learning circle 9: political astuteness...2010/06/09 · 2010 yas ahmed, laney cline, jonathan...
TRANSCRIPT
LearningCircle9:PoliticalAstutenessTotalrunningtime:3hours;45minutes
©2010YasAhmed,LaneyCline,JonathanD’Souza,YouthWorkerCollective,DepartmentofChildren,YouthandTheirFamilies
Goalstatement:
Bytheendofthistraining,participantswillincreasetheirabilitytonavigatepersonalandorganizationalvaluesinanefforttochangepowerdynamics.
Wewillaccomplishthisby:
− Reviewingassumptionsandkeyterms− Visualizingandexploringpersonalvalues− Mappingpersonalvaluestoorganizationalvalues− Exploringhowpoliticsworkthroughanexampleofanuclearfamily− Tryingonnewwaystonavigatepoliticallythroughroleplays− Identifyingresourcestocontinuedevelopingselfadvocacy
AgendaOverview:
Welcome(20minutes):Overviewoflearningcirclestructure,groupagreements,etc.Reflect(30minutes):WorkingAssumptionsandKeyTermsListen(45minutes):VisualizationandValuesExplorationInquire(30minutes):NuclearFamilySkitConnect(60minutes):SmallGroupSkitCreationDream(15minutes):ResourcesandQuestionReviewAct(15minutes):ActWorksheet
MaterialsNeeded:
− Flipchartpaper− Markers− Notecards− Hats,scarves,otherroleplayingprops/costumes− Handouts:
o CopiesofValuesworksheeto CopiesofGuidingAssumptionsandKeyTermso CopiesofPowerAnalysiso AcopyofRolePlayRoleso CopiesofResourcessheeto CopiesofActWorksheeto CopiesofEvaluation
Context:
Frequently,middlemanagersareexpectedtonavigatethepressuresandpoliticsofinternaldynamicsaswellasthosefromthecommunityinwhichtheywork.Theextenttowhichthatnavigationissuccessfullargelydependsonthebalanceofpersonalandorganizationpriorities.Whatwe'vediscoveredisthatskillfulnegotiationofcompetingpriorities,regardlessofenvironment,canbedistilleddowntothevaluesthatareatplay(implicitlyorexplicitly).Thistrainingtakesparticipantsthroughathoroughexaminationofthesynchronicityanddissonance
LearningCircle9:PoliticalAstutenessTotalrunningtime:3hours;45minutes
©2010YasAhmed,LaneyCline,JonathanD’Souza,YouthWorkerCollective,DepartmentofChildren,YouthandTheirFamilies
betweenorganizationalandpersonalvaluesandhowbesttomoveforward.
DetailedAgenda: Welcome–20minutesMaterialsNeeded:Flipchart,markers
SettingContext:Thepurposeofthisactivityistosetaninclusiveandopentonetotheday.
Directions:WelcomeparticipantstotheLearningCircle/Training.Inviteallparticipantstointroducehim/herself.
Reviewgroundrules/groupagreements/rightsandresponsibilities.Ifyoudonothavegroundrules/groupagreementsalreadyset,youcaneitherhavethegroupbrainstormgroundrules/groupagreements/rightsandresponsibilities.Oryoucanusetheonesprovidedbelow.Itisimportantthatallparticipantsactivelyagreetothegroupagreementsatthebeginningofthetraining,andunderstandwhatthegroupagreementslooklike.
Example:IfrespectisagroundruleASK:Howdoyouknowwhenyouarerespected?Howdoyourespectothers?
Establishboundariesandconsequencesifanyonebreaksagroupagreement.
Example:Ifaparticipantbreaksanagreement,theyhavetoparticipatesilentlyfor10minutes.
Example:Ifsomeoneisfeelingunsafe,theycansay“Ouch”,andthatisacuefortheleadertoaskwhytheysaid“Ouch”anddealwiththesituationdirectly.
