SoWo 238 Sustainable Development Practice: Social and Cultural Aspects of Sustainable Development for Facilitators
| Spring, 2000, 6-8:50 pm, Mon. | Dorothy Gamble, Instructor |
| Tate•Turner•Kuralt Bldg., Rm. 135 | w/tel. 962-6446, h/tel 929-7698 |
| email: dee_gamble @unc.edu |
Course Description: This course will examine perspectives and models of sustainable development. Students will propose a project and present a participatory plan for engaging in sustainable development work.
The course will focus on the social and cultural aspects of communities that are relevant for sustainable development facilitators. Facilitators are teachers, trainers and organizers who serve as "cultivators" and "midwives" for community change. They may be social workers, planners, administrators, public health workers or educators. The course will introduce a variety of perspectives on the meaning of sustainable development; provide models of sustainable development from Asia, Africa, Latin America and the United States; engage students in analyzing their own strengths for this work and the strengths of a community in which they plan to develop a real or hypothetical sustainable development project; and, require students to present a participatory plan for engaging with the community for sustainable development work.
Course Objectives: At the termination of the course students should be able to:
1. Have an understanding of the impact their personal social and cultural background has on their own thinking and views about sustainable development. This understanding should be reflected in a plan for his/her growth and work.
2. Articulate a working definition of sustainable development that incorporates information from the past, as well as current thinking about the term, and provides some practical direction for the student’s development work.
3. Identify and describe some aspects of sustainable development initiatives in the United States and throughout the world, in indigenous as well as modern social groups.
4. Identify and analyze some social, cultural, and political aspects of communities, both external and intrinsic, that may influence sustainable development, positively or negatively.
5. Employ knowledge and skills necessary to (a) assess the knowledge people in a community already have about their sustainability, and to (b) help communities engage in building life enhancing structures and practices.
6. Develop and present a detailed participatory plan indicating how they would propose to learn about the knowledge, values, practices, and structures in a specific community in preparation for development facilitation.
Course Format: The course will be divided into three major areas of inquiry: current perspectives on sustainable development, examples of sustainable development projects from the U.S. and abroad, and, training ourselves and others in sustainable development practice. The class will include readings, lectures, discussions and student presentations. We will draw upon speakers from the community, indigenous leaders, faculty from other departments, and experts in population, development and the environment.
Assignments:
1. Meaning of Sustainable Development: Students will write a paragraph that defines sustainable development, once at the beginning of the semester and once at the end. You can think about this assignment as describing to others how you will know sustainable development when you see it? Your definition at the end of the course will be part of your final paper. This first assignment is a reflection of your thoughts now, before you do a lot of reading and reflection about the meaning of sustainable development. When you define sustainable development again as part of your final paper you should show how your definition compares with the definitions of at least two other authors. First paragraph due January 31.
2. Knowledge and Skills Growth Plan: One page document, prepared once at the beginning, and again at the end of the semester. The top half of the page will list what you know and can do to facilitate sustainable development. The bottom half will list what you need to know and be able to do to
facilitate sustainable development. The first version of this assignment is due January 31. The second is due at the last class period.
3. Conceptual Sharing: Each student selects one class period to provide a 15 minute discussion/presentation of their critical thinking about a concept relevant to sustainable development (see suggested list at the end of the syllabus). The presentation should:
4. Application of Knowledge and Skills to a Sustainable Development Project: Students will propose a real or hypothetical sustainable development project/initiative of their choice (e.g. ecotourism, sustainable agriculture, urban micro enterprise, the education of women and girls, experiential environmental programs for young people, indigenous/natural wellness promotion, integrated health and development projects, bioregional community project, etc.). The initiative must have goals that help community groups move toward sustainable development. Use a place where you have lived and worked, a place identified from our readings, or a place where you would like to work as the hypothetical site for your proposed project. It can be a project that has already started or that is planned for a specific community/regional location any where in the world. The project must have a specific location so that local social, cultural, geographic, environmental, economic, and political characteristics are incorporated in the analysis. The analysis must describe how these characteristics potentially support or prevent a community’s maintenance or initiation of a sustainable development project.
