Working with Community/ Community Development Project Showcase? Linde Community Garden

Workin" rel="nofollow">ing with Community/ Community Development Project Showcase? Lin" rel="nofollow">inde Community Garden Order Description Workin" rel="nofollow">ing with Community Guidance for Assessment Community Development Project Showcase Part B: Presentation Write Up Red written words are briefly about my project and it is summary My project is Lin" rel="nofollow">inde Community Garden Ife, J. 2013, Community development in" rel="nofollow">in an uncertain" rel="nofollow">in world: vision, analysis and practice, Cambridge University Press, UK. ? https://www.communitywebs.org/Lin" rel="nofollow">indeGarden/lin" rel="nofollow">inks.php ? https://www.npsp.sa.gov.au/our_environment/get_in" rel="nofollow">involved/lin" rel="nofollow">inde_community_garden Describe the project; its historical, socio-eco and political context; goals, fundin" rel="nofollow">ing; formal/ in" rel="nofollow">informal power distribution Descriptive research Describe the project; ? Lin" rel="nofollow">inde Community Garden 2011 ? ?all in" rel="nofollow">in? approach meanin" rel="nofollow">ing members have access to the whole site and harvest rather than in" rel="nofollow">individual plots ? The Norwood, Payneham and St Peters Community Gardens Association, Inc ? Newly refurbished Dunstone Grove ? Learn from others, in" rel="nofollow">informal some workshops and special events with experts ? Creatin" rel="nofollow">ing community, get to know neighbours, create friendships ? A upon meetin" rel="nofollow">ing a member she commented that ?Flowers grow in" rel="nofollow">in flower gardens; vegetables grow in" rel="nofollow">in veggie gardens, and people grow in" rel="nofollow">in community gardens? ? Do you have any current newsletters? That aren?t onlin" rel="nofollow">ine as there out-dated ? Where can I get more in" rel="nofollow">information? ? Cob wall, build all together (under blog entry) ? Member-ship based com organisation ? Lowerin" rel="nofollow">ing eco-logical footprin" rel="nofollow">int Its historical, ? Might of ran in" rel="nofollow">in other areas but same council (check) ? The Norwood, Payneham and St Peters Community Gardens Association, Inc ? Established 2010 ? How did it get established? ? Where can I get more in" rel="nofollow">information? ? Proposal developed by an organisin" rel="nofollow">ing committee of community members and local groups established at a public forum in" rel="nofollow">in 09 ? 50 peple expressed in" rel="nofollow">interest at forum ? 2010 approved Socio-eco and political context; ? Ran by association ? Management committee Goals, ? More gardens? ? First of what hopes to be several community gardens in" rel="nofollow">in the NP&SP Council area- is this a goal? What strategies do you have in" rel="nofollow">in place to complete? ? Where can I get more in" rel="nofollow">information? Fundin" rel="nofollow">ing; ? Council ? Sponsors ? Banner hardware ? Neutrog fertilisers ? Rotary of St Peters ? What do the sponsors provide you with? ? City of Norwood, Payneham, St peters ? What type of fundin" rel="nofollow">ing do you receive? ? Where can I fin" rel="nofollow">ind more in" rel="nofollow">information about this? Formal/ in" rel="nofollow">informal power distribution ? Informal power- Gender, males are stronger, more capable ? Is there a division? Unequal? ? Informal learnin" rel="nofollow">ing, sharin" rel="nofollow">ing tips ? Workshops, expert?s formal power? ? Garden committee, management, council, ? Is there formal power? Rules? Regulations? Where can I get more in" rel="nofollow">information? ? a space to grow ? learn skills ? in" rel="nofollow">interact ? committee of 6/7 people that run garden ? 60 members- not all active ? four meetin" rel="nofollow">ings per year for all members-give ideas, issues, feedback ? participate in" rel="nofollow">in norwood and st pepters pagent ? board range of members- young, old, families, sin" rel="nofollow">ingle, workin" rel="nofollow">ing, retried ? all garden open to everyone, sharin" rel="nofollow">ing ? group membership have own plots ? cottage mental health group- every Wednesday 4 or 5 people ? youth space- teenagers disengaged with school ? St peters child care plot ? Practical skill buildin" rel="nofollow">ing ? Build in" rel="nofollow">interest ? Dynamic ? Positive ? Goals- chickens, wood oven ? Budget- membership ? Petty cash ? Fundraisers- plants, seedlin" rel="nofollow">ings, st peters fair ? Water is recycled from creek with an allowance from coucil they don?t go over ? Donations ? Community grant 4000 for local artist to pain" rel="nofollow">int and make sculptures ? Reduced lease from council, paid out of membership fees ? Soil people test soil as means to test own equipment ? Informal power- new members and old members, power struggle, old members done the hard work, establish garden, new members don?t know how garden functions ? formal power- Neighbours, busin" rel="nofollow">iness, restriction ? social gatherin" rel="nofollow">ings- cook up food ? friendship groups come in" rel="nofollow">into garden at same time ? thurs and sat groups Questions for Saturdays meetin" rel="nofollow">ing ? Newsletters- might have a current description of what is happenin" rel="nofollow">ing in" rel="nofollow">in garden, projects, plantin" rel="nofollow">ing, events etc, can we have assess to some? (the ones onlin" rel="nofollow">ine are old) ? How was the garden first established? What was the progress of this? plannin" rel="nofollow">ing? And approvals? Whos and how did ideas in" rel="nofollow">influence it? ? Socio-eco and political context? ? What strategies are in" rel="nofollow">in place for your goals? For example, the goal of gettin" rel="nofollow">ing chickens, or buildin" rel="nofollow">ing a wood oven, how is this goin" rel="nofollow">ing to come about? Are jobs delegated? How will the chickens be looked after? By everyone? Do you need certain" rel="nofollow">in approvals? How will materials/chicken food be paid for? ? Is there written in" rel="nofollow">information about the fundin" rel="nofollow">ing from the council etc? Community Dev_ Lin" rel="nofollow">inde Reserve Community Garden_ Notes Describe The Community in" rel="nofollow">involved in" rel="nofollow">in this project; the people, the location, the assets, the strengths, the challenges. The Community; ? A collective of ?like-min" rel="nofollow">inded? folk sharin" rel="nofollow">ing the value of a community garden project ? An origin" rel="nofollow">in group of 5ppl responded to a local in" rel="nofollow">invitation from council for alternative ideas to redevelop an area of council land that was previously a bowlin" rel="nofollow">ing green. This group, (only 1 origin" rel="nofollow">inal member remain" rel="nofollow">ins currently an active participant), they worked with a moderator, (community consultation and participation in" rel="nofollow">in decision makin" rel="nofollow">ing) council planners and others i.e. office of consumer affairs, in" rel="nofollow">insurance many other trades for 2 years and established the project they wanted.(Startin" rel="nofollow">ing with a blank canvas) ? An alternative model was set up to in" rel="nofollow">invite membership to other`s keen to be in" rel="nofollow">involved in" rel="nofollow">in the NGO group ? The community vision was for community participation to emerge in" rel="nofollow">in a self-sufficient and sustain" rel="nofollow">inable gardenin" rel="nofollow">ing community ? They promoted the garden and advocated for sponsorship support ? The Community has an base of 60 members with different skill sets and understandin" rel="nofollow">ings ? Is Managed by a group of people who identify as part of the community and take responsibility for guidin" rel="nofollow">ing and supportin" rel="nofollow">ing the Community ? The Community has committees of 6 or 7, that meet quarterly to review their processes, one community leader is a lawyer not a gardener ? Invite high profile identities along from time to time to generate in" rel="nofollow">interest and create shared learnin" rel="nofollow">ing or engage local artists to contribute ? Share social time together, like BBQ`s, shared meals and workin" rel="nofollow">ing bees ? Is made up of micro groups such as a tree group, irrigation group and a workshop group The People; ? Are in" rel="nofollow">individuals, families and groups ? Value local knowledge ? Generally have a passion for gardenin" rel="nofollow">ing and or community ? Their participation is not essentially their place of work or job description ? Have formed supportive friendships ? Include, support and connect with other local groups to use the garden and learn new skills , i.e. St Peter`s Childcare Centre and The Cottage (mental health support group) and Youth Space, a disabled youth group ? Share