ExamplesofGroupAgreements− Speakfromyourownexperience− Seektounderstand− Listenactively− Challengeself− Acknowledgeboundaries− Stepup;stepback− Celebratediversity
Reflect–WhatisPoliticalAstuteness?–30minutesMaterials:CopiesofEvolution,WorkingAssumptionsandDefinitions,flipchartswithWorkingAssumptionsandDefinitionswrittenonthem,markers
SettingContext:Thepurposeofthisactivityistoprovideaframeworkforpoliticalastutenessthatwillguidetheremainderofthetraining.
Directions:Introducetopicoftheday:PoliticalAstuteness.Explainevolutionoftrainingdevelopmentprocessusedamongfacilitators(outlinedonthehandout).
LearningCircle9:PoliticalAstutenessTotalrunningtime:3hours;45minutes
©2010YasAhmed,LaneyCline,JonathanD’Souza,YouthWorkerCollective,DepartmentofChildren,YouthandTheirFamilies
Ask,“Whatispower?”Recordanswersonflipchartpaper.Thensaysomethinglike,“Asyoucansee,powerhasmanydifferentdefinitions.Inorderforustoallbeonthesamepageandlookingatthingsinasimilarway,wearenowgoingtointroduceacoupleofworkingassumptionsandkeyterms.”
HandoutEvolution,WorkingAssumptions,andKeyTermssheet.Havedifferentparticipantsreadthedifferentassumptionsandterms.Inviteclarifyingquestions.
Listen–VisualizationandValuesExploration–45minutesMaterials:copiesofPrioritizingLifeValuesworksheet,notecards,markers,pens,flipchartpaper
SettingContext:Thepurposeofthisactivityistomoveparticipantstoexploreandidentifytheirpersonalcorevalues,nameorganizationalcorevalues,andfindresonanceanddissonancebetweenpersonalcorevaluesandorganizationalcorevalues.
Directions:Askparticipantstogetintoacomfortableseatedposition.Encourageparticipantstoclosetheireyesandbreathedeeply.Saysomethinglike,“Iamabouttoreadavisualizationtoyou.Thepurposeofthisvisualizationtoidentifywhatyourcorevaluesare.Wewilltaketwodeepbreathscollectively,andthenIwillstart.”Counttwobreaths.Then,slowlyreadthevisualizationbelowpausingwherenoted.
"Seeyourselfgoingtothefuneralofalovedone.Pictureyourselfdrivingtothefuneralparlororchapel,parkingthecarandgettingout.Asyouwalkinsidethebuilding,younoticetheflowersandthesoftorganmusic.Youseethefacesoffriendsandfamily.Youfeelthesenseofsorrowthatpermeatestheroomforlosingthisspecialperson.Youalsosensethesharedjoyofhavingknownthispersonthatradiatesfromtheheartsofallthepeoplethere.[PAUSE]
Asyouwalkdowntothefrontoftheroomandlookinsidethecasket,yousuddenlycomefacetofacewithyourself.Thisisyourownfuneralandallofthesepeoplehavecometohonoryou.[PAUSE]Theyareheretoexpresstheirfeelingsofloveandappreciationforyourlife.[PAUSE]
Asyoutakeaseatandwaitfortheservicestobegin,youlookattheprograminyourhand.Therearetobefourspeakers.Thefirstspeakerissomeonefromyourimmediatefamily–perhapsyourmomordad,abrother,sister,auntoruncle,acousinorgrandparent.Whoisthisspeaker?[PAUSE]Thesecondspeakerisoneofyourbestfriends,someonewhoisgoingtotellaboutthekindofpersonyouwere.Whoisthisperson?[PAUSE]Thethirdspeakerisfromyourworkoraninstructorinyourschool.Whoisthisperson?[PAUSE]Thefourthissomeonefromyourchurchorcommunityorganizationwhereyouhavebeeninvolvedinservice.Whoisthisperson?[PAUSE]
