Community Development: Placatorypractice or transformative practice?Margaret LedwithEmeritus Professor of CommunityDevelop...
Community development The practice of social justice Contextualised in political times Poverty analyses Human rights a...
CD Praxis: a contested spacebetween top-down and bottom-upCD principles: social/environmental justiceCD vision: just and...
Values frame the quality andpurpose of CDIdeology of equalityTrustDignityRespectReciprocityMutualityCooperative not...
1995: National Occupational Standards for CDBased on structural analysis:Equality and Anti-discriminationSocial Justice...
Placatory practice isdecontextualised practice!Bailout of banksGlobal recessionCountries in crisis: USA, EurozoneAuste...
PovertyIs UK poverty a human rights issue? (Killeen, 2008)Strong on empowerment, weak on equalityNo structural analysis...
Human rightsDignity and worth of every individualRegardless of race, gender, language, religion, opinions, wealth or abi...
August Riots:Criminalising childrenUNICEF criticised UK judicial system for locking up childrenBreach international law ...
CHILD POVERTY:A yardstick for social justice                    z ‘The true measure of a                      nation’s sta...
Poverty discriminatesLone-parent householdsLow paid householdsHouseholds without an adult in paid workMinority ethnic ...
EQUALITY:Does every child matter?27%          of children from white families36%          Indian41%          Black Cari...
POVERTY KILLS:Making critical connections!Low birthweight, infant death, childhood accidentsUnderachievement at school, ...
Reflection and dialogueWhat does the statement ‘placatory practice is decontextualised practice’ mean to you?How do you ...
2: Key concepts of PauloFreire
Listening from the heart
Culture of silence
False consciousnessCultural invasionDehumanisationHorizontal violence
ConscientisationMagical consciousnessNaïve consciousnessCritical consciousness
Education is never neutralDomesticating or liberatingBanking approachTeaching to questionPassive objects or critical s...
Popular education:‘Questioning answers not answering questions’
Dialogue: Questioning the taken-for-grantedness of everyday life
Becoming critical
Collective action for change
Global action for social justice:Occupy Manchester Peace Garden
Reflection and dialogueWhat theory underpins your practice?How do you see the potential for collective action in your pr...
2: Community profilingWorking with not on people!People researching their own communityWorking with CD valuesGiving vo...
A Freirean approachListeningProblematisingTeaching to questionCritical dialogueCollective actionGathering people and...
Critical connectionsIndividualGroupCommunityStructural analysisRegionalNationalGlobal
Presenting the profileLife-changing experience – proud and empoweredOwned by the communityA community launchProvokes w...
Reflection and dialogueHow does community profiling offer an opportunity to develop transformative practice rather than p...
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Margaret ledwith northampton lecture 3 6 dec 2011 (7)

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Transcript of "Margaret ledwith northampton lecture 3 6 dec 2011 (7)"

  1. 1. Community Development: Placatorypractice or transformative practice?Margaret LedwithEmeritus Professor of CommunityDevelopment and Social JusticeUniversity of Cumbria, UK
  2. 2. Community development The practice of social justice Contextualised in political times Poverty analyses Human rights analyses
  3. 3. CD Praxis: a contested spacebetween top-down and bottom-upCD principles: social/environmental justiceCD vision: just and sustainable worldCD process: popular education for participatory democracyCD theory: analyses of powerCD values: ideology of equality
  4. 4. Values frame the quality andpurpose of CDIdeology of equalityTrustDignityRespectReciprocityMutualityCooperative not competitive worldview
  5. 5. 1995: National Occupational Standards for CDBased on structural analysis:Equality and Anti-discriminationSocial JusticeCollective ActionCommunity EmpowermentWorking and Learning Together – questioning answers not answering questions
  6. 6. Placatory practice isdecontextualised practice!Bailout of banksGlobal recessionCountries in crisis: USA, EurozoneAusterity measures hit poor hardestTUC ‘women and cuts toolkit’
  7. 7. PovertyIs UK poverty a human rights issue? (Killeen, 2008)Strong on empowerment, weak on equalityNo structural analysis of povertyCharity not redistribution of wealthResponsibility over rights2020: absolute poverty for 800,000 more childrenCPAG: Big Society unlawful re Child Poverty Act, 2010
  8. 8. Human rightsDignity and worth of every individualRegardless of race, gender, language, religion, opinions, wealth or abilityApply to every human being everywhere1989 UN Convention on Rights of the ChildWhat a child needs to survive, grow, participate and fulfil their potentialEvery child, regardless of who or where
  9. 9. August Riots:Criminalising childrenUNICEF criticised UK judicial system for locking up childrenBreach international law on children’s rightsChildren in custody most disadvantagedCuts in youth services
  10. 10. CHILD POVERTY:A yardstick for social justice z ‘The true measure of a nation’s standing is how well it attends to its children – their health and safety, their material security, their education and socialization, and their sense of being loved, valued, and included in the families and societies into which they are born’ (UNICEF, 2007: 1).
  11. 11. Poverty discriminatesLone-parent householdsLow paid householdsHouseholds without an adult in paid workMinority ethnic families‘Dis’abled children or those with a ‘dis’abled parentLooked after children
  12. 12. EQUALITY:Does every child matter?27% of children from white families36% Indian41% Black Caribbean47% Black non-Caribbean69% Pakistani and BangladeshiSource: Child Poverty Action Group (2008) Child Poverty: The stats, London:CPAG
  13. 13. POVERTY KILLS:Making critical connections!Low birthweight, infant death, childhood accidentsUnderachievement at school, truancy or exclusionLow self esteem, low expectationsTeenage pregnancyYouth suicideMalnutritionUnemployment and low wagesHomelessnessLong-term illness (morbidity)Premature death (mortality)
  14. 14. Reflection and dialogueWhat does the statement ‘placatory practice is decontextualised practice’ mean to you?How do you see this in relation to your own practice?
  15. 15. 2: Key concepts of PauloFreire
  16. 16. Listening from the heart
  17. 17. Culture of silence
  18. 18. False consciousnessCultural invasionDehumanisationHorizontal violence
  19. 19. ConscientisationMagical consciousnessNaïve consciousnessCritical consciousness
  20. 20. Education is never neutralDomesticating or liberatingBanking approachTeaching to questionPassive objects or critical subjects
  21. 21. Popular education:‘Questioning answers not answering questions’
  22. 22. Dialogue: Questioning the taken-for-grantedness of everyday life
  23. 23. Becoming critical
  24. 24. Collective action for change
  25. 25. Global action for social justice:Occupy Manchester Peace Garden
  26. 26. Reflection and dialogueWhat theory underpins your practice?How do you see the potential for collective action in your practice?Share your thoughts with the person next to you.
  27. 27. 2: Community profilingWorking with not on people!People researching their own communityWorking with CD valuesGiving voice to local people
  28. 28. A Freirean approachListeningProblematisingTeaching to questionCritical dialogueCollective actionGathering people and informationCycles of action and reflection
  29. 29. Critical connectionsIndividualGroupCommunityStructural analysisRegionalNationalGlobal
  30. 30. Presenting the profileLife-changing experience – proud and empoweredOwned by the communityA community launchProvokes wider critical thoughtWeaves a unity of theory and practiceInvolves more people in CDDetermines next stage
  31. 31. Reflection and dialogueHow does community profiling offer an opportunity to develop transformative practice rather than placatory practice?

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