skills and gardenin" rel="nofollow">ing knowledge with their community and the broader neighbourin" rel="nofollow">ing communities The Location; ? The Lin" rel="nofollow">inde Community Garden is in" rel="nofollow">in the western corner of the beautifully refurbished Dunstone Grove / Lin" rel="nofollow">inde Reserve, across from the Avenues Shoppin" rel="nofollow">ing Centre in" rel="nofollow">in Stepney. ? It is located in" rel="nofollow">in close proximity to a hub of other Community Services is Rotary Garage Sale, Women`s Community Centre, library and parks The Assets; ? The Community members, their shared vision and energy ? The structure from the bowlin" rel="nofollow">ing green, in" rel="nofollow">includin" rel="nofollow">ing the land, existin" rel="nofollow">ing fences and steel works to grow thin" rel="nofollow">ings on ? A$2,000 petty cash float from fundraisers and plant/seedlin" rel="nofollow">ing sales ? Recycled clean water from the local creek ? An irrigation service for the creek measures water levels in" rel="nofollow">in the soil for the Community Garden. The garden is a test site that enables them to use water economically. They also have a rain" rel="nofollow">inwater tank ? There are plots available to sell, Groups can buy a plot ? $30,000 start-up seed grant ? Land lease ? The hut, built by members workin" rel="nofollow">ing bees, funded $15,000 by Rotary ? Sponsors helps reduce costs on garden materials and supplies, especially their local hardware store ? Local members livin" rel="nofollow">ing in" rel="nofollow">in close proximity keep an eye on safety concerns ? Food and produce The Strengths; ? New memberships ? Environmental and ecological benefits of shared gardenin" rel="nofollow">ing ? Community friendship and support to each other ? A productive garden, sharin" rel="nofollow">ing plots and tasks enables a variety of produce to be shared and generated with less wastage ? Low runnin" rel="nofollow">ing costs ? Generates responsibility and participation by existin" rel="nofollow">ing as a shared project ? All Members meet to have a say, they have opportunities to be heard, in" rel="nofollow">involved and experience ownership within" rel="nofollow">in the project ? Vision for future new gardens to be developed in" rel="nofollow">in other areas ? Goals ? to add chickens and a wood oven The Challenges; ? Keepin" rel="nofollow">ing abreast of soil conditions for optimal production of the land. E.g. Plots at the moment have broad beans to add nitrogen back to the soil in" rel="nofollow">in readin" rel="nofollow">iness for the new crop, maybe tomatoes, this limits what can be grown at this time of the year ? Recyclin" rel="nofollow">ing of bad weeds, to keep them from unwanted areas ? Occasional personality challenges, clashin" rel="nofollow">ing ideas and misin" rel="nofollow">information https://www.iied.org/participatory-learnin" rel="nofollow">ing-action https://www.freire.org/ The followin" rel="nofollow">ing guidance is designed to help you work on the second assignment, specifically Part B. Please also refer to the markin" rel="nofollow">ing/feedback form (available on the learnonlin" rel="nofollow">ine course site) when writin" rel="nofollow">ing up your paper. We also recommend visitin" rel="nofollow">ing UniSA?s Study Help, an onlin" rel="nofollow">ine hub packed with useful study resources: unisa.edu.au/studyhelp. Part B task Each in" rel="nofollow">individual group participant will provide a separate write up of the Project they participated in" rel="nofollow">in showcasin" rel="nofollow">ing in" rel="nofollow">in the group presentation, which provides: 1. A description of their contribution to the group presentation process (in" rel="nofollow">includin" rel="nofollow">ing a summary of task allocation between group members); 2. An analysis of the community development approaches the showcased project demonstrates; the values that underpin" rel="nofollow">in it and the ways this project contributes to social justice through workin" rel="nofollow">ing with community. 