posting of Victory Celebration vision drawings
Posting of Community Vision Outcomes & Goals
Large reproduction of the Star Puzzle
Five to ten half sheets of colored paper for each participant
Thick, colored markers
Masking tape
Large sheets of unlined paper – Unlined flipchart pads with adhesive
strips on the back are available at most office supply stores. They work well
for recording and easily posting the community vision drawings and workshop
progress.
Crayons, thin colored markers, pens, pencils
37
The Third Training Workshop
The third workshop agenda may consist of the following:
™ A minimum of 2.5 – 3 hour block of time
™ Welcome and Introductions
Activity: Begin the workshop with participants gathered in a circle. Give a
brief description of the intention of the workshop; invite brief introductions
from all those present along with a word or two describing their reflections
of the activities from the second workshop or their expectation of the current
workshop. Invite participants to share something about themselves such as:
a favorite color, favorite food, where they were born o grew up, what kind of
shoe they feel like today, their favorite song, something treasured that they
learned from someone special in their life, someplace they would like to
visit, etc.
™ Read the statement of purpose – See “Who We Are”
™ Post & Review of Workshop Ground Rules by Participants
™ Review of Star Puzzle with introduction and emphasis on Resources
What Are Resources? Healthy communities are not built just on dreams.
They are built upon the identified and mobilized gifts, strengths, talents,
advantages and capacities of the individual residents, local groups and
associations, and local businesses and institutions. Your community is a
38
treasure chest of “assets” – gifts, strengths, talents, and advantages. These
are your community’s resources.
When these tools and “assets” are
identified, then you can know what you have to build with and build upon to
realize your community vision. When assets are identified, they can be
linked and mobilized toward the community’s vision.
™ “Head, Heart & Hands” interviews
Activity:
Distribute
“Head, Heart & Hands” activity handout.
Pair
participants. Ask them to interview one another according to the questions
on the handout. Ask them to jot down their answers for one another on the
handout. Ask participants to share with the group what they learned about
the gifts/talents of their partner.
™ Group listing of participant gifts from “Head, Heart & Hands” interviews
39
™ Group discussion and identification of gifts from groups of individuals not
represented at the workshop, i.e. youth, gangs, homeless, elderly, disabled,
drug addicts, etc.
™ Distribute descriptions of local association and their assets, and descriptions
of local institution and their assets
™ Discuss and list local formal and informal local associations
™ Discuss and list local businesses and institutions
™ Input lists of assets for individuals, local associations, and local institutions
onto an enlarged circular “Asset Map”
™ Workshop ends with a group closing activity. Praise and celebrate the
group’s accomplishments.
Activity: Form a circle and invite participants to reflect for a moment on the
session’s accomplishments.
Ask the group to share a word or two
describing their thoughts, reflections of what they are taking away with them
today because of today’s experience, and/or how their expectations of the
workshop were or were not met.
Supplies required:
Flipchart pads and easel
Agenda
“Who We Are”/ Statement of Purpose
Large reproduction of Workshop Ground Rules
Posting of Victory Celebration vision drawings
Posting of Community Vision Outcomes & Goals
Large reproduction of the Star Puzzle
Post Community Issues & Barriers to Success
Large reproduction of Community Asset Map
Head, Heart & Hands handouts
Local Associations and Institutions handouts
Five to ten half sheets of colored paper for each participant
Thick, colored markers
Masking tape
40
Large sheets of unlined paper – Unlined flipchart pads with adhesive
strips on the back are available at most office supply stores. They work well
for recording and easily posting the community vision drawings and workshop
progress.
Crayons, thin colored markers, pens, pencils
The Fourth Training Workshop
The fourth workshop agenda may consist of the following:
™ A minimum of 2.5 – 3 hour block of time
™ Welcome and Introductions
Activity: Begin the workshop with participants gathered in a circle. Give a
brief description of the intention of the workshop; invite brief introductions
from all those present along with a word or two describing their reflections
of the activities from the second workshop or their expectation of the current
workshop. Invite participants to share something about themselves such as:
a favorite color, favorite food, where they were born o grew up, what kind of
shoe they feel like today, their favorite song, something treasured that they
learned from someone special in their life, someplace they would like to
visit, etc.
41
™ Read the statement of purpose – See “Who We Are”
™ Post & Review of Workshop Ground Rules by Participants
™ Review
of
posted
Victory
Celebration
vision
drawings
and
Outcomes/Goals
™ Review of posted “Community Issues & Barriers to Success”
™ Discussion and review of community resources/assets and the enlarged and
completed Community Asset Map created at the last workshop
™ Review of Star Puzzle with introduction and emphasis on Strategy
Development
™ Develop and prioritize your community strategy
How Do We Develop Our Strategy? Now that you know what you have
based upon your community assets and resources, how can you link them to
resolve the community’s issues and barriers to success? How can you link
these assets to achieve the community vision outcomes and goals? For
examples of how other communities strategize, refer to the stories in The
Organization of Hope: A Workbook For Rural Asset-Based Community
Development (2001) and, We Did It Ourselves (2000).
Some activities
include cleaning up a local park or children’s play area, a local talent show,
entering a community float in a local parade, offering prizes o incentives for
clean and neat yards or blocks,
™ Mobilizing Community Assets to Support Your Vision & Community
Action Plan
Activity: Take at least one of the ideas or strategies for linking community
assets and plan the steps necessary to mobilize the community. Answer the
following questions and write them into the Action Plan table in the
appendix:
What is the strategy? What are the Action Steps? Who will be responsible
for organizing the action step(s)?
What resources/assets/talents are
available? What resources/assets/talents are needed? By what date will
each step be accomplished? What is the result of each step taken?
42
™ Recap & Evaluation of Process – see appendix for examples of evaluation
questions.
™ Workshop ends with a group closing activity. Praise and celebrate the
group’s accomplishments.
™ Activity: Form a circle and invite individuals to reflect for a moment on the
session’s accomplishments.
Ask the group to share a word or two
describing their thoughts, reflections of what they are taking with them from
today’s experience.
