Core Course 5B: Managing Change: Supporting Communities and Embracing Cultures
University of Massachusetts Boston
School for Global Inclusion and Social Development
(Class Meeting Time and Location)
Fall 2013
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Office Hours:
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COURSE DESCRIPTION
This course examines key concepts of change management in community settings. It provides an
introduction to social change theories and their application to community settings and to models
and approaches to community change. The course teaches students strategies for identifying and
addressing issues in the change-management process, and for managing change more effectively,
giving consideration to the cultural, racial, ethnic, and socio-economic make-up of the
community. The role of culture and the impact of globalization on change efforts and
implications for practitioners in global inclusion and social development will be considered as
well. Real-world examples focused on health, disability and development, provided by leaders
who are experienced change agents, will demonstrate how communities can effectively manage
change. The course also teaches students how to assess the needs and abilities of communities
for change and to evaluate community change efforts with a particular emphasis on stakeholder
involvement. Master’s and doctoral students in global inclusion and social development can
choose to take this course or the Strategies for Systemic Change course.
COURSE OBJECTIVES
Upon completion of this course students will be able to:
 Assess their competencies (including leadership and cultural sensitivity) to facilitate and / or
manage change in community settings and develop a plan for personal development;
 Understand the concept of community and variations across societies and cultures and
implications for practitioner competencies (cultural sensitivity);
 Explain what facilitates and inhibits community sustainability with a particular emphasis on
community/community leaders’ ability to manage change;
 Demonstrate knowledge of prominent social change theories and application to community,
and of models and approaches for community change and implications for practitioners;
 Describe different strategies for implementing and managing community change in different
contexts (health, disability, development, global context) with a particular emphasis on
stakeholder involvement;
 Assess the need for community change and evaluate the process and outcomes of
implementing such a change in diverse community settings; and
● Demonstrate competence in applying knowledge and skills gained throughout the course in a
white paper.
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REQUIRED TEXT
Homan, M. S. (2011). Promoting community change: Making it happen in the real world.
Bellmont, CA: Brooks/Cole.
REQUIRED COURSE READINGS (See below)
STUDENT PERFORMANCE EVALUATION
Activity / Assignment
Deadline
Percent of Final
Grade
20%
Active and prepared class
participation
Each class
Personal reflections journal
Collected during Sessions 5, 9, and 13.
Final presentation of experiences and
personal growth during Session 14.
15%
Group case study analysis and
write up
Due in class during scheduled sessions
20%
White paper
Due via email by the end of finals week 30%
Individual presentation
Due in class during Session 14
15%
DIRECTIONS FOR ASSIGNMENTS
Active and Prepared Participation
Participation is a must during this course. The knowledge you gain from the sessions and
assignments is dependent on your willingness to be actively involved in the sharing of your ideas,
reactions, self-exploration and personal learning. Students are expected to come to class prepared
each week ready to participate.
Personal Reflections Journal
Each student is to keep a journal during the semester. Personal reflections, feelings, and reactions
to class readings, activities, and issues addressed in class are to be recorded at least weekly. A
required component of the journal is to provide your thoughts and reactions to the experiential
aspects of the course, including self-assessments, class discussions, and guest speakers. The
journals will be collected three times during the semester. During the last class (Session 14)
every student will give a 5-minute (informal) final ‘presentation’ on their experiences and
personal growth during the course.
Case Study Analysis and Write Up
Each student will analyze one example of implementing change in a community setting.
Students will be able to choose from among three examples (one on health, a second one on
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disability, and a third example on development) provided by the instructor in Sessions 6, 7 and 8.
Students will analyze the case and summarize their findings in form of a short paper (5 – 7
pages). The case study analysis will include three major sections:
1. Background of the community issue and evidence of the need to change
2. Response (both change process and impact)
3. Analysis of the response and possible alternatives
Sample relevant (but not exhaustive) information to include in section one is a description of the
community issue (including a timeline if relevant), an explanation of the threat or danger if
nothing is done (no change is implemented), and contributing factors or complications of the
situation. Section two might include a description of the actions taken, details of the response
strategy (both the process and the impact), how the responding entity (be it internal or external to
the community) worked with others (or dealt with any opposition). A very important aspect of
section three is a critical analysis of the response, including observations about what was
effective or not, and additional strategies that might be implemented. As a class, we will analyze
a case study in Sessions 6, 7 and 8 related to health, disability and development; these exercises
are intended to help students guide their own case study analysis for this assignment.
White Paper
Each student will develop a white paper that is targeted to a selected group or audience and
introduces an issue with a proposed course of action. Students will select a particular community
issue that warranted change to focus on for this paper, and will propose a strategy to addressing
this issue. Topics will need to be reviewed and approved by the instructor no later than Session 8.
Students are expected to review relevant literature (both literature provided in the course as well
as additional literature and materials collected for this assignment) and incorporate evidence for
the seriousness of the issue as well as their reason for proposing the selected course of action
(e.g., why it is believed to be the most effective). This paper will be due at the end of finals week,
and students will be provided with feedback of their verbal presentation of this work before
submitting their final draft.
For master’s level students: papers will be 10 pages in length, with 10 – 15 references.
For doctoral students: papers will be 20 pages in length with 20 – 25 references.
Individual Presentation
During the Session 14 each student will give a verbal presentation of his/her white paper to the
class. Use of PowerPoint or other media is optional. Critical aspects of this presentation are
conveying the intended audience and rationale, the community and issue, and proposed course of
action. Students should incorporate supporting evidence from the literature in the presentation.
Presentations should be no more than 15 minutes (per student) in length. Students will receive
feedback on this presentation that they may use to finalize their written draft of the white paper
to be submitted during finals week.
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COURSE OUTLINE
Session / Date
Session 1: Course
introduction and
overview
Topic / Activity
Session Goals: Introduce students 
to the course objectives, review
syllabus and course assignments
including group case study project,
and discuss overall concepts
central to the course.