Nowthinkdeeply.Whatwouldyoulikeeachofthesespeakerstosayaboutyouandyourlife?[PAUSE]Whatkindofsonordaughterwouldyouliketheirwordstoreflect?Whatkindoffriendwouldyouliketohaveotherssayyouwere?[PAUSE]Wereyouthereforotherswhentheyneededyou?Didyoucareforthemandtrustthemandhaveadeep
LearningCircle9:PoliticalAstutenessTotalrunningtime:3hours;45minutes
©2010YasAhmed,LaneyCline,JonathanD’Souza,YouthWorkerCollective,DepartmentofChildren,YouthandTheirFamilies
respectforthem?[PAUSE]Whatwouldyourbestfriendsayaboutyouatyourownfuneral?[PAUSE]Whataboutsomeonewhoisaneighborwhoknowsofyou,butdoesn’tknowyoureallywell?Whatwouldyoulikethemtosayaboutthecontributionsthatyoumadetothelives’ofothers?[PAUSE]Whatachievementswouldyouwantthemtoremember?[PAUSE]
Wearenowgoingtoslowlycomebacktothisroom.Iamgoingtocountthreebreathes,andwhenIfinishyouwillbebackin[INSERTNAMEOFLOCATION]atthistraining.One.[PAUSE]Two.[PAUSE]Three.[PAUSE]
Pleasetakeamomentandcollectyourthoughts.Jotanyideas,images,momentsthatstayedwithyou.Afterfiveminuteswewillmoveontothenexttask.”
(ThisvisualizationhasbeenmodifiedfromCovey,1989)
Afterfiveminutesbringeveryonebacktothelargegroup.HandoutthePrioritizingLifeValuesworksheet.Askparticipantstocompletebothsidesoftheworksheets,onefocusesonpersonalcorevalues,andtheotherfocusesonorganizationalvalues.Allowaboutfiveminutestocomplete.
Afteraboutfiveminutesbringeveryonebacktothelargegroup.Asatoolforfuturedecision‐making,encourageparticipantstowritetheirpersonalcorevaluesonnotecardsandkeepthenotecardswiththem.Encouragethemtopullthemoutwhenevertheyfaceadifficultdecisionandusethemasaguidetofindasolutionthatmeetsasmanyvaluesaspossible.
Thenhaveparticipantsthenbreakupintofoursmallgroups.Insmallgroupshaveparticipantsexplorethefollowingquestions:Whereistheresynchronicitywithpersonalvaluesandorganizational?And,whereistheredissonance?Allowtenminutesforsmallgroupconversations.Thenasksmallgroupstoidentifyonequestiontheyhopetolearnmoreabout.
Aftertenminutesbringsmallgroupsbacktothelargegroup.Askeachgrouptoreportoutoneexampleofbothresonanceanddissonance.Thenaskeachgrouptosharetheirquestion.Recordanswersonflipchartpaper.
Inquire–NuclearFamilySkit–30minutesMaterials:Fivenotecardseachwithoneofthefollowingwrittenonthem:ParentOne,ParentTwo,Youth,YoungerSibling,andAunt;acopyofFamilyRolePlayRoles,copiesofPowerAnalysishandout,flipchartwithwrittenquestionsfromthePowerAnalysishandoutonit
SettingContext:Thepurposeofthisactivityistoseehowpowerplaysoutinanuclearfamilyandextrapolatelessonsrelatedtousingpowerinothercontexts.
Directions:Askforfivevolunteers.Pullvolunteersasideandaskeachonetoplayaroleintheskitthatisabouttohappen.Handoutroledescriptionandnotecardtoeachactor‐participant.Setupthesceneasfollows:
“ParentTwoholdstheultimatedecision‐makinginthisskit.TheYouthistryingtogetalatercurfew.Child’sYoungerSiblingdoesn’twantYouthtohavealatercurfewifhe/shealsodoesn’t
LearningCircle9:PoliticalAstutenessTotalrunningtime:3hours;45minutes
©2010YasAhmed,LaneyCline,JonathanD’Souza,YouthWorkerCollective,DepartmentofChildren,YouthandTheirFamilies
getalatercurfew.ParentTwoisunsureaboutthelatercurfew.ChildalsotalkstobothParentOneandAuntaboutalatercurfew.AuntisParentTwo’ssister.Intheend,itisuptoParentOnetodecideifalatercurfewisgiven.Yourtaskistoactthissceneoutinfrontofthelargegroup.”