Supplies required:
Flipchart pads and easel
Agenda
“Who We Are”/ Statement of Purpose
Large reproduction of Workshop Ground Rules
Posting of Victory Celebration drawings
Posting of Community Vision Outcomes & Goals
Large reproduction of the Star Puzzle
Large reproduction of the Community Asset Map
Large reproduction of the Action Plan table
Thick, colored markers
Masking tape
Crayons, thin colored markers, pens, pencils
43
44
APPENDIX
An Old Story
“You Will Only Learn What You Already Know”
The village elders had failed time after time to resolve a difficult problem.
They invited a very wise person from another village to come and help them.
In time, she came. People gathered to hear her wisdom. She asked them,
“Do you know what I’m going to tell you?” In unison, they replied, “NO.”
The wise woman replied, “You will only learn what you already know, and
if you do not know, I’m leaving.” She left. The village was in an uproar.
Months passed and the problem did not go away. The elders debated and
issued a second invitation to the wise woman. In advance of her arrival,
they coached the villagers.
When the wise woman arrived the second time, the village gathered. Again,
she asked, “Do you know what I’m going to tell you?” the villagers shouted
in unison, “YES.” She stared at the people. “If you already know, then I
have nothing to tell you.” She left.
The village became even more frustrated, but after many months, they issued
a third invitation. This time they were ready for the wise woman.
“Do you know what I’m going to tell you?” Half the villagers shouted,
“YES.” The other half shouted, “NO.” The wise woman looked at the
people and said, “Those who know should get together with those who
don’t, and then you will ALL know!” She rose, left, and never returned.
That night an elderly woman in the village had a dream. She shared her
dream with the rest of the village. “Last night the meaning of the message
from the wise woman came to me. She wanted us to know that any really
important knowledge can be derived from our own community and our own
traditions – not from outside experts. We already have the knowledge. We
already know. We just don’t have the confidence to believe in ourselves.”
This is as true today as in ancient times. We all have communities and rich
traditions to build on. We only need the confidence to believe in our own
history.
Un Cuento Viejo
“Solo Aprenderán Lo Que Ustedes Saben Ya.”
Los ancianos de una aldea habían fallado de resolver un problema difícil.
Entonces, ellos invitaron a una persona muy sabia de otra aldea para venir y
ayudarlos. En tiempo, ella vino.
La gente reunió para oír su sabiduría. Les preguntó ella, “¿Ustedes saben lo
que les voy a decir?” Al unísono, ellos contestaron, “¡No!”
La mujer sabia contestó, “Sólo aprenderán lo que ustedes saben ya, y si
ustedes no saben, ¡me voy!” Y con eso dicho, Ella los dejó. La aldea estaba
en un alboroto.
Meses pasaron y el problema no se iba. Los ancianos discutieron el
problema y decidieron mandarle una segunda invitación a la mujer sabia.
Por adelantado de su llegada, entrenaron los habitantes de la aldea.
Cuándo la mujer sabia llegó el segundo tiempo, la aldea reunió. Otra vez,
ella preguntó, “¿Ustedes saben lo que les voy a decir?” Los aldeanos le
gritaron en unísono, “¡Sí!” Ella los miró fijamente. “Si ustedes saben ya,
entonces yo no tengo nada para decirles.” Y con eso, ella los dejó.
La aldea llegó a ser aún más frustrada. Pero después de muchos meses, le
mandaron a la anciana sabiduría una tercera invitación. Esta vez, estaban
listos para la mujer sabia.
Les pregunto la mujer sabia “¿Ustedes saben lo que les voy a decir?”
Listos, la mitad de la aldea gritaron “¡Sí!” Al mismo tiempo, la otra mitad
de la aldea gritaron, “¡No!”
La mujer sabia miró a la gente y les dijo, “Los que saben, juntasen con los
que no saben, y entonces ustedes ¡sabrán!” Y con eso dicho, ella se levantó,
los dejo, y nunca volvió.
Esa noche una de las ancianas en la aldea tuvo un sueño. Ella compartió su
sueño con los demás de la aldea. “Anoche, me vino lo significante del
mensaje de la mujer sabia. Ella quiso que nosotros supiéramos que
cualquier conocimiento realmente importante se puede derivar de nuestra
propia comunidad y nuestras propias tradiciones – no de personas expertos
exteriores. Tenemos ya el conocimiento. ¡Sabemos ya! Tenemos que poner
la confianza para creer en nosotros mismos.”
Esto es tan verdadero hoy como en tiempos antiguos. Todos tenemos las
comunidades y las tradiciones ricas para el desarrollo de nuestra comunidad.
Nosotros sólo necesitamos la confianza para creer en nuestra propia historia.
Our Statement of Purpose
Why we are here:
We believe that the strongest, healthiest, richest, and happiest communities are
those which are built from the inside out.
This means the people who live and work in the community
take part in the development of the vision, the decisions made,
raising the money, and the work necessary to build their
community.
We believe that every individual in a community has something
important and worthwhile to contribute to the good of their community.
We would like to show you how other communities like yours and people like
you have worked together to create their communities and live healthier, happier
lives.
Who we are:
Sandra Pérez-Schwartz works for the Rural Community Assistance Corporation
(RCAC) based in West Sacramento. She can be reached at 916-447-9832,
extension 168.
Heriberto Rosales also works for RCAC, but based in Visalia. He can reached at
559-651-1477.
Celia Canalia also works for RCAC based in West Sacramento. She can be
reached at 916.447-9832, extension 169
Luz Engelbrecht works at the Center for Collaborative Planning (CCP), also in
Sacramento. She can be reached directly at 916-498-6966.
We speak Spanish.
This glass is half-full.
There are countless possibilities and opportunities with a glass that is half-full.
Nuestra Declaración de Propósito
Por qué estamos aquí:
Creemos que las comunidades más fuertes, más sanas, más ricas, y más
felices son las que se construyen del interior hacia fuera.
Esto significa a que la gente quien vive y trabajan en
la comunidad toma parte en el desarrollo de la visión,
las decisiones hechas, juntando el dinero, y trabajando
Juntos en lo necesario para construir a su comunidad.