The paper will include:
a. A description of the community location and general aspects of the social, cultural (including gender role issues, the diversity of cultural traditions, and racial bias), geographic, environmental, economic, and, political characteristics.
b. A description of the project (real or hypothetical) , identifying specifically the aspects of the project that would lead the community toward sustainable development. (This section should include your own final definition of sustainable development, drawing from literature sources for comparison.)
c. A detailed description of a plan you would use to learn of the knowledge, structures, and practices in the community that will affect the sustainable development project.
(What do the people already know about their community and its sustainability? How will you learn about their knowledge of themselves, their community and their world? Make sure your plan incorporates the voices of women, people of color, people of low wealth and power, and other marginalized groups often excluded from planning.)
d. Some analyses of the community’s social, cultural, geographic, environmental, economic, and political characteristics as they relate to serving as barriers or helpers to the sustainable development initiative.
e. Some participatory approaches that incorporate knowledge, values, practices and structures learned from the community that could enhance the life and strength of the project.
f. Some approaches that incorporate knowledge you have of the world and sustainable development practice that could enhance the life and strength of the project.
g. A statement describing your personal development plans for becoming even more knowledgeable and effective in this or related sustainable development work.
5. Plan for Understanding Community Knowledge: Students will develop and present to the class a detailed plan indicating how they will propose to learn about the knowledge, values, practices, and structures in a specific community/region (from part 4,c above). The plan will cover the student’s (facilitator’s) first three to five months in a project site. It will provide detailed information about how the facilitator will come to understand all the systems of knowledge and experience already in the community. It will describe how the facilitator will build the necessary relationships with a range of community members in order to work toward maintaining or initiating a sustainable development project. (See "Evaluation of Presentations" for more direction). The plan may draw upon any tools or methods that facilitate the active participation of the community members in broadening their knowledge base and the knowledge base of the facilitator.
Evaluation:
First statements on the meaning of Sustainable Development 5%
| Knowledge and Skills Growth Plan |
10%
|
| Conceptual Sharing |
15%
|
| Presentation on the Plan for Understanding Community Knowledge |
25%
|
| Final Paper of a Sustainable Development Project/Initiative |
40%
|
| Class Participation |
5%
|
|
Total
|
100 Points
|
Texts:
Bernard, Ted & Young, Jora. (1997). The ecology of hope: Communities collaborate for sustainability. Gabriola Island, BC: New Society Publishers.
Berry, Thomas. (1988). The dream of the Earth. San Francisco: Sierra Club Books.
United Nations Development Program (UNDP) . (1999). Human development report 1999. New York, NY: Oxford University Press.
Additional required readings are available in the Learning Resource Center on the fifth floor, or can be borrowed from my office.
The readings in the syllabus beginning with an asterisk (*) should be completed for the date indicated. Additional readings are listed for your interest and further exploration. Some materials will be given to you as hand outs. Please feel free to share citations you find useful for this content as we progress through the semester.
Spring Semester Plan, 2000
Section A - Current Perspectives, Definitions, and Historical References for Sustainable Development
January 24: Introductions, plans for the course, course outline and assignments, and Unit I. Please do readings for Unit 1 and Unit 2 by January 31.
Unit 1: Definitions and historical references:
• What is the meaning of sustainable development? (Student’s one page definition due Jan. 31.)
• What is the relationship between sustainable development and social work, social development, community development, community organization, regional planning, or health education?
• What perspectives can we understand from indigenous peoples that help us understand the "integrity of the universe"?
• How is the human community (and human development) connected to the natural world?
• How does one "listen to the earth"?
*Berry, Thomas. (1988). The Dream of the Earth. San Francisco: Sierra Club Books. Chapters 1-6, pp. 1-69
* Estes, Richard J. (1993). Toward Sustainable Development: From Theory to Praxis. Social Development Issues, 15(3), pp. 1-29.
* Gamble, D. N. & Weil, M. O. (July, 1997). Sustainable development: The challenge for community development. Community Development Journal, 32(3), pp. 210-222.
Reading for Additional Insight:
Durning, Alan T. (December, 1992). Guardians of the Land: Indigenous Peoples and the Health of the Earth. Worldwatch Paper 112. Washington D. C.: World Watch Institute.