Giveactor‐participantsfiveminutestopracticeskit.
Asactor‐participantsarepracticing,reviewtheworkingdefinitionof“power”again.Ask,“Howdoespowerplayitselfoutinafamilysetting?”Giveonlytwominutesforbrainstorming.Thensaysomethinglike,“Wearenowgoingtowatchascenefromafamily.Yourjobistoobservetheinteractionsbetweenfamilymembers.Wewillthendebriefhowpowerdynamicswereplayedoutinthisfamilyafterthesceneends.”
Inviteactor‐participantstoactouttheirscene.
Attheconclusionofthescene,haveaudienceapplaud.Then,handoutthePowerAnalysishandout.Askthefollowingquestionsofthelargegroup:
− WhatistheYouthtryingtochange?− Whoisanally?− Whoisopposition?− WhatdidtheYouthdotomakeachange?− Whatlessonscanwelearnfromthisskitabouthowtherolepowerplaysinafamily?
Insocietyatlarge?
Debrieftheexerciseforabout15minutes.
Connect–SmallGroupSkits–60minutesMaterials:hats,scarves,props,thingsforrole‐plays
SettingContext:Thepurposeofthisactivityistohaveparticipantscreaterole‐playsbasedonreallifesituationsthatexplorepowerdynamicsinwork‐basedsettings.
Directions:
Organizeparticipantsintofourself‐selectedgroupsbasedonchosen“setting”(optionsare:[internal]staffmeeting;boardmeeting;[external]sitevisitwithfunders;communitycollaborativesteeringcommittee1).
Intheirsmallgroups,haveeachparticipantshareabriefstoryaboutasituationrelatedtotheirsettingwheretheywereaffectedbyunbalancedpowerdynamics.Aftersharing,havethegroupreviewtheirlistofvaluesfromtheListensection.PickONEstorytodevelopintoarole‐play.Ultimately,onlytwogroupswillactuallyactouttheirroleplays,whiletheothertwogroupsact 1These“settings”werechosenbasedonfeedbackfromparticipants.Weaskedparticipantswhatcontexts/settingstheywerepartofwheretheywantedtoexplorerelatedtopowerdynamics.Examplesincludedaparticipantwhowasatafundermeetingwherethedirectorliedaboutachievingoutcomes;bringingthecommunitytogethertoaddresspoliceaccountabilitywhenthepolicewerepresent;astaffmeetingwhereacoupleofstaffweredisruptingthemeeting;andaboardmeetingatwhichaparticipantneededtopresenttheirprogramgoalsandgetfeedbackfromadisengagedboard.
LearningCircle9:PoliticalAstutenessTotalrunningtime:3hours;45minutes
©2010YasAhmed,LaneyCline,JonathanD’Souza,YouthWorkerCollective,DepartmentofChildren,YouthandTheirFamilies
asaudienceandanalyzetheroleplaysusingthesamesixdebriefquestionsfromNuclearFamilyskit.
Afterabout35minutes,bringallgroupsbacktogether.Userock,paper,scissorsoranothermethodtodeterminewhichtwogroupswillpresent.Onceselected,haveonegroupdotheirrole‐play.Attheconclusionoftherole‐play,askthefollowingquestions:
− Whatisthepersontryingtochange?− Whoisanally?− Whoisopposition?− Whatdidthepersondotomakeachange?
Havethesecondgroupperform.Debriefwiththesamequestions.Afteralldebriefingiscomplete,ask,“Whatroledidvaluesplayintheseskitsandinhowwedebriefedthem?”
Dream–ResourcesandQuestionReview–15minutesMaterials:CopiesofResourceList,flipchartwithquestionsfromListensection
SettingContext:Thepurposeofthisactivityistoreviewwhatwaslearnedanddiscussanswerstoanyunansweredquestions.
