Social Work 305: Theories and Practices for
Community Action and Social Change
Community Action and Social Change Minor
Foundation Course
Monday/Wednesday 9:30-11
ECC, School of Social Work
Instructors
Joseph Galura, Director, Project Community, Associate Director, LUCY: Lives of Urban
Children and Youth, and Lecturer, College of Literature, Science, and the Arts
Laura Lein, Dean and Collegiate Professor, School of Social Work & Professor, Anthropology
Katie Richards-Schuster, Director, CASC Undergraduate Minor, Assistant Research Scientist
and Lecturer, School of Social Work
Contact Information & Office Hours
Joseph Galura:
[email protected]
Ginsberg Center, 3rd Floor, (734) 647-8772
Michigan Community Scholars Program, 201 Greene, East Quad, (734) 764-5430
Office Hours: TBD
Laura Lein:
[email protected]
4684 SSWB, (734) 764-5347
Office Hours: TBD
Katie Richards-Schuster:
[email protected]
3831 SSW
Office Hours: Tuesday 10-12noon and by appointment
Course Description
This foundation course for the Community Action and Social Change Minor is designed to
prepare students to be informed and active participants in the process of community building
and social change. The course uses a multidisciplinary framework to develop competencies that
will help students envision what community action and social change look like, identify and
implement steps towards social change, build on positive sources of power, indigenous
knowledge and experiences of individuals, groups, and communities who are engaged in social
change efforts. The course is co-taught by a team representing different disciplinary
perspectives who will work with student to integrate different ways of thinking based on the
various disciplinary perspectives to achieve social change.
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Supporting Statement for Social Science Distribution
This course meets the requirements for LS&A social science distribution in the following ways.
The course material covers theories and practices of community action and social change
through an interdisciplinary examination of examples in research and practice. The course
focuses on individuals, groups and institutions and how they interact. The course examines
empirical quantitative and qualitative studies that test social change methods and provides
exposure to and experience with qualitative research methods such as ethnographic
observation and interviewing and qualitative data-gathering. Students are engaged in a critical
and contrasting assessment of community organizing and other social change methods.
Core Competencies
1. Students will examine their own identity development (race, class, gender,
sexual/relational orientation, religion, nationality, ability, other), recognize multiple
social identities, and engage in critical analysis of power, privilege and oppression.
2. Students will explore the meaning of community and social change.
3. Students will develop skills in interviewing, relationship-building, and group facilitation.
4. Students will gain awareness of historical framework and theory regarding community
action and social change.
5. Students will engage in policy and structural analysis with regard to community action
and social change.
6. Students will develop an understanding of community-building and organizing skills.
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ASSIGNMENTS
1. Social Change Case Study Presentation (10%)
Students will work in small groups to present a case study of community action and social
change effort. The students will select a topic and prepare a 20-minute presentation that
discusses the case and the various social change theories, frameworks, and contexts that
informed (or informs) the effort. More specifics on this assignment will be given in class.
Presentations will be done during class on February 9, 14, and 16.
2. Content Quizzes (25%)
Periodic in-class quizzes will be given to assess understanding of class readings and basic
concepts. Approximately 5 “pop” quizzes will be given throughout the semester.
3. Journals (15%)
Individual journals will be used throughout the semester to help promote discussion in class.
We will not collect or grade the journals but will track that students are making journal entries.
We will provide a set of guiding questions that students can use to inform journal entries.
At the end of the semester, students will have a choice of one of the following options:
1) Students will develop an artifact for an e-portfolio. The artifact will draw on the journals
written throughout the semester and will demonstrate what the students have learned, the
skills they have gained, and their take-aways ideas for the future.
OR
2) Students will prepare a “Top 3 List” to reflect on their top 3 takeaways regarding core
concepts and practices for CASC and what they have learned for future work.
The final journal product (the artifact or top 3 list) will be graded and will be worth the entire
15% indicated above. The final journal product will be due on April 18.
4. CASC Issue Packet & Presentation (25%)
Students will be required to work in a small team to develop a presentation & information
packet on a community action social change issue.
As a team, students will be asked to complete the following tasks for this assignment:
•
Identify an issue and prepare a short 2 page background briefing paper on the issue and
various examples of CASC efforts to work on the issue.