Creemos que cada individuo en una comunidad tiene algo
importante de contribuir y que vale la pena al bueno de
Su comunidad.
Nos gustaría mostrarles a ustedes la manera en que otras comunidades
como la suya y la gente como ustedes han trabajado juntos para crear sus
comunidades y vidas vivas más saludables y más felices.
Quiénes somos:
Sandra Pérez Schwartz trabaja para la Corporación Rural de Ayuda de
Comunidad (Rural Community Assistance Corporation-RCAC) basada en
Sacramento del Oeste. Ella puede ser alcanzada en 916-447-9832, extensión 168.
Heriberto Rosales también trabaja para RCAC. Su oficina es basada en Visalia.
Él puede ser alcanzado en 559-651-1477.
Celia Canalia también trabaja para RCAC basada en Sacramento del Oeste. Ella
puede ser alcanzada en 916-447-9832, extensión 189
Luz Engelbrecht trabaja en el Centro de Planificación de Colaboración (Center
for Collaborative Planning-CCP), en Sacramento. Ella puede ser alcanzada
directamente en 916-498-6966. Hablamos español.
Este cristal es medio lleno.
Hay posibilidades incontables y ocasiones de oportunidad con un cristal que es
medio lleno.
Victory Celebration in Anderson Valley in the year 2004
Read the following to begin the Action Vision Activity:
Imagine yourself in the year 2004 in Anderson Valley, an ideal community where people,
associations, and organizations have worked together to create a sense of community.
After much work, collective thinking and dedication, community members have
succeeded in overcoming challenges to meet their goals and are coming together for a
much deserved victory celebration. What do you see around you? What are they
saying to you and to each other?
Walk around the community and make note of what you see. What do you hear?
Follow one of the children through the neighborhood. Who and what do you see? What
sounds do you hear? Go to the neighborhood park. What do you see, hear and smell?
What are the children touching? What are the children playing on?
What kinds of structures or buildings are there in Anderson Valley? What is new in
town? Are there new structures or improved ones? Who do you notice in these
structures? What are they doing? Walk into a business. What do you see, hear and
smell?
You pass by a reporter who is interviewing a parent about the new sense of community
and the impact that this has on families and children. What do you hear the parent
saying? How is she describing the success and the difference it will make for her
children and all of the children in Anderson Valley? Who does she say has been
involved in creating this victory?
As you take your leave of the Anderson Valley celebration, think back on all you’ve seen,
heard, touched. Think about the many different people and cultures that have come to
celebrate. How are they part of the celebration?
Draw or write some of the most striking images you saw, heard, smelled or touched.
Capture some of the surprising things and activities. If you had to report back on the
three most memorable images about this celebration in Anderson Valley, what might
those be?
Celebración de la victoria en Raisin City en el año 2004.
Lea el siguiente para comenzar la Actividad de la Visión de la Acción:
Imagínese en el año 2004 en Raisin City, una comunidad ideal donde gente, las
asociaciones, y las organizaciones han trabajado para crear junto un sentido de la
comunidad. Después de mucho trabajo, pensamiento colectivo y la dedicación,
miembros de comunidad han triunfado a vencer los desafíos para reunir sus metas y
vienen junto para una mucha celebración merecida de victoria.
¿Qué ve usted alrededor de usted? ¿Qué están diciéndole a usted y a uno al otro?
Camine alrededor de la comunidad y anote lo que usted ve. ¿Qué oye usted? Siga uno
de los niños por el vecindario. ¿Quién y qué ve usted? ¿Qué sonidos oye usted? Vaya
al parque del vecindario. ¿Qué ve usted, oye y huele? ¿En qué están jugando los
niños?
¿Qué clase de estructuras o edificios hay en Raisin City? ¿Qué es nuevo en el pueblo?
¿Hay estructuras mejoradas o nuevas? ¿Quién nota usted en estas estructuras? ¿Qué
hacen ellos? Camine en un negocio. ¿Qué ve usted, oye y huele?
Usted pasa a un periodista quien está entrevistando a una madre acerca del sentido
nuevo de la comunidad y el impacto que esto tiene en familias y niños. ¿Qué oye usted
de lo que dice la madre? ¿Cómo describe ella el éxito y la diferencia en sus hijos y en
todos los niños en Raisin City? ¿Quién dice ella ha sido implicada a crear esta victoria?
Cuando usted toma su partida de la celebración de Raisin City, piensa detrás en todo lo
que usted he visto, oído, tocado. Piense acerca de la gente diversa y las culturas
diferentes que han venido a celebrar. ¿Cómo son ellos parte de la celebración?
Dibuje o escribe algunas de las imágenes más llamativas que usted vio, oyó, olió o tocó.
Capture algunas de las cosas sorprendentes y las actividades del día. ¿Si usted tuvo
que señalar detrás sobre las tres imágenes más memorables sobre esta celebración en
Raisin City, qué quizás sean?