Directions:ReviewthequestionsgeneratedduringtheListensectiononebyone.Answer,tothebestofyourability,allofthequestions.Wherenoanswerisprovided,makeanote.HandouttheResourceListtoparticipants.
Act–ActWorksheet–15minutesMaterials:Actworksheet,evaluations
SettingContext:Thepurposeofthissectionistogetparticipantsthinkingabouthowtheywillapplywhattheyjustlearnedintheirprogram.
Directions:HandoutActWorksheettoallparticipants.Givefiveminutestocompleteworksheet.Attheendoffiveminuteshaveparticipantsshare,“OnethingIamtakingawayfromtodayis...”AND“OnethingIappreciatedabouttodayis…”.
Handoutevaluationsandthankthemforattending.
LearningCircle9:PoliticalAstutenessTotalrunningtime:3hours;45minutes
©2010YasAhmed,LaneyCline,JonathanD’Souza,YouthWorkerCollective,DepartmentofChildren,YouthandTheirFamilies
ACTWorksheetTodayIlearned…
OfthethingsIlearned,whatisconfirmedbypastlearningcircles,personalexperiences,formaleducation,and/orothertrainings?
OfthethingsIlearned,whatisdissonantwithpastlearningcircles,personalexperiences,formaleducation,and/orothertrainings?
WhatdoIneedtolearnmoreabout?
OfallthatIhavelearned,themostcriticalthingIneedtoapplytomyprogramis…
Thiscriticalpieceofinformation,knowledge,learningwillchangemyprogramby…
Inorderforthischangetohappen,Ineedto…
IwillknowIamsuccessfulwhen…
WhatIneedtocommunicateaboutthislearning,growth,andchangetoothersis…
LearningCircle9:PoliticalAstutenessTotalrunningtime:3hours;45minutes
©2010YasAhmed,LaneyCline,JonathanD’Souza,YouthWorkerCollective,DepartmentofChildren,YouthandTheirFamilies
TheEvolutionofthePoliticalAstutenessLearningCircle:
ThisLearningCirclebroughttogetherfourpeoplewithvaryingexpertise,exposureto,andexperienceinadvocacy,organizing,andvaluesclarificationtocreatetheagendaandcontextforthetraining.Duringthefirstplanningmeeting,allfourpeoplewereunsurewhatdirectiontofocuson.Questionsincluded:
− Isthisspecificallyaboutnavigatingpoliticalstructuresandsystems?− Ifso,arewelookingatformalpoliticaladvocacy?− Ifnot,howdowestillbringpoliticsintotheconversation?− Howdowegroundthisdiscussioninamannerthatspeakstoparticipantsandwhere
theyareat(i.e.varyinglevelsofunderstandingrelatedtopoliticsandorganizing)andalsoprovideaframework?
− Howdowenotmakethistrainingsoheadyandtheoreticalthatitisn’tpractical?Fromthere,theteamoffourstartedindividuallyexploringideas,concepts,frameworks,andpersonalexperiencesinorganizingandpoliticalastuteness.Wethenreconvenedandnarrowedourfocusonvaluesandhowvaluescanimpactdecision‐making,politics,andhowdynamicsplayoutingroups.Wedecidedtofocusonbothpersonalandorganizationalvaluestohighlighttensionthatexistsbetweenbothpeopleandorganizationsandhowthattranslatesintootherformsofvaluesconflictbetweenpeople,organizations,andsystems.WealsocraftedthefollowingWorkingAssumptionsandKeyTerm(Working)DefinitionstoprovideadditionalcontexttotheLearningCircle.
WorkingAssumptions:
SanFranciscopoliticsdonotexistinavacuum.Inotherwords,acomplexsetofsocial,historicalandpoliticalfactorshavecontributedandshapedthisparticularmomentandthecontextinwhichwefindourselves.
**Everythingispolitical.Everyactionorinactionyoumakeispolitical–movingfromaplaceofvaluestodiscussingpower.**Politicsareemotionallychargedexperienceandconceptforpeople.
