LEADER SCHOLAR COMMUNITY

COURSE SYLLABUS

EL 94a: Global Perspectives on Effective Methods of Social ChangeFall 2014

Instructor: Lisette Anzoategui, B.A., M.A.Class: Tuesdays, 5:00 – 6:20 p.m.

Location: Shapiro LoungeOffice Hours: Tuesdays 6:20 – 7:30 p.m. or by appointment

Contact Email: Lisette@brandeis.edu

University Notices1. If you are a student with a documented disability on record at Brandeis University and wish to have a reasonable accommodation made for you in this class, please see me immediately.

2. You are expected to be honest in all of your academic work. The University policy on academic honesty is contained in section 5 of the Rights and Responsibilities handbook. Instances of alleged dishonesty are subject to possible judicial action. Potential sanctions include failure in the course and suspension from the University.

Academic integrity is central to the mission of educational excellence at Brandeis University. Each student is expected to turn in work completed independently, except when assignments specifically authorize collaborative effort. It is not acceptable to use the words or ideas of another person without proper acknowledgement of that source. This means that you must use citations to indicate the source of any phrases, sentences, paragraphs or ideas found in published volumes, on the internet, or created by another student. If you are in doubt about the instructions for any assignment, please ask for clarification1.

In this class, you must use American Psychological Association (APA) style citations found in Hacker’s book, and other course referenced materials to indicate the source of any phrases, sentences, paragraphs or ideas in your writing. (See Hacker’s book in the SID Library, http://library.brandeis.edu/getstartes/quick/cite.html or http://wol.english.purdue/edu/workshops/hypertext/apa/sources/intext/html)

3. This class requires the use of tools that may disclose your coursework and identity to parties outside the class. To protect your privacy you may choose to use a pseudonym/alias rather than your name in submitting such work. You must share the pseudonym/alias with me and any teaching assistants as needed. Alternatively, with prior consultation, you may submit such work directly to me.

Program Description1 “Avoiding Plagiarism – The OWL at Purdue”. Available from: http://owl.english.purdue.edu/owl/resource/589/01/ Accessed July 10, 2009

The College of Arts and Sciences

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The Leader Scholar Community(LSC) brings together new students who share an interest in social and community engagement and leadership in a residential setting. This environment encourages conversations among students, faculty, staff, and community members about leadership involvement, citizenship and responsibility. Participants engage in a year-long practicum course, with a larger scale project in the second semester. These purposeful projects encourage students to think deeply about academic and social issues, as well as their role as leaders in the Brandeis community and beyond.

Course InformationThis course meets Tuesday evenings from 5:00 to 6:20 PM on September 2, 9, 16, 30; October 7, 14, 21, 28; November 4, 11, 18, and 25; December 2. This syllabus is subject to change. Please check Latte for most up to date readings and assignments.

Course DescriptionThis community provides an interdisciplinary learning on critical issues affecting developing countries across the world. Case studies of challenges and success in environmental conservation, conflict resolution, poverty alleviation, human rights, and addressing other problems of social injustice will be examined. It also serves as an introduction to effective methods of social change with an examination of social visionaries and movements across the globe.  Students will be engaged in the community through development of a social justice project of their choosing. As part of analyzing effective methods of social change for their individual issue, each student will conduct research comparing international strategies that have been used to address similar issues. 

The first few weeks of the course will introduce the students to many case studies of success in restoring the environment, resolving conflicts, curing diseases, overcoming poverty, and addressing other problems of social injustice. We will look at the social entrepreneurs, innovators, and visionaries who are coming up with new methods of solving society’s problems. We will examine traditional methods of activism, and examine a new theory of nonviolent social change, called “transformative action.” Then the rest of the course will be devoted to reviewing the skills, strategies, and ideas of effective social change advocates in the 21st century.

Course Requirements1. Prompt arrival and attendance at all sessions.2. Preparation of all readings and individual research activities. 3. Participation in class discussions and group work.4. Attendance at one Sunday opening event in September 14, 2014. 5. Timely submission/presentation of all assignments6. To actively engage in the residential community and LSC class, abiding by community standards

and the core values of citizenship, integrity, respect, civility, lifelong learning, and embracing diversity.