Star Puzzle
Vision
Understanding
Strategy
Issues
Development
Resources
Action
Plan
Evaluation
Estrella
Componentes de un Plan Estrategico
Visión
Estrategia
Entendiendo Los
Temas
Desarrollo
Recursos
Plan de
Acción
Evaluación
Sueño Latino
Agosto 25 y 26 del 2001
Anderson Valley, CA
Lista de los Sueños Comunes:
Casas y viviendas para los que tienen trabajo en la comunidad (8)
Educación (1)
Parques para familias: sin crimen
Ampliar la clínica (3)
Ampliar la Preparatoria
Reunir más familias
Tener una oficina para el proyecto de Sueño Latino
Centro de información (2)
Secretaria voluntaria
Programas para los jóvenes / educación para los padres
Educación a los jóvenes—se casan muy jóvenes (1)
Aspecto cultural (1)
Mejor relación de padre a hijo
Participar con otros comités para unir los esfuerzos—informarse que
programas existen o se están formando (2)
Mesa directiva de la escuela
Housing Association
clínica
Comunicación con la comunidad (1)
Radio bilingüe (1)
Prensa positiva y concreta
No-migración en California
Buscar apoya $$$ del California Endowment para ayudar a trabajadores
emigrantes (1)
Reuniones con la comunidad
Viviendas para los emigrantes de temporada—secundario
Guardería para los hijos de los trabajadores del campo (1)
Educación para adultos para que puedan calificar en trabajos nuevos (4)
Centro de educación y rehabilitación de alcohol y drogas
Dentista (1)
Terapista bilingüe
Centro Cultural
Utilizar los talentos de los jóvenes para enseñar a los otros jóvenes
Cultural – Español (2)
Grupo de jóvenes ya graduados locales que viven en la área—
representación bilingüe (1)
Entrenamiento para mejorar y incrementar la capacitación de la comunidad
Sueños de Alta Prioridad:
Casas y viviendas para los que tienen trabajo en la comunidad (8)
Educación para adultos para que puedan calificar en trabajos nuevos (4)
Ampliar la clínica (3)
Programas para los jovenes/educación para los padres
5. Centro de información (2)
6. Participar con otros comités para unir los esfuerzos—informarse que
programas existen o se están formando (2)
7. Centro de educación y rehabilitación de alcohol y drogas
1.
2.
3.
4.
Obstáculos:
La comunicación (romper los rumores)
La gente se enfría cuando no es utilizada
Las reuniones se pararon durante el invierno
Nos sentiremos mas seguros cundo las mesa directiva este certificada
Hay que completar las aplicaciones / formas en uno o dos meses
Plan de Acción
Estrategia: Unir Sueño Latino a la Asociación de Viviendas
Resultado: La fuerza de la unión
Paso de
acción
Quien va a
coordinar
Jerry y Efrén
Tomar
responsabilidad
sobre todos los
pasos
Participar en la
junta AVAV
Sep. 5.
Dos personas
bilingües
Jerry y
Guillermo
Recursos
que existen
Recursos
que faltan
Jerry es
miembro y ya
nos conocen
Personas
bilingües/
candidatos
Tiempo para
completar el
paso
Para los
primeros de
Octubre
Jerry-Tony
Sánchez?
Jerry va
hablar con
Tony esta
semana
LourdesMaria
Sánchez
Lourdes va
hablar con
ella esta
semana
Resultados
cortos
Que
ganemos
espacio en la
agenda de
Asociación
de Viviendas
de Anderson
Valley
(AVAV)
Conseguir
personas
bilingües
Plan de Acción
Estrategia: Buscar terrenos
Resultado: Identificar los terrenos
Paso de
acción
Quien va a
coordinar
Visitar terrenos, Todos (la
conseguir
mesa)
información, y
tomar fotos
Recursos
que existen
Recursos
que faltan
Rosalba y
otros de la
comunidad
que conocen
dueños de
terrenos
Rollos para
tomar las
fotos
Tiempo para
completar el
paso
Para los
primeros de
Octubre
Resultados
cortos
Una lista de
terrenos con
fotos y
información
Sueño Latino
Agosto 18 y 19 del 2001
Anderson Valley, CA
Participantes:
Efren Mendoza, Guillermo Baroza, Idalia Balandrán, Jerry Cox, Lourdes
Pacheco, Lusina Reynose, Martin Balandran
Ventajas/Talentos de Nuestra Comunidad:
<
Nombre
Efrén
Mendoza
Guillermo Barrosa
Idalia Balandrán
Jerry Cox
Lourdes Pacheco
Lucina Reynoso
Martín Balandrán
Martín Quejada
Corazón
☺
Mente
•
Mucho amor para
la familia
Le gusta trabajar
para la comunidad
• Sus hijos
•
•
Respeto
Su familia
• Su familia
• La comunidad
Latina
Le gusta cuidar a
su familia, en
especial a sus
hijas
• Le gusta cuidar
su vida para cuidar
a sus hijos
• Cuidar la familia
• Cuidar el jardín
• Buen humor
Quiere mucho a
su familia
Sabe como ahorrar
para un buen
futuro
•
•
•
•
•
•
•
Poner atención a
sus hijos
Organización
Historia
Mexicanas
Comparar comida
en el mercado
Leer historia
Es muy bueno
para organizar
Le gusta hablar
de Problemas
domésticos
Bailar
Le gusta dar
consejos a sus
hijos
Naturaleza
• Enseña bien el
empaque
Manos
•
Jardinero
Jugar con sus
hijos
•
•
•
Cocinar
Limpiar la casa
Tejer
•
•
Nadar
Jugar golf
•
Le gusta cocinar
•
Jardinería
Le gusta cuidar a
los ancianos
• Soldar
• Carpintería
• Jardinero
• Es un experto en
la montacargas
Las Ventajas de las Asociaciones (quien esta en el
vecindario?)
•
•
•
•
•
•
•
•
•
Caballeros de Colon
Sueño Latino
Comite de Padres en Escula Primaria
Rancho Navarro Asociacion
NASW (National Association of Social Workers)
Seeds of Learning
Union de Campesinos—Cezar Chavez: ayudar a los campesinos
Membresia
Asociacion de Futbol
Las Ventajas de las Instituciones (descubriendo tesoros
escondidos)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Clinica
Parques
Cherife (polecia)
Esculas
Bomberos
o Voluntarios
o CDF
Ambulancia
Bibliotecas
Terreno de la Feria
Supervisor
Congresista
Asamblea
Senador
Negocios privados
o Vinaterias
o Hoteles
o Restaurantes
o Tiendas
o Gasolinerias
o Panaderia
o Taller Mecanico
o Viveros
Organisacion no lucrativa
La Comunidad de Raisin City
Visión de Raisin City—2004
Casas nuevas
4 altos o más altos y topes
Clínica
Lavandería
Wal-Mart
Guarderías de niños
Casa para los viejitos
Calles con las líneas marcadas
Actividades para los jóvenes después de la escuela
Club de niños y niñas
Grupo para jóvenes
Asuntos/Problemas de Prioridad
1.
2.
3.
4.
5.
6.
7.
8.
9.