•
Identify and conduct 3 interviews with key CASC leaders working on the issue.
•
For each interview, prepare a short report on the person(s) you interview, the
organization, the approach the organization is taking to work on the issue, the strategies
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the organization uses to impact change, and the other partners with whom the
organization collaborates.
•
Develop ideas for action for students who might want to work on the issue/engage in a
campaign. Select at least 2 of the following 6 options:
o Prepare a letter to the Michigan Daily about the issue
o Create a mini-media campaign to share what you have learned and to advocate
ways that students could get more involved in this issue in campus on in the
community.
o Develop an action plan for student campus-based organizing on the issue
o Prepare a toolkit of resources for working on the issue
o Participate and document your team’s participation in an event about the issue
o Other? (propose an idea to us for consideration).
•
Prepare a briefing packet to share that compiles the various information gathered and
presents your teams ideas for action. Packets will be due on April 6.
•
Prepare a 20 minute presentation to present the campaign that examines: the issue,
examples of CASC efforts, the various approaches and strategies that you learned
about/engaged in around the issue, and overall tips for CASC practice on this issue.
Presentations will be done during class on April 6, 11, and 13.
Themes from which the issues/campaigns might emerge include: health care, education reform,
criminal justice, LGBTQ issues, environmental justice, economic justice, and civil rights. We will
use a class period to formulate additional ideas and form teams for the action project.
We will collect an action plan (who will do what for the project) and group members will submit
comments about each others performance. The action plan will be due March 9.
More information about this assignment will be given in class.
5. Issue Assignment Artifact or Reflection Paper: (15%)
Each student will be required to develop an individual artifact for their portfolio based on their
project OR will prepare a 3-5 page written paper to reflect on the learning and skills developed
through the project.
More information about this assignment will be given in class. The artifact/reflection paper will
be due on April 6.
6. Class participation (10%)
Students are expected to be on-time and prepared for class, to participate in activities and
discussions, and to be engaged during class time. Participation points will be given based on
engagement, preparedness, level of participation, and class attendance. Students are expected
to be in class and to notify an instructor if that is not possible. Students will be allowed two
unexcused absences for any reasons. After that students will be required to obtain permission
from an instructor. More than two unexcused absences or more than two unexcused excessive
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late comings or early leavings from class will result in loss of participation points. We will ask
students to sign in to ensure accuracy in attendance.
MAJOR ASSIGNMENT DUE DATES
Assignment
Percent of Total
Grade
10%
Social Change Case
Study Group
Presentation
Content Quizzes
25%
Journals
15% (grade for
journal product)
Journal Entries
“Pop” quizzes will be
given approximately
5 times during the
semester
April 18
25%
Action Plan-what &
who will do what
Action Packet
Presentation
CASC Issue Artifact or
Reflection Paper
Presentations:
Feb 9, 14, 16
Journals should be
kept throughout
semester
Final Journal Product:
An artifact or a “top 3”
list
CASC Issue Packet &
Presentation
Due Date
March 9
April 6
Presentations:
April 6, 11, 13
15%
April 6
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CLASS SESSIONS
Readings can be found on c-tools. Please note that some readings are TBD.
All readings are subject to change.
PART I: OPENING-- BUILDING CLASSROOM COMMUNITY AND UNDERSTANDING MEANINGS
OF COMMUNITY ACTION AND SOCIAL CHANGE
Jan 5:
•
•
•
Opening to Class, Review Syllabus
Class introduction
Get to know one another
Review course outline and assignments
No Readings
Jan 10: Learning about Ourselves & Working as a Group
• Form “home groups” for class
• Continue to learn about one another and working in groups
• Introductions & paired interviews around “courage” and “passion,” “what inspires us?”
and “who inspires us?”
• Discuss our strengths and differences
Readings: Loeb, P. (2004). The impossible will take a little while: A citizen’s guide to hope in a
time of fear. Basic Books: New York.
“To be of use” by Marge Piercy, 174
Introduction by Paul Loeb, 175-182
Ch 22 – “The small work in the great work” by Victoria Safford, 183-190.
Ch 23 – “In what do I place my trust?” by Rosalie Bertell, 191-195
Ch18 – “Jesus and Alinsky” by Walter Wink, 149-160
Jan 12: Who are we as a group?