Please note: Should a student be unable to participate in the Practicum course he/she/ze/they may be

asked to relocate to another campus housing assignment. Should a student need to leave the LSC floor for any reasons, that student may be ineligible

to participate in LSC related programs/spring project.

Course Objectives

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To enable participants to analyze and match social change strategies to contextual needs. This includes an understanding of the appropriate role of structural approaches (such as political agreements, constitutional developments, democracy, human rights, governance, legislation, equity work, and development), as well as social, dialogue and mediation approaches.

To ensure participants mobilize strategies that are anchored in theories of Social Change and other related theories (Transformative Action, Leadership, Institutional Cultures and Dynamics, Social Group and Human Needs Theories, etc.).

To ensure students consider the ethical issues that may arise for them in the course of their work, and increase their awareness of the various codes of ethics, which have been developed to address these issues.

To develop students’ leadership, networking, advocacy, analysis and communication skills.

Course Readings and Required BooksAll required and recommended readings and videos are posted on Latte and can be downloaded and printed as needed. No book purchases required and students are encouraged to read material electronically to save paper. Please remember to recheck your readings each week before you start your preparation as these may have been changed to take account of e.g. emerging knowledge, or changed world situations. Students are encouraged to follow current events and share interesting articles with the instructor who can forward to the rest of the class. News sources include: New York Times http://www.nytimes.com/pages/world/index.html (world section)Guardian http://www.guardian.co.uk/world (World section)BBC http://www.bbc.co.uk/Al Jazeera English http://english.aljazeera.net/ CNN http://www.cnn.com/WORLD/

Your grade will be calculated as follows: Short Bio & Course Evaluation 10% Class discussions and in-class exercises 15% Civic Engagement & Analysis 20% Final Presentation 15% Final Portfolio 40%

Individual AssignmentsAll written assignments must be typewritten, double-spaced in 12-point font, and submitted electronically via Latte as a Microsoft Word attachment. They will be returned via email with comments embedded in the text.

1. Short bio and photo - Due Session 1, 09/02/2014Students will be asked to write a 100 – 160 word professional bio about themselves. This description should include specific interests, major, relevant experience. The bios and photos will be shared publicly occasionally such as being provided to each guest lecturer for course.

2. Class Participation - Everyday

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The success of this course depends on the active, enthusiastic participation of each student. Students ought to display great initiative, motivation, and a passion for learning. It is essential that students be here every day. It’s also imperative that you come to class on time. In order to have the greatest chance of successfully influencing other people and changing the world, you need to be professional.

3. Civic Engagement & Analysis – Due 12/2/14This class is not just about theory. You can have excellent intellectual discussions about how to change the world, but you also need to get involved in a project to make the world a better place. During the semester, you will be engaged in four hours per week working on a campaign for change in your community. Perhaps most of you are already doing this: You may be involved with a student environmental group on campus, or you may be working to promote social innovation on campus. Perhaps you volunteer at a nonprofit organization; perhaps you mentor children, or you are working for a political cause.

Choose an issue about which you are passionate. Choose something that would be deeply meaningful for you, a cause in which you believe deeply. Choose something you would love to spend at least 4 hours each work helping to promote. You will have a chance to apply what you are learning in this course to your own project for social transformation. You will be learning about how the most effective social change organizations win people over to their cause, how they overcome conflicts, how they gain power, and how they exercise leadership.

Throughout the semester, we will be reflecting on our experiences with the different social change organizations. Do you think your group, your project, or your campaign is effective? Why or why not? How could it improve? Your responses will form part of a civic engagement analysis, which you will turn in near the end of the course.

4. Final Portfolio - Due 12/8/2014Throughout the semester, students will be assigned questions from the Portfolio (posted on Latte). Students will receive feedback on their assignments and then will put together these assignments as their final culminating work for their class. The portfolio is meant as a tool for personal transformation and should be presented creatively to best represent students’ work.

5. Course Evaluation - Due 12/18/2014The instructor will send out an anonymous google survey to receive feedback regarding the course and input for the spring 2015 semester. The feedback is extremely important to be able to adapt the course to students’ interests and needs.

Make-up policy for late assignments: All assignments must be submitted via Latte on the due date. If illness or another serious reason means that you are unable to finish an assignment on time, please tell me in person or by email on or before the due date. One grade level (minimum) will be deducted from the original grade of any late assignment, except in cases of documented emergency.