Viviendas nuevas
Agua y drenaje
Centro comunitario
Clinica/Hospital
Parque de deportes
Negocios
Actividades para jóvenes
Iglesias
Crecimiento
Barreras / Obstaculos
$$$ nos falta dinero $$
No estamos incorporados
Falta de educación del proceso de organizar y ir a pedir
Educación de sistema: gobierno—como aplicar para educarnos (becas)
Necesitamos mesa de supervisadores
Desanimo
Hay que romper los mitos
Población y economía
Falta de educación de como manejar un negocio
Falta de visión
Muchos no saben el idioma
Falta de conocer las oficinas del condado
Falta de confianza y fe en uno mismo
No hay viviendas
No hay trabajos estables
Raisin City
Organizar una junta con Lupe para saber mas de lo que se necesita
Estamos pidiendo ayuda para el agua
Ya vamos a trabajar para lograr las metas
Tenemos técnica y visión
Vamos a tener comunicación
Vamos a estar mas organizados para usar esta técnica
Pedir ayuda de Fresno y el gobierno (para mejorar nuestra comunidad)
Hacer el playground de niños
Tenemos el grupo de caminar
3 de Marzo-junta general
Van a quitar los carros viejos
Get Ready programa para los niños
¿Cómo sabemos si estamos teniendo éxito?
Cuando estamos progresando
Cuando vemos resultados de nuestros esfuerzos
Por los cambios buenos—positivos
Cuando viene la gente a las juntas y participan
De los resultados de los proyectos
El cambio de vista del pueblito
Cuando todos están de acuerdo en un proyecto
Cuando todos quieren cooperar y ayudar
Cuando la comunidad acepta que son tan importantes como los demás del
pueblo
Cuando la comunidad reconoce sus necesidades
Cuando la comunidad reconoce sus recursos
Cuando tenemos historia de cooperación
Cuando la organización del project recibe fondos
Cuando personas afuera del pueblo también reconocen que el pueblo está
progresando
Cuando existe confianza
Compariendo sobre nuestra comimodad:
Anderson Valley
Mar pacifico, by San Francisco
6000 – 50% Mexicanos (campesinos – de La Lagunita de Michoacán)
Valle
Viñas – “vinerías” famosos por el vino
Turismo (creciendo)
RCAC: socios con RCAC para desarollar servicios de salud, viviendas, clínica
Asistencia de viviendas (1) casa campesino (2) apartamentos familiares
“Sueño Lation” mesa directiva, incorporatción
Positivo
Asistencia de viviendas (Mesa directiva)
RCAC (Sylvia – Ukiah)
Condado de M. (oficina de desarrollo)
Estado de California
Clínica – promotoras de salud
Sueño Latino
Amigos Americanos
Luz etc. – visiones –prioridades
Escuela de adultos
Bomberos-CDF
3 iglesias
Mar/Playa
Liga de Fútbol
Policía
Negativo
Desarrollo de casa (Terreno)
1. Desarrollo de servicios salud: uso de
servicios públicos, dentista, servicios en
Enspañol
Representante de Mexicanos en la comunidad
Desarrollo de L.O.
Raisin City
Pueblo chico
700 peronas
20 millas de Fresno (Suroeste)
Rico en agricultura (pasas, manzanas, durazno, uva, Almendras, etc.)
1 Correo
1 Escuela
4 Iglesias
1 Western Union
1 Cancha de Beisbol
1 Parque
95% Mexicanos
85% Trabajadores Campesinos
1 Peluquería (chica)
1 Misión (Homeless Shelter)
Positivo
School – 21 Century Grant, Healthy Start
Grant H.O.P.E.
Community Unity
Agriculture
Faith of Churches
Street improvements
Parks
st
Care mobile
Book mobile
ESL/G.E.D. Classes
Food Distributions/USDA
Community Meetings
Parenting classes
Clothing distribution
High School grads going to community
college and universities
Negativo
Too many dogs
Drugs/alcohol problems
Gas and store prices too high
Need more housing
Lots – too much drag racing
Lack of: jobs/job training, dental and health
services
Bad water
Lack of English language
Casa Del Sol
Casa Del Sol (Woodland), 20 millas de Sacramento
Viven 148 familias (60% son agricultures)
La mayoría son de origen Mexicano
El parque está en Proceso de rehabilitación
Vamos a contruir un parque para que jueguen los niños
Casas móviles
Talentos
Enfermero
Cocinera: Marie, Verónica
Tamales: Socorro
Decoradora de pasteles: Raquel
Computadoras: Olga Guillen
Jardineros: Mr. Barriga
Niñeras: Ofelia, Leticia
Gente que sabe arreglar coches
Trabajadora social: Susan
Cuenta cuuentos: Señor Silva
Coalición: Ere y Pilar
“Get Ready”
Desafíos de la Comunidad
Muchos no hablan Ingles
Falta de unión entre los residentes
Largas horas de trabajo
Lo que tiene en común las tres comunidades:
No hablan ingles
Falta de casas / viviendas
Problemas de alcohol
Falta de dentista
RCAC y el apoyo de Luz E.
Interés de mejorar la comunidad
Muchos miembros de la comunidad se sienten incapacitados y no reconocen su
liderazgo
Que hemos aprendido:
Anderson Valley
Como conducir una junta
Mesa directiva – junta publica
Participación de talentos personales, recursos, y talentos de la comunidad
Organizaciones de ayuda
Paciencia
Raisin City
Estmos unidos – la unión hace la fuerza
Tenemos ilusiones de alcanzar nuestros propósitos
Logros y necesidades
No estamos solos (hay otras comunidades iguales)
Si hay ayuda
Sabemos como organizarnos – con la ayuda de RCAC y Luz
Como compartir ideas y escuchar
Respeto de expresión
¡Si se puede!!! No hay nada imposible
Como obtener ayuda financiera del gobierno
Hemos aprendido comunicación y los talentos de todos
Casa Del Sol
Hace falta mucho tiempo papra ganar confianza de la comunidad
Hay recursos fuera y dentro de la comunidad que podemos utilizar para ayudar a
nuestra comunidad
La comunidad necesita motivación para hacer cosas
Muchas veces las personas no están acostumbradas a que alguien los escuche
¿Que es un líder?