Berry, Thomas. (1988). Chapter 14: The historical role of the American Indian, in The Dream of the Earth. San Francisco: Sierra Club Books. (pp. 180-193)
Haq, Mahbub ul. (1995). Reflections on human development. Chapter 6: A framework for sustainable development, pp. 76-92. New York/Oxford: Oxford University Press.
January 31: Guest Speaker Prof. Melinda Meade, UNC-CH Dept. of Geography.
Unit 2: Perspectives on sustainability --- population, poverty, human development, and human consumption:
• What are some factors that influence the growth and decrease of population?
• How is the Human Development Index different from the Gross Domestic Product? What is the Human Poverty Index?
• What are some impacts of consumption on local and global societies?
• What is human capital and what kinds of social policy investments can improve it?
• Can development outcomes for women and children be improved by making sure to involve women through affirmative action (e.g. Women in Development - WID), or do we need to start at a more basic level to understand the culturally and socially defined relationships between men and women (e.g. Gender and Development - GAD)?
* Bernard, Ted & Young, Jora. (1997). The ecology of hope: Communities collaborate for sustainability. Gabriola Island, BC: New Society Publishers. Introduction and Part 1, pp. 7-40.
* United Nations Development Program (UNDP) . (1999). Overview and Chapter 1, in Human Development Report 1999. New York/ Oxford: Oxford University Press, (pp. 1-56).
* Estes, Richard. (1999). The poverties: competing definitions and alternative approaches to measurement. Social Development Issues, 21(2), pp. 11-21.
(*) Population Reference Bureau. (1999). World Population: More than just numbers. Washington DC: Population Reference Bureau.
Reading for Additional Insight:
Daly, Herman E. (1996). Beyond growth: The economics of sustainable development. Boston: Beacon Press.
Daly, Herman E. & Cobb, John B., Jr. (1989). For the Common Good: Redirecting the economy toward community, the environment, and a sustainable future. Boston: Beacon Press.
French, Hilary F. (1995). Forging a Global Partnership, in Brown, Lester, et. al. State of the World: A Worldwatch Institute Report on Progress Toward a Sustainable Society. New York, NY: W. W. Norton & Co., Chapter 10, pp. 170-189.
United Nations Development Program (UNDP) . (1998). Overview and Chapter 1 & 2, in Human Development Report 1998. New York/ Oxford: Oxford University Press, (pp. 1-45).
United Nations Development Program (UNDP) . (1998). Chapter 4: Unequal human impacts on environmental damage, in Human Development Report 1998. New York/ Oxford: Oxford University Press, pp. 66-85.
World Resources Institute. (1998). Critical Trends: Population and human well-being, in World Resources, 1998-99: A Guide to the Global Environment. New York, N.Y.: Oxford University Press. (pp. 141-151).
World Resources Institute. (1994). Chapter 2: Population and the environment, in World Resources, 1994-95: A Guide to the Global Environment. New York, N.Y.: Oxford University Press. (pp. 27-42).
(Note: Tuesday, February 8, 5-8:00 pm The School of Social Work will sponsor a Hunger Banquet on the 5th Floor of our building. The Hunger Banquet is an educational activity to demonstrate the disparity of resources in the world, especially food resources. The class members are asked to help with the Hunger Banquet in whatever way they can, and to participate if it is feasible.)
February 7:
Unit 3: Perspectives on sustainability - development models, feminist perspectives, Green politics, issues of race in science, and bioregions:
• What are some differences in development models described as modernization, dependency theory, basic needs, and structural adjustment?
• How have colonialism and racism affected development approaches?
• What are some characteristics of sustainable development that makes it different from previous models?
• How does the Green Movement articulate life sustaining values?
• How and why has women’s work remained invisible in most of the world?
• In Berry’s view how and why is the present industrial economy not sustainable?
• If we are to move toward an "ecological culture", away from a "patricentric, scientific/technological culture", how would we educate ourselves?
*Berry, Thomas. (1988). Chapter 7: Economics as a religious issue, (pp 70-88); Chapter 11: Patriarchy, a new interpretation of history, and, Chapter 12: Bioregions, the context for reinhabiting the earth, (pp. 138-170). in The Dream of the Earth. San Francisco: Sierra Club Books.,
*McKay, John. (1990). The Development Model. Development: Journal of the Society for International Development. 3/4, pp. 55-59
* United Nations Development Program. (1999). Chapter 3: The invisible heart - care and the global economy, in Human development report 1999, (pp. 77-83). New York/Oxford: Oxford University Press.