**Perspectivesaredirectlycorrelatedtoyourworldview;yourworldviewisdirectlyinformedbythepowerdynamics,whicharealsoplayingoutcurrentlyinthisroom.
KeyTerm(Working)Definitions:
POWER:theabilitytoactorproduceaneffect.Therearemultipledefinitionsforandmultiplekindsofpower.Mostdefinitionsareconnectedorequatedwithcontrolandwearefocusingonthekindofindividualpowerthatisaboutinfluencing.**EMPIREVS.EMPOWER
ADVOCACY:theprocessofsupportingacauseorproposal.Wearefocusingonself‐advocacy,andthekindsofadvocacyyouengageinasdirectlyinformedbyourvalues.VALUES:themanifestationofworthweplaceuponusefulnessofsomething(abelief,philosophyormission)tosomebody.Valuesrepresentyourhighestprioritiesanddeeplyhelddrivingsources.Theyarenotstatic.
LearningCircle9:PoliticalAstutenessTotalrunningtime:3hours;45minutes
©2010YasAhmed,LaneyCline,JonathanD’Souza,YouthWorkerCollective,DepartmentofChildren,YouthandTheirFamilies
PrioritizingLifeValues
Instructions:
Trytofilteroutanyvoicesinyourheadthatmaybetellingyouwhatothers(society,themedia,peers,yourbossororganizationetc.)expectofyou.Listentoyourowninnervoice.Whatisuniquelyimportanttoyou?Beloware20typicallifevalues.Rankyourtopfivevaluesfrom1‐5inorderofimportancetoyou(1beingthehighest).Addvaluesofyourowndefinitioniftheyarenotpresentonthislist.Ifyoufindithelpful,makeanotenexttoanyvaluesthatarenotimportanttoyou.
PersonalValuesRankingExercise:
Friendship ____ Other_________________ ____
Location ____ Other_________________ ____
Enjoyment ____ Other_________________ ____
Loyalty ____ Other_____________________ ____
Family/work‐lifebalance ____ Other_____________________ ____
Leadership ____
PersonalDevelopment ____
Security ____
Wisdom ____
Community ____
Wealth ____
Expertness ____
Service ____
PersonalAccomplishment ____
Prestige ____
Power ____
Independence ____
Integrity ____
Health ____
Creativity ____
LearningCircle9:PoliticalAstutenessTotalrunningtime:3hours;45minutes
©2010YasAhmed,LaneyCline,JonathanD’Souza,YouthWorkerCollective,DepartmentofChildren,YouthandTheirFamilies
OrganizationalValues
Instructions:
Inthelastexercise,youfocusedonwhatismostimportanttoyou.Someorganizationshaveexplicitvalues,othersmaybeassumedoractedoutintheorganization’scultureanddailyoperations.Inthisexercise,reflectonyourorganization’smission,vision,andvalues.Usingbothyourorganization’sexplicitvalues(iftheyareavailable)AND/ORyourpersonalexperienceasanemployeeatyourorganization,rankwhatyoubelievetobethetopfivevaluesatyourorganization.Rankthesefrom1‐5(1beingthehighest)andaddvaluesiftheyarenotpresentonthislist.Ifyoufindithelpful,makeanotenexttoanyvaluesthatyouconsiderNOTimportanttoyourorganization.