In-class use of computer and phones

Computers are permitted in class only for note-taking or presentations. Internet browsing, email and messaging on computer or mobile phone are not permitted and will result in an immediate course grade reduction. Please turn off mobile phones.

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Summary of class schedule:

Session

Date Topics

1 September 2 Introduction to course – Speed meeting, Philosophy of Education, Experiential Learning2 September 9 Brief history of social change strategies3 September 16 Principals of transformative action - Key concepts for social change, strategies theory of

change, project proposals, planning tools* September 23 No class – Brandeis Thursday in effect4 September 30 Peacebuilding and the arts w/Professor Cynthia Cohen5 October 7 Paulo Freire, liberation theology and revolutionary movements in Latin America. Guest

lecturer Professor Marya Levenson6 October 14 Strategic planning in activism using GLOW methodology: strengths, weaknesses, and

alternatives; planning tools (identification of objectives)7 October 21 Strategies in coexistence and peacebuilding work. Guest lecturer Professor Mari Fitzduff8 October 28 Environmental Justice w/ Professor Laura Goldin9 November 4 Public Narratives, negotiation and inspiration

10 November 11 Project Sustainability – project failure and success, risks, sustainability, planning tools (risk analysis)

11 November 18 Guest lecturer Professor Fellman12 November 25 Final Discussion – accountability, reflection, planning tools (SWOT analysis)13 December 2 Final project presentations and feedback* December 9 No class – Brandeis study days

CLASS SESSIONS: TOPICS AND ASSIGNMENTS

You are required to do the readings and finish all assignments before each session to ensure that the classes are more interesting and useful, both for you as an individual and for all of us as a group. Be sure to keep copies of your written assignments because the assignments build each week and are included in the final portfolio.

Session 1: Tuesday, September 2Topics: Introduction to course, class norms, and individual reflection on goals for semester.

Readings for Session 1: Read class syllabus Sherman, Scott. “How to Win: The Science of Solving Society’s Problems” pages 1 -22

Assignment for Session 1: -Read the syllabus (prior to class) and come ready to discuss and ask any questions. -Write a short bio (100-160 word count limit) describing yourself, experience and career interest(s).

Session 2: Tuesday, September 9Topics: Principals of Social Change and Transformative Action, Nonviolence action strategies

Readings for Session 2:

In-class use of computer and phones

Computers are permitted in class only for note-taking or presentations. Internet browsing, email and messaging on computer or mobile phone are not permitted and will result in an immediate course grade reduction. Please turn off mobile phones.

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Alinsky, S. “Rules for Radicals”

Assignment for Session 2: - Portfolio questions 26, 27, 28  - Come prepared to discuss your social justice issue and project concept

Session 3: Tuesday, September 16Topics: Key concepts for social change, strategies for social change and transformation.

Readings for Session 3: King, Martin L. (1957). The Power of Nonviolence. Speech.

http://teachingamericanhistory.org/library/document/the-power-of-non-violence/ Suu Kyi, Voice of Hope Sherman, Scott.Theory of Transformative Action.

http://people.ucsc.edu/~chlking/Transformative%20Action%20Winter%20'11/COURSE%20READINGS/Class%202/Principles%20of%20Transformative%20Action.pdf

Assignment for Session 3: - Portfolio questions 29 and 30. Question 30 will ask you to identify your service learning project for the semester. Please submit this question to me via Latte.

Session 4: Tuesday, September 30Topics: Peacebuilding and the Arts. Guest lecturer Professor Cynthia Cohen will discuss her work at the nexus of the arts, culture, justice and peace.

Readings/Media for Session 4:

Read Professor Cynthia Cohen’s bio http://www.brandeis.edu/ethics/about/bios/ccohen.html

Cohen, Cynthia. Engaging in the Arts to Promote Coexistence. Imagine Coexistence: Restoring Humanity After Violent Ethnic Conflict, edited by Antonia Chayes and Martha Minow, 2003. Chapter 13.

Watch Dr. Cohen’s documentary film, Center Stage

Assignment for Session 4:- Come to class with at least two questions about Dr. Cynthia Cohen’s work. - Submit your service learning project proposal by filling out the form on Latte.

