Community Development

Permanent URI for this collection

https://hdl.handle.net/20.500.14394/25

These publications address a variety of aspects of organizing communities for change. They provide guidance on strategies to understand power relations in the community, steps in organizing citizen groups, training manuals for community organizing, using social social media for change, and training for networking.

For more documents on community development, see the Collection titled

"Massachusetts: Center for Immigrant and Refugee Community Leadership and Empowerment (CIRCLE) Project"
at: https://hdl.handle.net/20.500.14394/21

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Learning Together: A Cultural Approach to Community Development
(Center for International Education, UMass Amherst, 1998) Habana-Hafner, Sally; Bolomey, Antonieta; DeTurk, Sara; MacFadyen, Janet
A practical guide to understanding the real-life, complicated issues that arise when two cultures interact. The manual is organized around issues rather than as a step-by– step guide. Part I, “A Conceptual Framework,“ introduces the concepts of cultural awareness and the process of cross-cultural adaptation. Part II, “Community Development Processes,” presents community development processes through the cultural lens introduced in Part I. Each chapter can be read independently or in conjunction with the other chapters. In writing this manual, we hope to help practitioners in all areas of community development and education assist the growing numbers of newcomer groups (refugees and immigrants) in the United States and other countries adapt to their new environment. Fundamental to this goal is our desire to equip newcomers with the "cultural tools" they need to function within American society while still preserving their traditional culture. In addition, we wish to aid practitioners in learning about the specific circumstances and issues important to these groups in order to serve them more responsibly and effectively.
Local Currencies in Community Development or Too Much Mngwotngwotiki Is Bad For You
(Center for International Education, 1997) Savdie, Tony; Cohen-Mitchell, Tim
This useful resource guide for trainers and community activists discusses alternative currencies as part of creating alternative economic systems at the local level. The guide includes a case study of HOURS in Ithaca, New York and a discussion of the scripts and LETS alternative currency systems and their usefulness to community-development. The Tangu people of New Guinea have a word for what occurs between people when they temporarily suspend their sense of obligation to one another. It is mngwotngwotiki (pronounced nig-what-gwoh-teekee). This study of local currency systems counters too much mngwotngwotiki by offering a concrete way to develop a sense of care and mutual obligation that forms the cornerstone of healthy communities. In Local Currencies in Community Development, Savdie and Cohen-Mitchell have made an important contribution to the literature on local currency systems by clearly situating their study within the context of community development. An overview and history of alternative currency systems by clearly situating their study within the context of community development. An overview and history of alternative currency systems, along with an engaging case study of HOURS in Ithaca, New York and a look at related critical issues such as gender, poverty and ideological diversity make this book a valuable resource for practitioners and educators committed to community development from the ground up.
Partnerships for Community Development
(Center for International Education, UMass Amherst, 1989) Habana-Hafner, Sally; Reed, Horace B.
This book is designed to help organizations and individuals working in associations, task forces, networks, councils, consortia and partnerships. Written for both beginning and seasoned practitioners and trainers, it provides a unique conceptual framework for analyzing collaborative efforts. The book includes exercises to help develop concrete strategies to avoid common pitfalls and to create and sustain effective partnerships.
The Learning CART Module: Group Process
(Center for International Education, UMass Amherst, 1996) Habana-Hafner, Sally; Cohen, Joanie; Pacheco, Lucy
Today's leaders must understand their role as enablers who help people to change their lives and communities. They must recognize that people are responsible for their own development and rely on non-directive guidance to facilitate community action. Enabling leaders are concerned with coordinated efforts and productive performance by the group they work with and have traits and skills which integrate individual needs into collective goals. Perhaps most importantly, enabling leaders have the ability to develop leadership potential in people. This module addresses fundamental issues and dynamics in working as a group for collective action. It begins by familiarizing participants with key concepts of group need, function, role and dynamic. By doing exercises which use metaphors and puzzles, participants learn that group building requires maintaining a team spirit while getting a task done. The second segment highlights two major topics in group dynamics: communication and conflict resolution. Overview of concepts and approaches to these topics were briefly discussed, but participants learn to build their skills by enacting sociodramas, observing a skit, and doing role plays.
The Learning CART Module: Community Outreach
(1996) Habana-Hafner, Sally; Licht, Ellen; Heroldt Murangi, V.
Today's leaders must understand their role as enablers who help people to change their lives and communities. They must recognize that people are responsible for their own development and rely on non-directive guidance to facilitate community action. Enabling leaders are concerned with coordinated efforts and productive performance by the group they work with and have traits and skills which integrate individual needs into collective goals. Perhaps most importantly, enabling leaders have the ability to develop leadership potential in people. This module seeks to sensitize participants to the complexities of doing effective outreach and to provide them with and understanding of the issues and skills important to initiating community work. The first part of the module gives a broad overview of reaching out to the community. Participants map their own communities and examine issues such as respect and trust in different cultures and their roles as insiders and outsiders in doing outreach. The focus of the second part is more specific and introduces Participatory Action Research (PAR) as a method for implementing community development programs. Community outreach techniques are discussed, and a force field analysis activity highlights the resources and constraints that influence achieving goals.
The Learing CART Module: Assessing Adult Learner Needs
(1996) Habana-Hafner, Sally; Barnes, Beth
Leaders can be effective educators to their peers inside and outside their community. As practitioners, they are in a position to draw on existing cultural knowledge and to discover new knowledge in developing innovative practices and techniques. But they learn best when they themselves are active learners and educators. Participation in community projects, formal training, and the exchange of resources and ideas will help them hone their skills as educators. The repeated cycles of reflection and practical experience characteristic of this action learning makes leaders well qualified to become trainers. This module is an introduction to becoming an effective trainer/educator. It starts by exploring different beliefs and assumptions about teaching and learning. Then, styles of adult learning and methods of assessing their needs are addressed. Throughout the module, participatory methods and techniques are used to explore traditional and new ways of learning and assessing needs. By using the creative abilities of learners the primary responsibility for learning is given to participants. While individuals affirm their own learning and behavior. They also participate in cross-cultural learning shaped by collective group activities.
The Learning CART Module: Bilingual/Bicultural Application
(1997) Habana-Hafner, Sally; Shadduck, Janna; Avazian, Andrea
Leaders can be effective educators to their peers inside and outside their community. As practitioners, they are in a position to draw on existing cultural knowledge and to discover new knowledge in developing innovative practices and techniques. But they learn best when they themselves are active learners and educators. Participation in community projects, formal training, and the exchange of resources and ideas will help them hone their skills as educators. The repeated cycles of reflection and practical experience characteristic of this action learning makes leaders well qualified to become trainers. This module is designed to help community leaders and community development practitioners share bilingual/bicultural experiences, become familiar with issues and terminology, and reach an understanding of the complex worlds of bilingual and bicultural communities. It starts by exploring the meaning of primary, dominant, and bicultural identities. Then tensions and conflicts arising out of the intersection of these cultures are addressed. In context of issues of power, dominance, and resistance, a theoretical framework describing different cultural responses is described. Finally, the differing cultural attitudes of the primary and Americanized cultures are discussed.

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