*World Resources Institute. (1994). Chapter 3: Women and Sustainable Development, in World Resources, 1994-95: A Guide to the Global Environment. New York, N.Y.: Oxford University Press. pp. 43-60.
(*) Development Works. Just One Percent: Gaining More than we Give. Washington D. C. : InterAction - Handout
(* )Charles, L. et. al. (1990). Where you at? A bioregional quiz, in Andruss, V. et. al. Home: A bioregional reader. Gabriola Is. B.C.: New Society Publishers, (pp. 29-30). - Handout.
(* )North Carolina River Basins and Environmental Education Centers, (1998). N. C. Center for Geographic Information & Analysis, 301 N. Wilmington St., Suite 700, Raleigh, NC 27601-2825.
Video: "Community" - focus on women’s involvement in economic development in Bangladesh, Oxfam America.
Reading for Additional Insight:
Harcourt, Wendy. (1994). Negotiating Positions in the Sustainable Development Debate: Situating the Feminist Perspective. in Harcourt, Wendy, (ed.) Feminist Perspectives on Sustainable Development. London & New Jersey: Zed Books Ltd. in association with Rome: SID. pp. 1-25.
Harvey, David. (1996). The environment of justice, in Justice, nature, and the geography of difference. Malden and Oxford: Blackwell publishers, (pp. 366-71, 385-911).
Henderson, Hazel. (1996). Chapter 13: Agreeing on rules and social innovations for our common future, in Building a win-win world: Life beyond global economic warfare, (pp. 293-329). San Francisco, CA: Berrett-Koehler Publishers, Inc.
Merchant, Carolyn. (1992). Chapter 7: Green Politics, in Merchant, C. Radical Ecology: The Search for a Livable World. New York and London: Routledge. (pp. 157-182).
Shiva, Vandana. (1993). Colonialism and the Evolution of Masculinist Forestry, in Harding, Sandra, (ed.). The "Racial" Economy of Science: Toward a Democratic Future. Bloomington, IN: Indiana University Press. pp. 303-314.
Southern Exposure (Summer/Fall, 1998). The Globalization Game. Vol.XXVI (2&3).
Swigonski, Mary E. (1994). The logic of feminist standpoint theory for social work research. Social Work. 39(4), 387-393.
Tokar, Brian. (1997). The green alternative: Towards a future of sustainable communities in the USA, in Kaoru Yamaguchi (Ed.). Sustainable global communities in the information age: Visions from future studies, (91-102). Twickenham, England: Adamantine Press, Ltd.
United Nations Development Program (UNDP) . (1996). Human Development Report 1996. New York/ Oxford: Oxford University Press. Chapter 2, pp. 43-65.
World Resources Institute. (1998). Critical Trends: Feeding the world, and production and consumption, in World Resources, 1998-99: A Guide to the Global Environment. New York, N.Y.: Oxford University, pp. 152-169.
Section B - National and International Efforts Toward Sustainable Development
February 14.
Unit 4: Examples from across the globe.
• What are some identifiable projects/efforts from our region, from elsewhere in the U.S., and from other parts of the world that are working toward sustainable development?
• Who are the facilitators and what methods are they using for participatory involvement?
• What are some of the differences and similarities in projects being initiated in our own region and in the developing world?
* Bernard, Ted & Young, Jora. (1997). The ecology of hope: Communities collaborate for sustainability. Gabriola Island, BC: New Society Publishers. Part 2, pp. 43-180.
* United Nations Development Program. (1999). Chapter 4: National responses to make globalization work for human development, in Human Development Report 1999, (84-96). New York/Oxford: Oxford University Press.
February 21, Unit 4 Continued. Guest Speaker, Mikki Sager from the Resourceful Communities Program.
Mikki Sager, from the Resourceful Communities Program, will present on her work in both the eastern and western parts of the state. She and a recent graduate, Craig White, have been working with Tyrrell County down east, as well as with communities in the western part of North Carolina, to develop local, participatory, racially integrated community development efforts that are environmentally and culturally sensitive. More recently they have also been working with communities along the New River, designated in 1998 as a National Historic Site.