• Team building, group building exercises
• Discuss group norms and build class community
Readings: Loeb, P. (2004). The impossible will take a little while: A citizen’s guide to hope in a
time of fear. Basic Books: New York.
Ch 24 – “Not deterred” by Paxus Calta-Star, 196-197
Ch 25 – “Rebellion Is what built America” by Jim Hightower, 198-202
Ch 26 – “Faith works” by Jim Wallis, 203-206
Ch 27 – “Composing a life story” by Mary Catherine Bateson, 207-215
Jan 17: No Class MLK DAY
Please attend an event in lieu of class time. We’ll provide a highlight list of activities for your
consideration.
No Readings
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Jan 19: Exploring Lessons Learned from Martin Luther King, Jr. and the Civil Rights Movement
for CASC
• Reflect on MLK events in relationship to Community Action and Social Change
• Discuss the history of the Civil Rights Movement and some examples of current efforts
of the movement
• In class, students will discuss ideas key themes from their experiences
• We’ll spend part of class time preparing for the first assignment (Social Change Case
Study Presentation).
Readings: (Please pick 2)
Boggs, G. (2006). “Catching up with Martin”, speech given at the Institute for Democratic
Renewal/Project Change, Union Theological Seminary, NY.
King, Jr. M.L. (1963). Letter from a Birmingham jail
Moses, R. and Cobb, C. (2001). Radical equations: Math literacy and Civil Rights. Boston: Beacon
Press, Ch 1 Algebra and Civil Rights?, 3-22.
Payne, C. (1995). I’ve got the light of freedom: The organizing tradition and the Mississippi
freedom struggle. Berkeley: University of California Press, Ch. 3 “Give light and people will find a
way”, 67-102 (chapter details the role of Septima Clark, Myles Horton and Ella Baker in Civil
Rights history)
Browse The Young People’s Project website www.typp.org, particularly “History”, “Sites and
Program Dev.” (including Michigan), and “Resources” – go to “”Videos” and at least view
“Algebra Project Beginnings”.
PART 2: EXPLORING COMMUNITY
Jan 24: Frameworks for Understanding and Examining Our Communities
• Explore various perspectives on understanding community and its core elements.
• Examine various frameworks for analyzing communities and understanding the social
forces that impact them.
• Discuss our own communities and explore our own roles in creating social change in
these communities.
Readings:
Checkoway, B. (2009). Community change for diverse democracy. Community Development
Journal, 44, 1, 5-21
Gamble, D. & Weil, M. (2010). Community practice skills: Local to global perspectives. Columbia
University Press: New York, Ch 2 – Conceptual frameworks and models for community practice,
24-46
Kirk, G. & Okazawa-Rey, M. (2010). Identities and social locations: Who am I? Who are my
people? In M. Adams et al. (eds.). Readings for diversity and social justice (2nd ed). New York:
Routledge, 8-14
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Jan 26: Communities & Social Change: Underlying Values & Influences
• Explore a case example of a community effort to examine (1) social forces and
influences, (2) underlying social justice values, and (3) frameworks that inform
community and social change.
Readings:
Reisch, M. (2010). Defining social justice in a socially unjust world. In Educating for social
justice: Transformative experiential learning, 11-28
PART 3: WHAT INFORMS CASC: THEORIES AND FRAMEWORKS FOR SOCIAL CHANGE
Jan 31 & Feb 2: Creating a Theoretical Timeline for Community Action and Social Change: From
Industrial Revolution to Current Day
•
•
•
•
Discuss the role of theory and its importance for CASC.
Explore various theoretical frames and how they link to CASC.
As a class, we’ll create an overall conceptual map to look at the theoretical frames
together.
This week will provide the background for the student group presentations (assignment
#1).
Readings:
Sen, R. (2003). Stir it up: Lessons in community organizing and advocacy. San Francisco: JosseyBass, Introduction
DiNitto, D. with Cummins, L. (2007). Social welfare: Politics and public policy (6th ed.). Pearson
Education: Boston, Ch. 2. Government and social welfare, 36-79.