Que tenga la fuerza de la comunidad
Que tenga carisma, ideas, poder juntar gente
Calidades de un líder que sus acciones son mas que lo que se habla
Se sé puede – nosotros tenemos el poder y los talentos para resolver los problemas
Que sea una mujer quien nos lleva a unirnos y compartir lo que ella sabe
Estar al frente y mucha gente sigue atrás, con pocas palabras se hace mucho
Team player, big dreams, gets along with other people, communicates well with
others
Todos podemos ser un líder, pero no sabemos como hacerlo
El líder tiene un talento que puede compartir o enseñar a los otros
Un líder es una persona que se pone enfrente y que lo sabe mantener arriba y que sabe
cumplir sus mentas
Una persona con visión, corazón, y humildad
Una persona que lucha por su comunidad y sus propósitos y si hay obstáculos los
sabe superar y nunca se da por vencido
Si tiene una meta – sigue hasta que lo logra
Una persona que lucha por sus ideales
No busca las faltas de sus vecinos y tiene valor para reunir su comunidad
Tiene coraje contra las injusticias
Una persona que sabe respetar a la gente, como comunicarse, reunir a la gente, y es
un ejemplo para su comunidad
Un líder no lo hace todo, sabe delegar lo que tiene que hacer
La gente
Todos Tenemos Talentos y Ventajas Especiales
Los talentos de la cabeza: las cosas de que usted sabe algo y que a usted le
gusta hablar o enseñarles a otros, leer, escribir, la ley, estudios de la naturaleza,
como comprar y ahorrar, usar la computadora.
Los regalos o dones del corazón: las cosas que usted cuida profundamente,
por ejemplo, sus hijos, su familia, su fe la comunidad, su hogar, su pueblo, la
verdad, el honor, la dignidad, el respeto etc.
Las ventajas o talentos de las manos: las cosas que usted sabe como hacer
y que le gusta hacer y que usted puede enseñarles a otros, por ejemplo apoyar
los jóvenes, tocar la guitarra, cocinar, la costura, tejer, pintar, la carpintería, la
horticultura, arreglar máquinas, escribir, etc.
NOMBRE
NOMBRE
NOMBRE
Community Assets Map
Institutions
Associations
Individuals
Mapa de Recursos
Instituciones Locales
Asociaciones del
Vecindario
Talentos/Regalos
de los Individuos
Mapa de Recursos de
Anderson Valley
Instituciones
Organizaciones
no lucrativas
Sueño Latino
Escuelas
Asociaciones
Clinica
Comite de
Padres en
la Escuela
Primaria
Individuos
Negocios
Privados
Jovenes
Solteras/
Solteros
Ancianos
Parques
Rancho
Navarro
Asociación
Cherife
(Policia)
Ambulancia
Caballeros
de Colón
Gobierno
Federal
Padres de
familia
Personas
desabilitadas
Asociación Nacional de
Trabajadores Sociales
Bomberos
Voluntarios/CDF
Cezar
Chavez:
Unión de
Campesinos
Membresia
Asociación
de Futból
Terrenos de la
Feria
Bibliotecas
Gobierno
Estatal
¿Qué son las Asociaciones?
Las asociaciones son grupos de gente que juntos y
unidos por una visión común, crean el poder
colectivo, y trabajan juntos a la marca para que la
visión sea una realidad. Las asociaciones son los
"asembleos de las ventajas o regalos" de la
comunidad.
Ejemplos de Asociaciones Locales
•
Iglesias
•
Clubes del Vecindario
•
Grupos Culturales
•
Grupos o Clubes de Ancianos
•
Clubes de Jóvenes
•
Equipos o Clubes Deportivos
•
Grupos o Clubes de Hombres o Mujeres
•
Clubes de Servicios Sociales o Comunitarios
Las Instituciones
•
•
•
•
•
•
•
•
Escuelas y Colegios
Bibliotecas
Parques
La Policía
Universidades, Escuelas o Institutos de Comercia
Agencias de Servicios Sociales
Negocios Privados sin fines lucrativos
Negocios Comerciales
Las Ventajas de Instituciones Locales
•
•
•
•
•
•
•
•
•
Facilidades, instalaciones, salas de conferencia, etc.
Equipo, máquinas y material de oficina
El Poder Adquisitivo
Empleo
Entrenamiento y el desarrollo de organizaciones
Empleados
Recursos Financieros
Poder, Influencia
Abren puertas de oportunidad
5pm – 2:00pm
5pm – 3:00pm
Building A Community for Everyone
Sunday, August 19, 2001
Anderson Valley, California
AGENDA
11:00am – 11:15am
Welcome & Introductions
11:15am – 11:45am
You Already Know
The Stories of How Communities are Coming Together and Building Themselves
from Their Resources instead of their Deficits
The 3 Tools: Individuals, Associations, and Institutions
11:45am – 12:30pm
Heart, Hands, and Head
Discovering what people have to offer from their hearts, their hands and their
heads
The gifts of Individuals and the 1:1 interview
12:30pm – 1:15pm
Lunch
Recognizing the Potential of Local Associations
Listing of local associations and their resources
2:00pm – 2:45pm
Recognizing the Potential of Local Institutions
Listing of local institutions and their resources
Realizing Your Dreams for a Healthy Anderson Valley
Review and highlights for next week’s training
The Elder’s Story
La Edificación de Una Comunidad Para Todos
domingo, el 19 de agosto de 2001
Anderson Valley, California
AGENDA
11:00am – 11:15am
Bienvenida e Introducciones
11:15am – 11:45am
Usted Sabe Ya
Cuentos de Cómo Comunidades Vienen Junto y
Construyen a sí mismo de Sus Recursos en vez de lo que
Faltan
Las 3 Herramientas: los Individuos, las Asociaciones, y las
Instituciones
11:45am – 12:30am
Corazón, Manos, y Cabeza
Descubriendo lo qué gente tiene que ofrecer de sus
corazones, de las manos y de sus cabezas.