3. A critical analysis of the strengths and weaknesses of the project, identifyin" rel="nofollow">ing any challenges it faces and how you would work with this Project if you were engaged as a community worker to support its activities. *Support your answer with relevant examples from the literature Suggested structure outlin" rel="nofollow">ine (at a glance): Individual write up 8500 words ? Introduction - 100 words ? Question two - 150 words ? Question three - 500 words ? Conclusion - 100 words ? Reference List - Group list followed by in" rel="nofollow">individual list ? Appendix (question one) - is not in" rel="nofollow">included in" rel="nofollow">in word count A more in" rel="nofollow">in-depth essay structure to help guide your paper The word count is 8500 words. This is not a, part of that allocation is taken up by the research you will do for your group presentation. There is no written hand-up on presentation day. References can appear in" rel="nofollow">in PowerPoin" rel="nofollow">int slides, but the group reference list as such will appear in" rel="nofollow">in their papers. More explanation below... Introduction is 100 words. Remember that background in" rel="nofollow">information is not the same as an in" rel="nofollow">introduction. An in" rel="nofollow">introduction to an academic paper should tell the reader what the structure of the paper is and it should in" rel="nofollow">introduce your key arguments. The in" rel="nofollow">introduction should not leap straight in" rel="nofollow">into descriptive or background in" rel="nofollow">information, it should sign-post what the paper hopes to achieve. Hin" rel="nofollow">int: essay questions 2 & 3 might form part of the in" rel="nofollow">introduction when you are settin" rel="nofollow">ing out what the paper will be attemptin" rel="nofollow">ing to achieve. Example: This paper begin" rel="nofollow">ins with a critical analysis of the community development approaches demonstrated by [in" rel="nofollow">insert name of community project]. In doin" rel="nofollow">ing this, I will argue that?. Next, the paper will provide a critical analysis of the strengths and weaknesses of the project and will also highlight challenges that the project is/has experiencin" rel="nofollow">ing. Key arguments in" rel="nofollow">in this section will in" rel="nofollow">include?The paper will conclude with a discussion of ways that I would work with this community drawin" rel="nofollow">ing on the prin" rel="nofollow">inciples of?and community development approaches of?and I will argue why these approaches are well-suited to workin" rel="nofollow">ing within" rel="nofollow">in the [name of] community project Question 2 is 150 words. Yes, that?s right, we recommend begin" rel="nofollow">innin" rel="nofollow">ing your paper with Question 2 after the in" rel="nofollow">introduction (explanation later). This question is worth 10 marks on the feedback sheet. We recommend keepin" rel="nofollow">ing Question 2 short because it duplicates what you will present in" rel="nofollow">in class to a fairly large degree. Question 3 is 500 words. This question is worth 20 marks on the feedback sheet. Question 3 requires more attention because this is distin" rel="nofollow">inct from the presentation material. It?s important to recognise that this component is key to your in" rel="nofollow">individual write up. When analysin" rel="nofollow">ing the strengths and weaknesses project, first thin" rel="nofollow">ink about the past/present of the project. Then, thin" rel="nofollow">ink about its future - as a worker, how might you work with this project goin" rel="nofollow">ing forward. E.g. based on your critical analysis, knowin" rel="nofollow">ing what you know now, if you were engaged to work in" rel="nofollow">in this project tomorrow, how might you go about that, and why? What prin" rel="nofollow">inciples would guide you? What might be workin" rel="nofollow">ing really well in" rel="nofollow">in the project that you could build on and expand? What might not be workin" rel="nofollow">ing well and how would you address that? What challenges can you identify (in" rel="nofollow">includin" rel="nofollow">ing formal/in" rel="nofollow">informal power relations) and how would you work with them? Conclusion is 100 words. This should summarise your key poin" rel="nofollow">ints and arguments in" rel="nofollow">in the paper. The in" rel="nofollow">introduction states what the paper hopes to achieve, the conclusion states what the paper actually delivered. Reference list. First, in" rel="nofollow">include the reference list from the group presentation and title this ?Group references?. Next, under this put the reference list from your paper and title this ?Individual references?. For in" rel="nofollow">individual reference lists, we will expect to see around 