OrganizationalValuesRankingExercise:
Friendship ____ Creativity ____
Community ____ Other_________________ ____
Enjoyment ____ Other_________________ ____
Loyalty ____ Other_________________ ____
Family/work‐lifebalance ____ Other_________________ ____
Leadership ____ Other_________________ ____
ProfessionalDevelopment ____
Security ____
Wisdom ____
Community ____
Wealth ____
Expertness ____
Service ____
Achievinggoals ____
Prestige ____
Power ____
Independence ____
Integrity ____
Health/SelfCare ____
LearningCircle9:PoliticalAstutenessTotalrunningtime:3hours;45minutes
©2010YasAhmed,LaneyCline,JonathanD’Souza,YouthWorkerCollective,DepartmentofChildren,YouthandTheirFamilies
GlossaryofTerms:
CommunityTobedeeplyinvolvedwithagroupthathasalargerpurposebeyondone'sself.Toperformineffectiveandcaringteamwork.CreativityTobeinnovative.Tocreatenewandbetterwaysofdoingthings.EnjoymentToenjoymywork.Tohavefundoingit.ExpertnessTobecomeaknownandrespectedauthorityinwhatIdo.Family/worklifebalanceTohavetimewithmyfamily.Organizationsencouragebalanceandtimewithfamily/friends/selfcare.FriendshipToworkwithpeopleIrespectandtoberespectedbythemHealthTobephysicallyandmentallyfit.IndependenceTohavefreedomofthoughtandaction.Tobeabletoactintermsofmyowntimeschedulesandpriorities.IntegrityToliveandworkincompliancewithmypersonalmoralstandards.Tobehonestandacknowledge/standupformypersonalbeliefs.LeadershipTomotivateandenergizeotherpeople.Tofeelresponsibleforidentifyingandaccomplishingneededgrouptasks.LocationTobeabletolivewhereIwanttolive.LoyaltyTobecommittedtothegoalsofagroupofpeoplewhosharemybeliefs,valuesandethicalprinciples.PersonalAccomplishment/AchievingGoalsToachievesignificantgoals.TobeinvolvedinundertakingsIbelievepersonallyaresignificant‐whetherornottheybringmerecognitionfromothers.PersonalDevelopmentTolearnandtodochallengingworkthatwillhelpmegrow,thatwillallowmetoutilizemybesttalentsandmatureasahumanbeing.PowerTohavetheauthoritytoapproveordisapproveproposedcoursesofaction.Tomakeassignmentsandcontrolallocationofpeopleandresources.PrestigeTobeseenbyothersassuccessful.Tobecomewellknown.Toobtainrecognitionandstatusinmychosenfield.ProfessionalDevelopmentOffersopportunitiesforongoinglearningandvaluesprofessionalgrowth.Providesmultipleopportunitiesforpersonalandprofessionalgrowth.SecurityTohaveasteadyincomethatfullymeetsmyfamily'sbasicneeds.ServiceTocontributetothewell‐beingandsatisfactionofothers.Tohelppeoplewhoneedhelpandimprovesociety.WealthToearnagreatdealofmoney(i.e.,wellbeyondmyfamily'sbasicneeds).Tobefinanciallyindependent.WisdomTogrowinunderstandingofmyself,mypersonalcallingandlife'srealpurpose.Togrowinknowledgeandpracticemyreligiousbeliefs.TodiscernanddothewillofGodandfindlastingmeaninginwhatIdo.
LearningCircle9:PoliticalAstutenessTotalrunningtime:3hours;45minutes
©2010YasAhmed,LaneyCline,JonathanD’Souza,YouthWorkerCollective,DepartmentofChildren,YouthandTheirFamilies
FamilyRolePlayROLESYOUAREPARENTONE
Yourrole:YouandPARENTTWOhaveaYOUTHwho’s17.YOUTHwantstohavehiscurfewchangedfrom10pmonFridaysandSaturdaysto12midnight.YouareOKaboutYOUTH’Scurfewchangingtillmidnight.However,youdon’thavethefinalsay,becauseinthisfamilyPARENTTWOmakesthefinaldecisions.However,youknowthatPARENTTWOwilllistentowhatyouhavetosayandtakeitintoconsideration.
YoualsolistentotheideasofYOUNGERSIBLINGOFYOUTH.YouthinkthatYOUNGERSIBLING’sreasonsfornotextendingYOUTH’scurfewmakesense,too.Youareconfused.
YOUAREPARENTTWO
Yourrole:YouandParentOnehaveaYOUTHwho’s17.YOUTHwantstohavehiscurfewchangedfrom10pmonFridaysandSaturdaysto12midnight.YoumakethedecisioninthisfamilyaboutYOUTH’scurfew.Youarereallyconcernedaboutthischange—youdon’tthinkYOUTHisreadytostayoutthatlate.However,youwilllistentotheideasofPARENTONEandyourSISTER(theYOUTH’SAUNT).YouwillonlychangeyourmindaboutYOUTH’scurfewifPARENTONEandyourSISTER(theYOUTH’SAUNT)aresupportiveofthischange.Otherwise,youwon’tchangeyourmind.