Los regalos de Individuos y la entrevista 1:1
12:30pm – 1:15pm
Lunch
1:15pm – 2:00pm
Reconocciendo el Potencial de Asociaciones
Preparación de listas de asociaciones locales y sus
recursos
2:00pm – 2:45pm
Reconociendo el Potencial de Instituciones
Preparación de listas de instituciones locales y sus
recursos
2:45pm –3:00pm
Que Realizan Sus Sueños Para una Comúnidad Sana
en Anderson Valley
La revisión y los puntos culminantes del entrenamiento de
la próxima semana
El Cuento de los Ancianos
Movilizando La Comunidad Alrededor De Sus Ventajas
Valle De Anderson, California
25-26 de agosto, 2001
Agenda
Sábado, el 25 de agosto, 2001
6:00pm – 6:30pm
Bienvenida y revisión de la Introducción a construir a una
comunidad para todos.
6:30pm – 7:15pm
Actividad de la Visión de Acción
Celebración de la Victoria en el Valle de Anderson en el
año 2004
7:15pm – 7:45pm
Compartiendo nuestra visión común
7:45pm – 8:00pm
Quebrada
8:00pm – 8:45pm
La Definición de los resultados de Nuestra Visión
8:45pm – 9:00pm
Revista y Evaluación del Proceso
Domingo, el 26 de agosto, 2001
11:00am – 11:15am
Bienvenida y Revista de la Agenda para Hoy Día
11:15am – 11:45am
Creando el Mapa de las Ventajas de Nuestra Comunidad
Entrevistas de uno con uno
Enganchando Individuos a la
11:45am – 12:15pm
Entrevistando las Asociaciones Para Ser Sus Socios y Para
la Acción
12:15pm – 1:00pm
Entrevistando Instituciones y Otras Agencias u
Organizaciones Para ser Sus Socios Para la Acción
1:00pm – 2:00pm
Almuerzo y discusión
2:00pm – 2:45pm
Creando El Mapa En Total
2:45pm – 3:00pm
Evaluación y Cierre
Mobilizing a Community Around It’s Assets
Anderson Valley, California
August 25-26, 2001
AGENDA
Saturday, August 25, 2001
6:00pm – 6:30pm
Welcome and Review of Introduction to Building A
Community for All
6:30pm – 7:15pm
Action Vision Activity
“Victory Celebration in Anderson Valley in the Year 2004”
7:15pm – 7:45pm
Sharing Our Common Vision
7:45pm – 8:00pm
Break
8:00 – 8:45pm
Defining Our Outcomes
8:45pm – 9:00pm
Recap/Evaluation
Sunday, August 26, 2001
11:00am –11:15am
Welcome and Review of Today’s Agenda
11:15am – 11:45pm
Asset Mapping
1:1 Interviews & Report
Engaging Individuals to Build Community
11:45am – 12:15pm
Interviewing & Engaging Associations
To be Your Partners
12:15pm – 1:00pm
Interviewing & Engaging Institutions and other Agencies
or Organizations to Be Your Partners
1:00pm – 2:00pm
Lunch and Discussion
2:00pm – 2:45pm
Community Asset Mapping
2:45pm – 3:00pm
Evaluation & Closing
Construyendo Una Comunidad Para Todos
jueves, el 25 de octubre de 2001
Raisin City, California
AGENDA
5:00pm –6:00pm
Bienvenida, Introducciones
y Revista
Creando el Plan de Acción de la Visión
6:00pm – 7:00pm
Mobilizando la Comunidad Alrededor de la Visión
Creando el Mapa de las Ventajas de Nuestra
Comunidad
Entrevistas de uno con uno - Enganchando
Individuos a la Acción;
Entrevistando las Asociaciones Para Ser Sus Socios
Entrevistando Instituciones y Otras Agencias y
Organizaciones Para ser Sus Socios Para la Acción
7:00pm – 7:30pm
Evaluación, Platica y Plán
La Edificación de Una Comunidad Para Todos
lunes, el 14 de enero, 2002
Raisin City, California
AGENDA
6:00pm –6:15pm
Bienvenida e Introducciones
6:15pm – 6:45pm
Actividad de la Visión de Acción l
Celebración de la Victoria en Raisin City en el año
2004
6:45pm – 7:15pm
Compartiendo nuestra visión común
La Definición de los resultados de Nuestra Visión
7:15pm –7:45pm
Creando el Mapa de las Ventajas de Nuestra
Comunidad
Entrevistas de uno con uno - Enganchando
Individuos a la Acción;
Entrevistando las Asociaciones Para Ser Sus Socios
Entrevistando Instituciones y Otras Agencias u
Organizaciones Para ser Sus Socios Para la Acción
7:45pm –8:15pm
Construyendo El Plan de Acción
Mobilizando y Enganchando las Ventajas de Su
Communidad Para Ser Sus Socios de La Visión y
Para la Acción
8:15pm – 8:30pm
Revista y Evaluación del Proceso
Enganchando, Motivando, y Movilizando Trabajadores Agrícolas y Sus
Comunidades Alrededor de Sus Fuerzas
Engaging, Motivating, & Mobilizing
Agricultural Worker Communities Around Their Strengths
February 15 & 16, 2002
Rural Community Assistance Corporation
West Sacramento, California
AGENDA
viernes, 15 de febrero, 2002 Friday, February 15, 2002
3:00 p.m. – 3:15 p.m.
Bienvenida
Welcome
3:15 p.m. – 3:45 p.m.
Círculo y introducciones
Opening Circle & Introductions
3:45 p.m. – 4:00 p.m.
Compartiendo Sobre Nuestra Comunidad y Quién
Somos
Sharing About Our Community & Who We Are
4:00 p.m. – 4:30 p.m.
Compartiendo Nuestros Regalos, Talentos, Recursos,
y Desafíos de la Comunidad
Sharing Our Community Gifts & Challenges
4:30 p.m. – 4:45 p.m.
Descanso / Break
4:45 p.m. – 5:15 p.m.