Activity: We will watch and
discuss a video interview
“Concern for community” with
community organizer / change
agent Ernesto Cortes.
Session 2: What is
community and
what contributes to
sustainable
communities?
Session Goals: Introduce the
concept of community, its
dimensions and how this differs
across societies and cultures; also
introduce the concept of
sustainable communities (i.e.
communities able to manage
change).
Activity: Guest speaker (in
person) – Mr. John J. Drew,
President / CEO of Action for
Boston Community Development,
followed by discussion of assigned
readings.
Session 3: Culture
in the context of
community and
implications for
practitioners
Session Goals: Introduce the
concept of culture / cultural
diversity and its intersection with
community; discuss implications
for practitioners in terms of
working cross-culturally (cultural
sensitivity and competency).
Activity: Guest speaker (in
person) – Ms. Paula Sotnik,
Project Director at the ICI / UMB,
followed by discussion of assigned
readings.
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







Readings
Course handout on definitions
of social inclusion, social
development, globalization,
community and community /
social change.
Homan (2011). Ch. 1:
Understanding the challenge to
change.
Yin (1994). Case study
research: Design and
methodology.
Homan (2011). Ch. 13:
Enhancing the quality of
neighborhoods.
Chifos (2007). The sustainable
communities experiment in the
United States: Insights from
three federal-level initiatives.
Alley et al. (2007). Creating
elder-friendly communities:
Preparations for an aging
society.
Libby, Rosen, & Sedonaen
(2005). Building youth-adult
partnerships for community
change: Lessons from the
Youth Leadership Institute.
Homan (2011). Ch. 1: Section
on “The need for cultural
awareness, respect and
competency,” and Ch. 8:
Section on “Cultural
competency.”
Yosso (2005). Whose culture
has capital? A critical race
theory discussion of
community cultural wealth.
Putnam (2007). E pluribus
unum: Diversity and

Session 4:
Social change
theories and
application to
community
Session Goals: Introduce

prominent theories of social
change and discuss differences and
similarities across theories and

their application to different types
of communities and community
settings.
Activity: Discussion of assigned
readings.

Session 5: Models
and approaches for
community change
and implications for
practitioners
Session Goals: Introduce
prominent models and approaches
to community change / change
management and discuss
implications for practitioners who
facilitate such change.
Activity: Discussion of assigned
readings.


Personal reflections journals
collected.