YOUARETHE“YOUTH”
Yourrole:YOUTHwantstohavehiscurfewchangedfrom10pmonFridaysandSaturdaysto12midnight.YouneedtogetpermissionfromPARENTTWOtohaveitchanged.YouknowthatPARENTTWOisnotOKaboutthechange,butyouthinkthatyoumightbeabletogetPARENTONEtogoforit.Also,youknowthatyourAUNT(ParentTwo’ssister)wouldbewillingtobackyouuptoo.Youneedtoknowthatyourlittlebrotherwillbeagainstthischange,becausehethinksit’snotfairforyoutohaveacurfewof12midnightwhenhis/hercurfewis9pm.S/he’sjealous!
YOUARETHEYOUNGERSIBLINGOFTHE“YOUTH”
Yourrole:YouareyoungersiblingofYOUTH.YouknowthatYOUTHwantshiscurfewtochangefrom10pmonFridaysandSaturdaysto12midnight.Youdon’tlikethisidea—youdon’tthinkitsfairbecauseyoustillhavea9pmcurfew.YoucomplaintoPARENTONEaboutthisbecauseyouknowthey’lllistentoyouandtakeyourconcernsintoconsideration.
YOUARETHEAUNT(SISTEROFPARENTTWO)
Yourrole:YouaretheAUNTofYOUTHandsisterofPARENTTWO.YouarereallyclosetoYOUTH.Youknowhe/shewantstohavehiscurfewchangedfrom10pmonFridaysandSaturdaysto12midnight.YoureallylikeYOUTHalotandthinkYOUTHisreadytohavealatercurfew.YoualsoknowthatPARENTTWOisthedecisionmakerinthefamilyandyouarewillingtogotoPARENTTWOifYOUTHasksyouto.
LearningCircle9:PoliticalAstutenessTotalrunningtime:3hours;45minutes
©2010YasAhmed,LaneyCline,JonathanD’Souza,YouthWorkerCollective,DepartmentofChildren,YouthandTheirFamilies
LearningCircle9:PoliticalAstutenessTotalrunningtime:3hours;45minutes
©2010YasAhmed,LaneyCline,JonathanD’Souza,YouthWorkerCollective,DepartmentofChildren,YouthandTheirFamilies
SelfAdvocacy&OrganizingResources
ValuesClarification:
Values/GoalClarificationforConflictResolutionhttp://www.colorado.edu/conflict/peace/treatment/goalclar.htm
ValuesClarificationExerciseforyouthhttp://www.advocatesforyouth.org/index.php?option=com_content&task=view&id=241&Itemid=129
PowerAnalysisTools:
SOULTrainingforTrainers(manuals&trainingonpoliticaleducationforyouth)http://www.schoolofunityandliberation.org/soul_sec/resources/re‐shp_manuals.html
OrganizingTools:
MidwestAcademyStrategyCharthttp://www.seac.org/sog/page65.html
Policy: ColemanAdvocates(localpolicy&advocacyefforts)http://www.colemanadvocates.org/ SFUSDCommunityBulletin(provideslocaleducationpolicyupdates)
http://portal.sfusd.edu/template/default.cfm?page=community2 ChildTrends(extensiveresearchonoutofschooltimeprograms)
http://childtrends.org/_catdisp_page.cfm?LID=2003
Theory:
GridGroupTheoryhttp://www.guardianpublic.co.uk/solace‐taylor‐october;http://en.wikipedia.org/wiki/Cultural_Theory_of_risk
TheoriesaboutPowerhttp://changingminds.org/explanations/theories/a_power.htm
YouthVoice:
YouthRadio(youthperspectivesonpolitics)http://www.youthradio.org/oldsite/politics/index.shtml