February 28, No Class
March 6, Unit 4 Continued.
* Adriance, Jim. (1995). Living with the Land in Central America. Grassroots Development , 19/1. pp. 3-17. (Other examples of sustainable development projects in Latin America can be found in the journal, Grassroots Development.)
* Berry, Thomas. (1988). The Dream of the Earth. San Francisco: Sierra Club Books. Chapters 10: The New Story, pp. 123 - 137, & 13: The Hudson River valley, a bioregional story,
pp. 171-179.
Video: "Saving their Corner of the Planet" Grassroots efforts to protect the environment in Honduras.
Reading for Additional Insight:
Durning, Alan B. (1989). Poverty and the Environment: Reversing the Downward Spiral. Worldwatch Paper 92. Washington D. C.: World Watch Institute.
Hinsdale, Mary Ann, Lewis, Helen, and Waller, S. Maxine. (1995). It Comes From the People: Community Development and Local Theology. Philadelphia, PA.: Temple University Press. Chapter 3: Confronting and Using Power, pp. 65-78.
Hoff, Marie D. (1998). Sustainable Community Development: Studies in economic, environmental, and cultural revitalization. Boca Raton, FL: Lewis Publishers.
Peña, D. & Gallegos, J. (1997). Local knowledge and collaborative environmental action research. In P. Nyden, A. Figert, M. Shibley, & D. Burrows (Eds.), Building community: Social science in action. Thousand Oaks, CA: Pine Forge Press. PP. 85-91, with references pp. 250-256.
Sarin, Madhu. (1995). Wasteland Development and the Empowerment of Women: The SARTHI Experience, in Leonard, Ann (ed.), SEEDS 2: Supporting Women’s Work around the World. City University of New York, N.Y.: The Feminist Press. pp. 110-133. (This book contains other case studies from the U.S. , Zambia, Mozambique, Sudan, and Thailand that may be helpful in selecting a sustainable development project.)
Wilson, Larry. (1995). Fighting Toxic Waste Dumping in Kentucky. in Bradford, Bonnie & Gwynne, Margaret A. (eds.), Down to Earth: Community Perspectives on Health, Development, and the Environment. West Hartford, Ct.: Kumarin Press. pp. 107-112. (This books contains other case studies from the U.S. , Colombia, Honduras, Ecuador, Bolivia, Armenia, Mali, Kenya, Uganda and Sri Lanka that may be helpful in selecting a sustainable development project.)
World Resources Institute. (1994). Chapter 14: National and Local Policies and Institutions, in World Resources, 1994-95: A Guide to the Global Environment. New York, N.Y.: Oxford University Press. pp. 235-252.
World Resources Institute. (1998). Critical Trends: The Global commons; Resources at risk, in World Resources, 1998-99: A Guide to the Global Environment. New York, N.Y.: Oxford University Press, (pp. 170-199).
World Resources Institute. (1998). Chapter 3: Improving health through environmental action, in World Resources, 1998-99: A Guide to the Global Environment. New York, N.Y.: Oxford University Press, (pp. 73-126).
We also have available for review case study material from World Neighbors (Oklahoma City, OK) Projects in Honduras, Peru, India and Nepal. Some case study material is also available through EcoGen: Ecology, Community Organization, and Gender , a joint project of Clark University and Virginia Polytechnic Institute and State University established to examine the role of gender in rural livelihood systems.
Chapters 3 & 4 of the Human Development Report 1996 also will have a variety of brief examples of development and growth initiatives, some of which are representative of sustainable development efforts.
Section C - Training/Educating Ourselves and Others for Sustainable Development
March 13 No Class, Spring Break
March 20 & 27
Unit 5: Educating Ourselves
• The WHO questions (Christine Robinson, 1996)
Who are you? Why are you interested in this project? How will you benefit if the project is successful? What will you lose if the project fails? What are your values that undergird your work? How are these values helpful? When are they barriers to the community’s interests? How does your race and gender orientation influence your approach?
Who are they? What is the culture and basic livelihood structures of the people in the community with whom you are working? How do they understand and describe the future? Why would they want to work toward sustainable development? What do they have to gain if the project is successful? What do they lose if it fails?