Session 6:
Session Goals: Using a case study
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
community in the twenty-first
century.
Bunker & Alban (2006). The
handbook of large group
methods: Creating systemic
change in organizations and
communities. Ch. 6: Working
cross-culturally.
Homan (2011). Ch. 2:
Theoretical frameworks for
community change.
Anderson & Milligan (2006).
Social capital and community
building. In: FulbrightAnderson & Auspos (Eds.)
Community change: Theories,
practice and evidence. pp. 21 –
60.
Dovidio, Gaertner, & Saguy
(2009). Commonality and the
complexity of “we”: Social
attitudes and social change.
Homan (2011). Ch. 3: Relating
community change to
professional practice, Ch. 4:
Putting yourself in the picture,
and Ch. 5: Putting the pieces
together.
Foster-Fishman, Nowell, &
Yang, (2007). Putting the
system back into systems
change: A framework for
understanding and changing
organizational and community
systems.
Kubisch et al. (2010). Voices
from the field III: Lessons and
challenges from two decades
of community change efforts.
Part 2: Examining three ore
design and implementation
issues.
Homan (2011). Ch. 6: Power,
Managing
community change
in a health context
(Lewis et al., 2011), discuss issues
and challenges of implementing
and managing community change
around health and implications for
practitioners.

Activity: Guest speaker (in
person) – Mr. Jean-Marc Baptiste,
Executive Director, Haitian

American Public Health
Initiatives, Inc. (HAPHI), followed
by discussion of assigned readings.
Case study for assignment
handed out by the instructor.
Session 7:
Managing
community change
in a disability
context

Session Goals: Using case studies 
(Dwyer et al., 2001), discuss
issues and challenges of
implementing and managing
community change around

disability and implications for
practitioners.
Activity: Guest speaker (in
person) – Mr. Rich Robison,
Executive Director, Federation for
Children with Special Needs
(FCSN), followed by discussion of
assigned readings.
and Ch. 7: Powerful planning
Siegel & Lotenberg (2007).
Marketing public health –
Strategies to promote social
change. (2nd Ed.) Sudbury,
MA: Jones & Bartlett. Section
3: Marketing public health –
Case studies.
Lewis et al. (2011).
Transforming the urban food
desert from the grassroots up:
A model for community
change.
Paine-Andrews et al. (2002).
Analyzing the contribution of
community change to
population health outcomes in
an adolescent pregnancy
prevention initiative.
Honan, (2011). Ch. 8: People –
The most valuable resource,
and Ch. 9: Raising other
resources.
Dwyer et al. (2001).
Community development by
American Indian tribes: Five
case studies of establishing
policy for tribal members with
disabilities.
Case study for assignment
handed out by the instructor;
Health case study due.
Session 8:
Managing
community change
in a development
context
Session Goals: Using case studies 
(Bhuivan, 2011), discuss the issues
and challenges of implementing
and managing community change 
in a development context and
implications for practitioners.

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Homan (2011). Ch. 10: Getting
the word out, and Ch. 11:
Building the organized effort.
Craig (2003). Globalization,
multiculturalism and
community development.
Bhuiyan (2011). Social capital
Activity: Guest speaker (via
videoconferencing) – Professor
Gary Craig, President,
International Association for
Community Development (IACD),
followed by discussion of assigned
readings.
and community development:
An analysis of two cases from
India and Bangladesh.
Case study for assignment
handed out by the instructor;
Disability case study and White
paper topics due.
Session 9:
Managing
community change
1: Leadership
competencies
Session Goals: Discuss what it
means to manage community
change from a leaders’ perspective
including leader roles and
responsibilities and implications
for practitioners (leadership
competencies).

Activity: Guest speaker (in
person) – Dr. William E. Kiernan,
Director of the ICI / UMB,
followed by discussion of assigned
readings.


Personal reflections journals
collected;
Development case study due

Session 10:
Managing
community change
2: The impact of
globalization
Session Goals: Review the
concept of globalization
introduced in Session 1 and
discuss its impact (positive and
negative) on communities and
their ability to manage change to
sustain themselves.
Activity: Guest speaker (via
videoconferencing) – Mr. John
Hailey, Founder of the
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

Hickman (2010). Leading
change in multiple contexts:
Concepts and practices in
organizational, community,
political, social, and global
change settings. Part 1:
Conceptual perspectives on
leading change.
Homan (2011). Ch.12: Taking
actions – Strategies and tactics,
and Ch. 14: Increasing the
effectiveness of established,
formal organizations.
Mills (2005). Sustainable
community change: A new
paradigm for leadership in
community revitalization
efforts.
Sullivan et al. (2007). The
three challenges of community
leadership.
Hickman (2010). Leading
change in multiple contexts:
Concepts and practices in
organizational, community,
political, social, and global
change settings. Part 3:
Leading community and
organizational change, and
Part 5: Leading global change.
Packer, Spence, & Beare
(2001). Building community
International NGO Training and
Research Center and expert in
NGO development (INTRAC),
followed by discussion of assigned
readings.
Session 11:
Managing
community change
3: Stakeholder
involvement
Session 12:
Evaluating
community change
efforts 1: Needs
assessment
partnerships:
An Australian
case study of sustainable
community-based rural
programmes.
Session Goals: Discuss what it
means to manage community
change from the perspectives of
different stakeholders. Introduce
students to different strategies for
involving stakeholders in planning
implementing, and evaluating
community change.