Compartiendo las Lecciones Aprendidas
Sharing Our Lessons Learned
5:15 p.m. – 6:15 p.m.
El Liderismo Para Enganchar, Motivar, y Movilizar
Comunidades a la Acción
Leadership to Engage, Motivate & Mobilize Communities
to Action
6:15 p.m. – 7:00 p.m.
Compartiendo Creaciones y Reflexiones del Liderismo
Sharing Leadership Creations & Reflections
sábado, 16 de febrero, 2002 Saturday, February 16, 2002
8:30 a.m. – 9:00 a.m.
Desayuno Continental
Continental Breakfast
9:00 a.m. – 9:15 a.m.
Bienvenida y Círculo de la Mañana
Welcome & Morning Circle
9:15 a.m. – 10:45 a.m.
El Proyecto Pregunta Correcta taller
Right Question Project workshop
10:45 a.m. – 11:00 a.m.
Descanso / Break
11:00 a.m. - 11:30 a.m.
El Proyecto Pregunta Correcta
Right Question Project continued
11:30 a.m. – 12:00 p.m.
El compartir de los Pasos Siguientes de Cada Grupo
Sharing of Next Steps from Each Group
12:00 p.m. – 12:30 p.m.
¿Cómo Conocemos Sí Estamos Teniendo Éxito?
How Do We Know We Are Succeeding?
12:30 p.m. – 1:30 p.m.
Almuerzo / Lunch
1:30 p.m. – 2:00 p.m.
Reflexiones, Encierro, y Evaluación
Reflections, Closure, & Evaluation
Engaging, Motivating, & Mobilizing
Agricultural Worker Communities Around Their Strengths
February 15 & 16, 2002
Rural Community Assistance Corporation
West Sacramento, California
AGENDA
Friday, February 15, 2002
3:00 p.m. – 3:15 p.m.
Welcome
Rural Communities Assistance Corporation Staff
3:15 p.m. – 3:45 p.m.
Opening Circle & Individual Introductions (Who I Am)
facilitated by Luz Engelbrecht, ABCD Consultant, Center
for Collaborative Planning
3:45 p.m. – 4:00 p.m.
Sharing About Our Community & Who We Are
Each Community Groups is invited to share their community story:
Where they come from;
What it is like there,
Who makes up their community.
4:00 p.m. – 4:30 p.m.
Sharing Our Community Gifts & Challenges
Each Community will continue their community story by
sharing their Community’s Gifts followed by their
Community’s Challenges – or their Community’s Issues
4:30 p.m. – 4:45 p.m.
Break
4:45 p.m. – 5:15 p.m.
Sharing Our Lessons Learned
Each Community is invited to share their response to the
strengths based work they have done in their communities
and to name what they look forward to accomplishing in
the future.
5:15 p.m. – 6:15 p.m.
Leadership to Engage, Motivate & Mobilize
Communities to Action
Participants will be exploring types of leadership via a
story and quotations which describe different positive types
of leadership in community building. Participants will be
provided with play dough, paper & colors, paper and pens
and be given an opportunity to create a drawing, a written
description, or a clay representation of what they believe
represents the appropriate leadership that can engage,
motivate, and mobilize their community.
6:15 p.m. – 7:00 p.m.
Sharing Leadership Creations & Reflections
Plus, a review of the homework assignment: Participants will be
asked to begin strategizing their next steps for work in their
community and to be prepared to share this on Saturday.
Saturday, February 16, 2002
8:30 a.m. – 9:00 a.m.
Continental Breakfast
9:00 a.m. – 9:15 a.m.
Welcome & Morning Circle
9:15 a.m. – 10:45 a.m.
Right Question Project
facilitator, Aydé Pérez, Program Assistant, Center for
Collaborative Planning
10:45 a.m. – 11:00 a.m.
Break
11:00 a.m. - 11:30 a.m
Right Question Project continued
11:30 a.m. – 12:00 p.m.
Sharing of Next Steps from Each Group
12:00 p.m. – 12:30 p.m.
How Do We Know We Are Succeeding?
The Importance of Assessing & Celebrating Our Progress Along
The Way
12:30 p.m. – 1:30 p.m.
Lunch
1:30 p.m. – 2:00 p.m.
Reflections, Closure, & Evaluation
ABCD Resources – Online
http://www.northwestern.edu/ipr/abcd.html
http://www.connectccp.org/programs/abcd/index.html
Popular Education Resources - Online
http://www.infed.org/thinkers/et-freir.htm
http://www.highlanderscenter.org/
http://www.inspiredinside.com/learning/article008.htm
Folk or Popular Education
Adams, F. (1975). Unearthing Seeds of Fire. Winston-Salem, North
Carolina: John F. Blair, Publisher.
Brookfield, S. (1986). Understanding & Facilitating Adult Learning:
Chapter 9: Program Development for Adults. San Francisco: Jossey-Bass.
Cervero, R. M., Wilson, A. L. (1994). Planning Responsibly for Adult
Education: A Guide to Negotiating Power and Interests. San Francisco:
Jossey-Bass.
Colgan, A. H. (1993). Models for Effective Program Development. Adult
Learning, vol 4 (4), p. 7-8, Mar-Apr 1993.
Friere, P. (1981). Education for Critical Consciousness. New York:
Continuum Publishing Corporation.
Horton, M., Freire, P. (1990). We Make the Road by Walking.
Philadelphia: Temple University Press.
Shor, I., Freire, P. (1987). A Pedagogy for Liberation. South Hadley, Massachusetts:
Bergin & Garvey Publishers, Inc.
ABCD Publications & Order Form
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BUILDING COMMUNITIES FROM THE INSIDE OUT (book)
$25 each for 1-9 copies, $22.50 each for 10-49 copies, $20
each for 50-99 copies, $18.50 each for 100+ copies
MOBILIZING COMMUNITY ASSETS (video training program)
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A GUIDE TO MAPPING CONSUMER EXPENDITURES AND
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FROM THE INSIDE OUT (book) $30 each for 1-9 copies, $27
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