Who are you to them? How do the people from the community see you? In what ways are you different from them? What expectations do they have of you? What experiences have they had with other outside facilitators in the past?
• How do participatory methods help us learn?
• What personal perspectives and behaviors demonstrate respect for the worth and dignity of the people with whom we work?
* Berry, Thomas. (1988). The Dream of the Earth. Chapter 8, The American college in the ecological age,(89-108), and Chapters 15 & 16, The dream of the earth, and The Cosmology of Peace, pp. 194-223 in, The Dream of the Earth. San Francisco: Sierra Club Books.
* United Nations Development Program (UNDP). (1999). Chapter 5: Reinventing global governance - for humanity and equity, in Human Development Report 1999. New York/ Oxford: Oxford University Press, pp. 97-114.
* World Neighbors (1994). Learning with the Community through Participatory Rural Appraisal. in World Neighbors in Action: A Newsletter for Project Personnel. Oklahoma City, OK: World Neighbors. March, 24/1E. - Handout
(*) Robinson, C. (1996). The Who Questions - Handout
(*)Sustainable Chapel Hill - Handout
(*) Sustainable Orange County - Handout
Reading for Additional Insight:
Blauert, Jutta & Zadek, Simon, (Eds.). (1998).Mediating sustainability: Growing policy from the grassroots. West Hartford, CN.: Kumarian Press.
Chambers, Robert. (1994). Participatory Rural Appraisal (PRA): Challenges Potentials and Paradigm. World Development, 22, (10), pp. 1437-1454.
Daly, Herman E. & Cobb, John B. Jr. (1989). Chapter 8 - From Individualism to Person-in-Community, in Daly, H. E. & Cobb, J.B. Jr., For the Common Good. Boston, MA: Beacon Press. (pp. 159-175).
Henderson, Hazel. (1994). Paths to Sustainable Development: The Role of Social Indicators. Futures. March, 26/2, pp. 125-137.
Hoff, Marie D. (1994). Environmental Foundations of Social Welfare: Theoretical Resources. in Hoff, Marie D. & McNutt, John G. The Global Environmental Crisis: Implications for Social Welfare and Social Work. Aldershot, U.K.: Avebury. (pp. 12 -35).
Hokenstead, M.C. & Midgley, James. (1997). Issues in international social work: Global challenges for a new century. Washington DC: NASW Press
Stoesz, David, Guzzetta, Charles, & Lusk, Mark. (1999). International development. Needham Heights, MA: Allyn & Bacon.
Swimme, Brian & Berry, Thomas. (1992). The Universe story. San Francisco, CA.: HarperCollins.
World Resources Institute. (1994). Chapter 1: Natural Resource Consumption. in World Resources, 1994-95: A Guide to the Global Environment. New York, N.Y.: Oxford University Press. (pp. 3-26).
April 3
Unit 6: Educating Others
• How do we form partnerships with local community groups to construct a vision for sustainable development?
• How can community visions and global visions be connected?
• How does the facilitator actually work toward this partnership and complex development planning?
• How can local communities measure the quality of their lives and environment before and after initiating change toward sustainable development?
* Corson, Walter H. (1994). Changing Course: An Outline of Strategies for a Sustainable Future. Futures. March, 26/2, pp. 206-223.
* Henderson, Hazel. (1996). Chapter 13: Agreeing on rules and social innovations for our common future, in Building a win-win world: Life beyond economic warfare. San Francisco, CA: Berrett-Koehler Publishers, Inc., (pp. 293-329, Notes pp.349-351).
* Kleymeyer, Charles David. (1996). Cultural traditions and community-based conservation. Grassroots Development, 20/1, pp. 27-35.
* Korten, David C. (1995). Chapter 24 - Agenda for Change, in Korten, D. C. When Corporations Rule the World. West Hartford, CT: Kumarian Press, Inc. & Berrett-Koehler Publishers. (pp. 307-324).
* Noponen, Helzi. (1997). Participatory monitoring and evaluation - A prototype internal learning system for livelihood and micro-credit programs. Community Development Journal, Vol.32 (1), pp. 30-48.