Activity: Guest speaker (in
person) – Dr. Donna Haig
Friedman, Director, Center for
Social Policy (CSP) / UMB,
followed by discussion of assigned
readings.

Session Goals: Introduce methods
and techniques for assessing the
need for community change
including community readiness for
change with a particular emphasis
on stakeholder involvement.



Activity: Guest speaker (in
person) – Dr. Berna Kahraman,

Research Fellow/Evaluator, Center
for Social Policy (CSP) / UMB,
followed by discussion of assigned
readings.

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Homan (2011). Review Ch. 6:
Section on “Empowering
others,” and Ch. 7: Identify
stakeholders.
Maton (2008). Empowering
community settings: Agents of
individual development,
community betterment, and
positive social change.
Bunker & Alban (2006). The
handbook of large group
methods: Creating systemic
change in organizations and
communities. Ch. 4: Working
in polarized and politicized
environments, and Ch. 5:
Working in communities with
diverse interest groups.
Patton (2008). Part 1: Toward
more useful evaluation.
Annie E. Casey Foundation
(1998). Evaluating
comprehensive community
change. Part 1: Strengthening
evaluations by clarifying goals
and objectives.
Stoecker, R. (2005). Research
methods for community
change: A project-based
approach. Ch. 1: “But I don’t
do research,” Ch. 2: A goose
approach to research, and Ch.
4: Diagnosing.
Sharma, Lanum, & SaurezBalcazar (2000). A community
needs assessment guide: A
brief guide on how to conduct
a needs assessment.
Session 13:
Evaluating
community change
efforts 2:
Appreciative
inquiry
Session Goals: Introduce methods
and techniques for evaluating
community change efforts (both
implementation process and
outcomes) with a particular
emphasis on stakeholder
involvement. One of the methods
to be discussed is appreciative
inquiry (AI).


Activity: Prepared for class
discussion of case study “Using AI
at Evergreen Cove.”

Personal reflections journals
collected.