Session 5: Tuesday, October 7Topics: Guest Lecturer Professor Myra Levenson. Paulo Freire’s Praxis, the challenge of dehumanization, power and oppression, liberation theology in Latin America

Readings for Session 5: Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum International. Chaper 1

and pp. 43-69.

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Scott-Villiers, P. (2004). Personal Change and Responsible Well-Being. In Inclusive Aid: Changing Power and Relationships in International Development. London: Earthscan. pp. 199-209.

Assignment for Session 5: - Portfolio questions 24 and 25. Students write a journal entry of a time when they have been “oppressed” or felt an injustice. How has this impacted your current motivations and world-view? Complete this after reading the Freire texts to relate his concepts to your work.

Session 6: Tuesday, October 14Topics: We begin the second topic of the course: Strength and skills of effective social change agents.

Readings for Session 6: Deutschman. Change or Die. Echoing Green, 55-72

Assignment for Session 6: - Portfolio exercises 1, 2 and 3.

Session 7: Tuesday, October 21Topics: Strategies in coexistence work by guest lecturer Professor Mari Fitzduff.

Readings for Session 7: Review Professor Mari Fitzduff’s bio. http://heller.brandeis.edu/facguide/person.html?

emplid=c43fdff1c62e4b3204b6f39b28daf78c95adbf21 Fitzduff, M. Ending Wars: Developments, Theories and Practice (intro).  From The

Psychology of Resolving Global Conflicts: From War to Peace Fitzduff, Mari. Introduction pages of Public Policies for Shared Societies Kaldor, Chapter 5 or 2

Assignment for Session 7: - Portfolio questions 4, 5 and 6.

Session 8: Tuesday, October 28Topics: Guest lecture with Professor Laura Goldin. Students will examine social change methods within the contemporary environmental movement comparing tactics use my major organizations like Sierra Club, Green Peace, United Nations, and Sea Shepard.

Readings for Session 8: TBD

Assignment for Session 8: -Students will measure their ecological footprint using www.ecologicalfootprint.org and will write a pledge for new environmentally habits and use the tool to measure the impact it will have.

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Session 9: Tuesday, November 4Topics: One of the most important skills for social innovators and activists is to articulate a clear, compelling vision of a better future. Although many activists are very good at protesting and demonstrating against what they don’t like in society, it is even more important for them to put forth a positive alternative. In today’s class, we will create our own personal narratives to create urgency and inspiration for social change.

Readings for Session 9: Echoing Green, 15-30 Bornstein, 243-255 Public Narrative workbook from Harvard University

Assignment for Session 9: -Each student will prepare a 30-second elevator pitch of his or her vision for social change.

Session 10: Tuesday, November 11Topics: The ability to set bold, inspiring goals. Discussion of studies on goals and creation of goal contracts. Application of the concept “Metanosis.”

Readings for Session 10: Blackburn, J., R. Echoing Green, 33-52

Assignment for Session 10: - Portfolio 8, 9, 10

Session 11: Tuesday, November 18Topics: TBD, Guest lecturer Professor

Readings for Session 11: TBD

Assignment for Session 11: -TBD

Session 12: Tuesday, November 25Topics: Group round table feedback. We will use SWOT analysis to analyze each students project and to give constructive criticism.

Readings for Session 12: Thomas-Slayter, B, et al. (1995). SWOT Analysis. In A Manual for Socio-Economic and Gender

Analysis: Responding to the Development Challenge. Worcester, MA: Clark University. pp. 165-167.

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Wolff, J., L. Suttenfield, and S. Binzen, eds. (1998). The Family Planning Manager’s Handbook. Bloomfield, CT: Kumarian Press. pp. 14-17.

Assignment for Session 12: -Complete SWOT analysis of your project proposal. This will be submitted to your donor team for appraisal and comments. -Begin preparing the presentation of your project for the final class.

Session 13: Tuesday, December 2Topics:

Session 14: Tuesday, December 2Topics: Final discussion, presentations and peer feedback.

Readings for Session 13: Chambers, R. and J. Pettit (2004). Shifting Power to Make a Difference. In Inclusive Aid:

Changing Power and Relationships in International Development. London: Earthscan. pp. 137-162.

Final assignment (due Friday, Dec. 19 at 6 PM): Revise and submit the final version of your portfolio in soft copy, incorporating comments as appropriate and feedback from final presentation.

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