10 high quality references, most from community development literature. Your group reference list will be the same for all team members, and will be followed by your in" rel="nofollow">individual reference list for this written component. After the reference list, please attach an appendix. The appendix will address Question 1 - it will give a very brief reflection on the group work process. This is not in" rel="nofollow">included in" rel="nofollow">in the 1800 word count. You have 1800 words to answer questions 2 & 3, as well as an in" rel="nofollow">introduction and conclusion. We advise answerin" rel="nofollow">ing Question 1 in" rel="nofollow">in the form of an appendix because it allows students to focus on answerin" rel="nofollow">ing the key questions (2 & 3) that are strongly related to the course outcomes. Because it is not part of the word count, you can reflect on the group work process in" rel="nofollow">in as little as one paragraph, or write a whole page if you see fit, without in" rel="nofollow">infrin" rel="nofollow">ingin" rel="nofollow">ing on your scope to answer the core questions (2 & 3) which are far more in" rel="nofollow">integral to demonstratin" rel="nofollow">ing your understandin" rel="nofollow">ing of course ideas and ways of workin" rel="nofollow">ing. Please note that your fin" rel="nofollow">inal reflections on the group process must adhere to the course ethos and take an ABCD approach to highlightin" rel="nofollow">ing what you did do, rather than what someone else possibly didn?t do, and anythin" rel="nofollow">ing you have learned through the process that may have enabled you to improve your own group work skills (capacity buildin" rel="nofollow">ing). __________________________________________________________________ Lecture notes LECTURE PLAN 1. Asset-Based Community Development (ABCD) 2. The legacy of Paulo Freire FREIRE?S CRITIQUE OF ?BANKING EDUCATION? References Beaulieu, B. 2002, Mappin" rel="nofollow">ing the assets of your community: A key component for buildin" rel="nofollow">ing local capacity. Mississippi State, MS: Southern Rural Development Center Beck, D. & Purcell, R. (2010). Popular education practice for youth and community development work. London: Learnin" rel="nofollow">ing Matters. Cooperrider, D. L., Whitney, D., Stavros, J. M. (2008). Appreciative Inquiry Handbook (2nd ed.). Brunswick, OH: Crown Custom Publishin" rel="nofollow">ing, Inc. Freire, P. (1970/2000). Pedagogy of the oppressed. New York and London: Contin" rel="nofollow">inuum. Gamble, G. (2013). Chapter 14 - Participatory methods in" rel="nofollow">in community practice. In Weil, M., Reisch, M., & Ohmer, M. (Eds.). The handbook of community practice (2nd ed.). Thousand Oaks, CA: SAGE, 327-333. Hennelly, A. (1989). Chapter 5 - Paulo Freire as liberation theologian. In Theology for a liberatin" rel="nofollow">ing church. Washin" rel="nofollow">ington, D.C.: Georgetown University Press. Ife, J. (2013). Community development in" rel="nofollow">in an uncertain" rel="nofollow">in world: vision, analysis and practice, Cambridge University Press, UK. Kretzmann, J.P. & McKnight, J.L. (1993). Buildin" rel="nofollow">ing Communities from the Inside Out: A Path Toward Fin" rel="nofollow">indin" rel="nofollow">ing and Mobilizin" rel="nofollow">ing a Community?s Assets. Chicago, IL: ACTA Publications. Ledwith, M. (2011). Community development: a critical approach (2nd ed.). Bristol: Policy. References Cont? Lotz, J. (1982). The Moral and Ethical Basis of Community Development: Reflections on the Canadian Experience. Community Development Journal, (17 (1): 27-31. Mathie, A. & Cunnin" rel="nofollow">ingham, G. (2003), From Clients to Citizens: Asset-Based Community Development as a Strategy for Community-Driven Development, Development in" rel="nofollow">in Practice, 13 (5), 474-486. McKenna, B. (2013). Paulo Freire?s blunt challenge to anthropology: Create a Pedagogy of the Oppressed for Your Times. Critique of Anthropology, 33, 447-475. }------------------------------------ What is Participatory Learnin" rel="nofollow">ing & Action (PLA)? ? Participatory Learnin" rel="nofollow">ing and Action (PLA) is a family of approaches/methods that seek to ?empower local and sub-ordin" rel="nofollow">inate people to examin" rel="nofollow">ine and analyse their realities, to enhance and express their knowledge and to take act? (Chambers, 2015, p. 31). ? PRA offers a basket of techniques that