Session 14:
Individual
presentations;
personal reflections
on journaling
Annie E. Casey Foundation
(1998). Evaluating
comprehensive community
change. Part 2: Central issues
in conducting convincing and
useful evaluations of
comprehensive community
initiatives.
Stoecker, R. (2005). Research
methods for community
change: A project-based
approach. Ch. 7: Evaluation.
Preskill & Catsambas (2006).
Ch. 1: Introducing AI, Ch. 2:
Using AI in evaluation
practice, and Appendix: Using
AI at Evergreen Cove (case
study)
Cooperrider, Whitney &
Stavros (2008). Ch. 9: AI case
applications, and Ch. 11: The
AI classics: Selected articles.
Activity: Students present on their
White papers in Part 1 of the
session and on their personal
reflection journals in Part 2 of the
session.
ACCOMODATIONS
UMass Boston is committed to providing reasonable academic accommodations for all students
with disabilities. This syllabus is available in alternate format upon request. If you have a
disability and feel you will need accommodations in this course, please contact the Ross Center
for Disability Services, Campus Center, Upper Level, Room 211 at 617-287-7430. After
registration with the Ross Center, you should present and discuss the accommodations with the
instructor. Although a student can request accommodations at any time, it is recommended that
students inform the instructor of their need for accommodations by the end of the Drop / Add
period to ensure that accommodations are available for the entirety of the course.
CODE OF CONDUCT AND ACADEMIC INTEGRITY
It is the expressed policy of UMass Boston that every aspect of academic life − not only formal
coursework situations, but all relationships and interactions connected to the educational process
− shall be conducted in an absolutely and uncompromisingly honest manner. UMass Boston
presupposes that any submission of work for academic credit is the student’s own and is in
9
compliance with University policies, including its policies on appropriate citation and plagiarism.
These policies are spelled out in the Code of Student Conduct. Students are required to adhere to
the Code of Student Conduct, including requirements for academic honesty, as delineated in the
UMass Boston Graduate Catalogue and relevant program student handbook(s).
REQUIRED COURSE READINGS AND REFERENCES
Anderson, A. A. & Milligan, S. (2006). Social capital and community building. In: K. FulbrightAnderson & P. Auspos (Eds.) Community change: Theories, practice and evidence.
Queenstown, MD: The Aspen Institute. Pp. 21 – 60.
Annie E. Casey Foundation (1998). Evaluating comprehensive community change. Baltimore,
MD: Author. Retrieved from
http://www.aecf.org/upload/PublicationFiles/community%20change.pdf
Alley, D., Liebig, P., Pynoos, J., Tridib, B. & Choi, I. H. (2007). Creating elder-friendly
communities: Preparations for an aging society. Journal of Gerontological Social Work,
49, 1 – 18.
Bhuiyan, S.H. (2011, December). Social capital and community development: An analysis of
two cases from India and Bangladesh. Journal of Asian & African Studies, 46(6), 533 –
545.
Bunker, B.B. & Alban, B.T. (2006). The handbook of large group methods: Creating systemic
change in organizations and communities. San Francisco, CA: John Wiley & Sons.
Centers for Disease Control and Prevention [CDC] (n.d.). CDC’s healthy communities program
website: http://www.cdc.gov/healthycommunitiesprogram/overview/index.htm
Chifos, C. (2007). The sustainable communities experiment in the United States: Insights from
three federal-level initiatives. Journal of Planning Education and Research, 26, 435 –
449.
Cooperrider, D.L., Whitney, D., & Stavros, J.M. (2008). Appreciative inquiry handbook: For
leaders of change (2nd Ed.). Brunswick, OH: Crown Custom Publishing.
Craig, G. (2003). Globalization, multiculturalism and community development. Public lecture
given at City University of Hong Kong on November 9, 2003. Retrieved from
http://www.iacdglobal.org/files/hongkonglect03.pdf
Dovidio, J. F., Gaertner, S. L., & Saguy, T. (2009). Commonality and the complexity of “we”:
Social attitudes and social change. Personality and Social Psychology Review, 13, 3 – 20.
Dwyer, K., Fowler, L., Seekins, T., Locust, C., & Clay, J. (2001). Community development by
American Indian tribes: Five case studies of establishing policy for tribal members with
disabilities. Journal of the Community Development Society, 31(2), 196 – 215.
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Fulbright-Anderson, K. & Auspos, P. (Eds.) (2006). Community change: Theories, practice and
evidence. Queenstown, MD: The Aspen Institute.
Foster-Fishman, P. G., Nowell, B., & Yang, H. (2007). Putting the system back into systems
change: A framework for understanding and changing organizational and community
systems. American Journal of Community Psychology, 39, 197 – 215.
Hickman, G. R. (2010). Leading change in multiple contexts: Concepts and practices in
organizational, community, political, social, and global change settings. Thousand Oaks,
CA: Sage.
Kubisch, A.C. et al. (2010). Voices from the field III: Lessons and challenges from two decades
of community change efforts. Queenstown, MD: The Aspen Institute. Retrieved from