Reading for Additional Insight:
Arnold, Rick, Burke, Bev, James, Carl, Martin, D’Arcy, & Thomas, Barb. (1991). Educating for change. Toronto, Ontario: Between the Lines, & the Doris Marshall Institute for Education and Action.
Freire, Paulo. (1998). Teachers as cultural workers: Letters to those who dare teach. Boulder, CO.: Westview Press
Hinsdale, Mary Ann, Lewis, Helen, and Waller, S. Maxine. (1995). It Comes From the People: Community Development and Local Theology. Philadelphia, PA.: Temple University Press. Chapter 7: Insiders, Outsiders, and Participatory Research. pp. 153-172.
Hope, Anne & Timmel, Sally. (1995). Training for transformation: A handbook for community workers, Revised (Volumes I, II, & III). Gweru, Zimbabwe: Mambo Press
Kleymeyer, Charles David. (1994). Chapter 1 - The Uses and Functions of Cultural Expressions in Grassroots Development. in Kleymeyer, C. D. Cultural Expression and Grassroots Development: Cases from Latin America and the Caribbean. Boulder, CO: Lynne Rienner Publishers. pp 17-36.
Orr, David W. (1994). Earth in mind: On education, environment, and the human prospect. Washington DC: Island Press.
Pretty, Jules N., Guijit, Irene, Thompson, John, & Scoones, Ian. (1995). Participatory Learning and Action: A Trainers Guide. IIED.
Vella, Jane. (1989). Learning to teach: Training of trainers for community development. Washington DC: Save the Children and OEF International.
Review Readings from Unit 5.
April 10, 17, & 24: Presentations of student plan to engage with a community.
May 1: Evaluation of Course, Final Papers due.
Conceptual Sharing: Each student selects one class period to provide a 15 minute discussion/presentation of their critical thinking about a concept relevant to sustainable development (see suggested list at the end of the syllabus). The presentation should:
• identify the concept(s) and discuss its meaning, (4 points)
• discuss the usefulness of the concept for work toward sustainable development, pros and cons, ( 7 points), and
• describe in what directions we could explore this concept for greater understanding/usefulness. (4 points)
Suggested Concepts:
Evaluation of Presentations:
Sustainable Development for Facilitators, SoWo 381
(Scale of 1-5, 5 representing the highest evaluation)
1. The facilitator provides an orientation to the geographic location and development problems/issues early in the presentation:
|
5 4 |
3 |
2 1 |
|
Use of visual materials (maps, charts, etc.) to help with rapid understanding of physical, bioregional, demographic, and economic factors influencing the area. |
|
Little or no attention given to help understand the location and bioregional characteristics of the location selected for sustainable development. |
2. The facilitator demonstrates some understanding of the racial, ethnic, cultural, gender and socioeconomic diversity existing in the region, and a plan for how to use her/himself to further explore and understand the diversity available in the community:
|
5 4 |
3 |
2 1 |
|
Evidence of use of the literature and/or personal observation to gain some understanding of regional diversity. |
|
No evidence of facilitators efforts to discover the diversity in the region. |
3. The facilitator presents a plan for how he/she will engage with the community groups to learn about and understand the knowledge residents have of what makes their community vulnerable and/or potentially strong for moving toward sustainability:
|
5 4 |
3 |
2 1 |
|
Clear recognition of what it is one must first learn from residents and how one could learn it in order to form a working partnership. |
|
No recognition that the facilitator’s personal style, role, and regard for community members are major tools for discovery and understanding. |
4. The facilitator has thought through a proposal or approach for moving toward sustainability including the facilitators definition of what makes the effort sustainable development: (This may be combined with #3, depending on how the facilitator plans to work.)
|
5 4 |
3 |
2 1 |
|
Clear definition, with references to the literature, of what about the effort can be linked to current understandings of sustainable development. |
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No clear definition of how or why the effort is related to sustainable development. |
5. The facilitator describes some sense of the potential barriers that must be overcome to gain acceptance as a working partner with the community to help them form goals, structures, projects, programs, etc. toward sustainable development.
|
5 4 |
3 |
2 1 |
|
Use of guidance from the literature to help locate and prepare for the potential barriers. |
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No recognition of barriers that may present formidable forces against goals, structures, projects, programs, etc. toward sustainable development. |
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