generally group in" rel="nofollow">into four categories: in" rel="nofollow">interviews and discussions, mappin" rel="nofollow">ing, rankin" rel="nofollow">ing, and trend analysis. ? For example, residents might develop historical maps showin" rel="nofollow">ing changes that have occurred in" rel="nofollow">in their community (Shah, 1999). Background to PLA Background to PLA Prin" rel="nofollow">inciples of PLA ? A reversal of learnin" rel="nofollow">ing ? Learnin" rel="nofollow">ing rapidly and progressively ? Offsettin" rel="nofollow">ing biases ? Optimizin" rel="nofollow">ing trade-offs ? Triangulatin" rel="nofollow">ing ? Seekin" rel="nofollow">ing diversity ? Handin" rel="nofollow">ing over the stick (or pen or chalk) ? Self-critical awareness ? Sharin" rel="nofollow">ing Chambers (1997) Distin" rel="nofollow">inguishin" rel="nofollow">ing features of PLA/PRA: PLA/PRA is an approach that reverses the traditional ?top-down? approach to development, shiftin" rel="nofollow">ing the normal balance from: ? Closed to open ? Individual to group ? Measurement to comparison ? Verbal to visual ? Paper to ground (Chambers, 1997) PLA AND SOCIAL CHANGE There is evidence that PLA has been used to in" rel="nofollow">influence policy change (Johnson, 1995; Chambers, 2004) For example, Action Aid used PLA methods, such as drawin" rel="nofollow">ings and songs (Brown 2006, p. 7), to help them understand the domestic roles of Nepalese children in" rel="nofollow">in rural households and issues of child labour (Chawla & Johnson, 2004, p. 68; Johnson, 1995). Action Aid then made this research accessible to policy makers (Johnson, 1995), which in" rel="nofollow">in turn helped to dispel ?myths about children workin" rel="nofollow">ing in" rel="nofollow">in [factories]? (Chawla & Johnson, 2004, p. 68). PLA AND SOCIAL CHANGE There are many examples of how policy-makers can utilise PLA to develop and assess policies (Chambers & Blackburn, 1996) when they choose to approach groups that are impacted by those policies. In other cases, it?s a group (or advocates of a group) wantin" rel="nofollow">ing to access policy-makers with PLA fin" rel="nofollow">indin" rel="nofollow">ings that reveal the ?realities? of the poor (Cleaver, 2001, p. 38). Either way, it is an issue of power and control as to whether these realities will figure in" rel="nofollow">in decision-makin" rel="nofollow">ing and in" rel="nofollow">influence social change To ensure that PLA can be mobilised to in" rel="nofollow">influence policy change, fin" rel="nofollow">indin" rel="nofollow">ings need to be dissemin" rel="nofollow">inated in" rel="nofollow">in such a way as to engage policy debate and makers (Johnson, 1995, pp. 53-54). PLA methods / tools PLA methods / tools References Brown, K. 2006. School lin" rel="nofollow">inkin" rel="nofollow">ing and teachin" rel="nofollow">ing and learnin" rel="nofollow">ing global citizenship, commissioned research article, citizED Chambers, R. 1994. Participatory rural appraisal (PRA): analysis of experience. World Development, 22 (9), 1253?1268. Chambers, R. 1997. Whose reality counts? Puttin" rel="nofollow">ing the first last. London: Intermediate Technology Publication. Chambers, R. 2004. Reflections and directions: A personal note. PLA Notes, 50, 23-34, IIED London Chambers, R. 2015. PRA, PLA and Pluralism: Practice and Theory. In H. Bradbury-Huang (Ed.). The SAGE handbook of action research. London: SAGE Publications, 31-46. Chambers, R. & Blackburn, J. 1996. The power of participation: Participation and policy, IDS Policy Briefin" rel="nofollow">ing No. 13, Sussex, UK: Institute for Development Studies Chawla, L & Johnson, V. 2004. Not for children only: Lessons learnt from young people?s participation, PLA notes, 50, 63-72, IIED London References Cleaver, F. 2001. Institutions, agency and the limitations of participatory approaches to development. In B. Cooke & U. Kothari (Eds.) Participation: The new tyranny? LONDON: Zed BookS, 36-55. Johnson, V. 1995. Lin" rel="nofollow">inkin" rel="nofollow">ing PRA-based research to policy. PLA notes, 24, 52-56, London: IIED. Kumar, S. 2002. Methods for community participation: A complete guide for practitioners. UK: Practical Action. Shah, S. 1999. A Step-by-step guide to popular PLA tools and techniques. In CARE Reproductive Health Programme ?Embracin" rel="nofollow">ing Participation in" rel="nofollow">in Development: Wisdom from the Field. Atlanta: CARE.