http://www.aspeninstitute.org/sites/default/files/content/docs/pubs/VoicesIII_FINAL_0.p
df
Lewis L.B. et al. (2011). Transforming the urban food desert from the grassroots up: A model for
community change. Family Community Health, 34(1), 92 – 101.
Libby, M., Rosen, M. & Sedonaen, M. (2005). Building youth-adult partnerships for community
change: Lessons from the Youth Leadership Institute. Journal of Community Psychology,
33, 111 – 120.
Maton, K. I. (2008). Empowering community settings: Agents of individual development,
community betterment, and positive social change. Journal of Community Psychology, 41,
4 – 21.
Mills, R. C. (2005). Sustainable community change: A new paradigm for leadership in
community revitalization efforts. National Civic Review, 94, 9 – 16.
Packer, J., Spence, R., & Beare, E. (2001). Building community partnerships:
An Australian
case study of sustainable community-based rural programmes. Community Development
Journal, 37(4), 316 – 326.
Paine-Andrews, A. et al. (2002). Analyzing the contribution of community change to population
health outcomes in an adolescent pregnancy prevention initiative. Health Education
Behavior, 29(2), 183 – 193.
Patton, M.Q. (2008). Utilization-focused evaluation (4th Ed.). Newbury, CA: Sage.
Preskill, H. & Catsambas, T.T. (2006). Reframing evaluation through appreciative inquiry.
Newbury, CA: Sage.
Putnam, R. D. (2007). E pluribus unum: Diversity and community in the twenty-first century.
Scandinavian Political Studies, 30, 137 – 174.
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Sharma, A., Lanum, M., & Saurez-Balcazar, Y. (2000). A community needs assessment guide: A
brief guide on how to conduct a needs assessment. Chicago, IL: Loyola University.
Retrieved from
http://www.luc.edu/curl/pdfs/A_Community_Needs_Assessment_Guide_.pdf
Siegel, M. & Lotenberg, L.D. (2007). Marketing public health – Strategies to promote social
change (2nd Ed.) Sudbury, MA: Jones & Bartlett.
Stoecker, R. (2005). Research methods for community change: A project-based approach.
Thousand Oaks, CA: Sage.
Sullivan, H., Downe, J. , Entwistle, T. & Sweeting, D. (2007). The three challenges of
community leadership. Local Government Studies, 32, 489 – 508.
Yin, R. (1994) Case study research: Design and methodology. Beverly Hills, CA: Sage.
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community
cultural wealth. Race, Ethnicity and Education, 8, 69 – 91.
ADDITIONAL READINGS
Borrup, T.C. (2006). The role of culture in community building. In T.C. Borrup, The creative
community builder’s handbook: How to transform communities using local assets, arts,
and culture (pp. 3-14). Saint Paul, MN: Fieldstone Alliance Publishing Center.
Chrisman, N. J. (2007). Extending cultural competence through systems change: Academic,
hospital, and community partnerships. Journal of Transcultural Nursing, 18, 68S – 76S.
Cisse, G.S. & Casstevens, W.J. (2011). Choice theory to empower community change.
International Journal of Choice Theory and Reality Therapy, 30(2), 27 – 32.
Emery, M. & Flora, C. (2009). Spiraling-up: Mapping community transformation with
community capitals framework. Community Development, 37, 19 – 35.
Giles, W.H., Holmes-Chavez, A., & Collins, J.L. (2009). Cultivating health communities: The
CDC perspective. Health Promotion Practice, 10(2), 86S – 87S.
Heath, C., & Heath, D. (2010). Three surprises about change. In C. Heath and D. Heath, Switch:
How to change things when change is hard (pp. 1 – 26). New York, NY: Broadway
Books.
Hill, A., De Zapien, J.G., Staten, L.K., McClelland, D.J., Garza, R., Moore-Monroy, M., Elenes,
J., Steinfelt, V., Tittelbaugh, I., Whitmer, E., & Meister, J.S. (2007). From program to
policy: Expanding the role of community coalitions. Preventing Chronic Disease, 4(4), 1
– 12.
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Hubbell, K., & Emery, M. (2009). Unlocking local knowledge. In K. Hubbell and M. Emery,
Guiding sustainable community change: An introduction to coaching (pp. 1 – 4). Little
Rock, AK: Ken Hubbel and Associates.
Hubbell, K., & Emery, M. (2009). Serving multiple stakeholders during a community change
effort. In K. Hubbell and M. Emery, Guiding sustainable community change: An
introduction to coaching (pp. 15 – 18). Little Rock, AK: Ken Hubbel and Associates.
Kaufman, J.S., Crusto, C.A., Quan, M., Ross, E., Friedman, S.R., O’Rielly, K., & Call, S. (2006).
Utilizing program evaluation as a strategy to promote community change: Evaluation of a
comprehensive, community-based, family violence initiative. American Journal of
Community Psychology, 38(3 – 4), 191 – 200.
Kral, M.J., Idlout, L., Minore, B.J., Dyck, R.J., & Kirmayer, L.J. (2011). Unikkaartuit: Meanings
of well-being, unhappiness, health, and community change among inuit in Nunavut,
Canada. American Journal of Community Psychology, 48(3 – 4), 426 – 438.
Larson, J., Ares, N., & O’Connor, K. (2011). Introduction to the special issue: Power and
positioning in purposeful community change. Anthropology and Education Quarterly,
42(2), 88 – 102.
Minich, L., Howe, S., Langmeyer, D., & Corcoran, K. (2006). Can community change be
measured for an outcomes-based initiative? A comparative case study of the success by
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