Feb 7: No Formal Class: Group Work on Presentations, In-Class Support
Feb 9: CASC Case Study Group Presentations
Feb 14: CASC Case Study Group Presentations
Feb 16: CASC Case Study Group Presentations
Feb 21: What Can We Learn from Theory and Frameworks?
•
•
Review timeline and discuss overall takeaways
Begin to examine CASC practice frameworks and model strategies
Readings (for 2/21 and 2/23):
Checkoway, B. (1995). Six strategies of community change. Community Development Journal,
30(1), 2-20.
Gamble, D. & Weil, M. (2010). Community practice skills: Local to global perspectives. Columbia
University Press: New York, Ch. 5 Neighborhood and community organizing 121-171
Community Toolbox: “Strategies for community change and improvement”
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Feb 23. CASC Town Hall Meeting--Organizing for Projects
In this class we will provide an overview to approaches to organizing for action. We’ll highlight
some strategies and focus on issues. We’ll focus on the upcoming action projects and hold a
class town hall meeting to discuss and vote on action project issues.
Feb 28: Spring Break
March 2: Spring Break
PART 4: COMMUNITY ACTION AND SOCIAL CHANGE IN PRACTICE
March 7: Understanding Social Identity, Power & Privilege in Community Change
• Discuss social identities, power and privilege in terms of community change work
• Explore who are we as change agents and examine our own skills in relation to CASC
Readings:
Johnson, A. (2010). The social construction of difference. In M. Adams et al. (eds.). Readings for
diversity and social justice (2nd ed). New York: Routledge, 15-20
McIntosh, P. (1988). White privilege and male privilege: A personal account of coming to see
correspondences through work in Women’s Studies. Wellesley, MA: Center for Research on
Women.
Tatum, B. (2000). The complexity of identity: Who am I? In M. Adams et al. (eds.). Readings for
diversity and social justice. New York: Routledge.
Burghardt, S. (2001). Know yourself: A key to better organizing. In J. Tropman, et al. (eds.).
Strategies of community intervention. Itasca: F.E. Peacock Publishers.
March
•
•
•
9: Entering Community & Building Relationships
What does it mean to enter the community?
What are some strategies for entering the community?
We’ll focus on an example, followed by a critical conversation about what it means to
enter the community.
Readings:
Henderson, P. & Thomas, D. (2003) Skills in neighbourhood. London: Allen & Unwin, Ch 2.
Entering the neighbourhood & Ch. 5 Making contact
Community Tool Box: “Developing a plan for participation” and “Making personal contact”
March 14/16: Working in Multicultural, Multilingual Communities & Building Diverse
Coalitions
• Discuss skills and strategies for working in multicultural/multilingual communities
• Examine what it means to build diverse coalitions for community action and social
change
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Readings:
LeBaron, Michelle. Cross-cultural communication.
Lee N, Murphy, D., North, L. & Ucelli, J. (1996) Bridging race, class, and sexuality for school
reform. In J. Anner (ed.). Beyond identity politics: Emerging social justice movements in
communities of color. Boston: South End Press.
Community Tool Box: “Coalition building I: Starting a coalition” and “Multicultural
collaboration”
March 21: Action Project Group Work- No Formal Class
March 23: Learning from Community Leaders: Interviewing & Engagement Skills
Readings:
Gubrium, J. & Holstein, J. (2001). Handbook of interview research: Context and method.
Thousand Oaks, CA: Sage Publications, Ch 1: From the individual interview to the interview
society, 3-33.
Atkinson, R. (2001). The life story interview. In Gubrium, J. & Holstein, J. (2001). Handbook of
interview research: Context and method. Thousand Oaks, CA, 121-141.
March 28: Rotating Skills Workshop: Action/Strategy, Media Advocacy Skills, Public
Presentations/Making the Case, Policy Advocacy Skills
Readings: TBD
March 30: Rotating Skills Workshop: Action/Strategy, Media Advocacy Skills, Public
Presentations/Making the Case, Policy Advocacy Skills
Readings: TBD
April 4: Action Project Group Work- No Formal Class
April 6: CASC Issue Project Presentations
April 11: CASC Issue Project Presentations
April 13: CASC Issue Project Presentations
April 18: Reflection on Action
Discussion about key lessons
CASC: Where Do We Go From Here?
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