Iap2 reaching the-unreachables_v2
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2014 PI Works! Reaching the Unreachables by Talia Jacobson (ODOT) and Mike Dahlstrom (Washington County)
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Iap2 reaching the-unreachables_v2
- 1. T A L I A J A C O B S O N , M A J O R P R O J E C T S P L A N N E R , O D O T R E G I O N 1 M I K E D A H L S T R O M , S E N I O R P L A N N E R , W A S H I N G T O N C O U N T Y I A P 2 C A S C A D E C H A P T E R R E G I O N A L C O N F E R E N C E 2 0 1 4 Reaching the “Unreachables”
- 2. ? Barriers to reaching the “underserved”? Term of art ≈ Title VI/EJ: • Communities of color • Communities in poverty • Immigrants & refugees communities • Communities with limited English proficiency Also used as political code Image from the Immigrant & Refugee Community Organization, accessed 6/12/2014
- 3. What We’ll Discuss Today What kind of relationship? Four steps for working with underserved communities Small group exercises Image from the Center for Intercultural Organizing, accessed 6/12/2014
- 4. Ground Rules 1. Share your wisdom 2. Use your words 3. Get comfortable with discomfort 4. Screw up with heart Image from the Center for Intercultural Organizing, accessed 6/12/2014
- 5. Speed dating Long-term partnership What Kind of Relationship Are You Seeking? Image from Autostraddle, accessed 6/12/2014 Creative Commons (CC) license by Karthikeyan Pandian, accessed 6/12/2014 at Wikipedia
- 6. Step 1: Reaching Out Doing your homework Finding connectors, ambassadors, & leaders Culture & making the approach Translation & interpretation Image from the Immigrant & Refugee Community Organization, accessed 6/12/2014
- 7. Step 1: Reaching Out Google Translate English→Spanish→English “Have you ever made a strange young man with no trans or home, which has been rejected by her family and has no where to go, what are their needs? … In Oregon, the time to celebrate our legislators and school districts responsible safety laws-existing schools is upon us.” Original English text: “Have you ever asked a homeless queer or trans youth, who has been rejected by their family and has nowhere to go, what their needs are? … In Oregon, the time to hold our lawmakers and school districts accountable for existing safe- schools laws is upon us.” Text from the Portland Mercury, accessed 6/17/2014
- 8. Step 2: (Re-)Building Trust Going where the community is Avoiding accidental intimidation Hearing & acknowledging the past Having a conversation on their terms Understand who they trust Image from James Rojas, accessed 6/12/2014
- 9. Step 3: Demonstrating Value Image from the Center for Intercultural Organizing, accessed 6/12/2014 Helping them decide if you’re “worth it” Committing to honesty Investing locally Making the most of their time Finding space for what matters to them
- 10. Step 4: Sustaining the Connection Deciding between personal & institutional connections Making the hand-off, if needed Ideas for relationship- building Image from the Native American Youth and Family Center, accessed 6/12/2014
- 11. Small Group Exercise Your mission: You have $2,000, $20,000, or $200,000 to design a public involvement plan for a diverse community of 40,000 people. Identify your top three tasks for each budget level. Be ready to report out.
- 12. Resources American Factfinder: searchable Census & ACS data Anne Morris & Associates Publications: FHWA & NCHRP guides on involving EJ, LEP, low- literacy, and underserved communities Country Insights: resource providing detailed comparisons of cultural etiquette and norms Language Mapper: shows density and distribution of languages spoken at home Metro Public Engagement Guide: includes useful checklists and tools
Editor's Notes
- 10:15-10:20 – As attendees file into room, hand them a URL (about half will be English, half Filipino). Ask them to go to the site and fill out a 3 question survey. “If you get the answers right, there may be a prize.” 10:20-10:25 – Mike: Debrief and discussion of barriers: (1 to 2 responses each, test support of those responses with the audience) How many went to the URL? If not, why? What is the barrier? For those who went to the site, how many filled out the survey? If not, why? For those of who speak Filipino, did the questions make sense? If not, why? For those who went to the English site, what were the correct answers? Did the incentive of a prize help? TAKEAWAY: How did it feel to be left out, or take a context-free crappy survey?
- 10:25 – 10:30: Talia: Defining “underserved,” “disadvantaged,” “underprivileged” Term of art: Federally designated Title VI and Environmental Justice communities – those listed on the slide Political code: “communities we’ve been able to get away with ignoring – communities without privilege” Q: what are the barriers to reaching these communities – why are they underserved? Get ideas from participants on institutional barriers Insufficient resources on the community side – access, social capital/connections, campaign funding, higher education, media voice, time, energy, etc. Insufficient existing capacity on community side: “no one’s ever asked me that,” don’t have the context to understand question, didn’t know I had the right, didn’t know my voice mattered TAKEAWAY: confronting the political code
- 10:30-10:35 Introduce ourselves Go over outline above Talia: Why do this work? What motivates you? Federally mandated – Title VI, EJ Builds a lasting outcome Leads to better solutions Can reduce last-minute outcry/challenges Ethically the right thing to do TAKEAWAYS: 1 thing today we each most want to accomplish Talia: want you to approach new-to-you communities with curiosity, a desire to help, and a sense that you’re not the expert (and that’s ok) Mike: see the value of building relationships despite the lack of resources
- 10:35-10:40 – Talia: How we’d like to work together today: Share your wisdom. You’re all experts, so if you have questions, perspective, critique – please speak up. Use your words. Be specific when you describe people, communities, problems. If I never hear a person referred to as “diverse” again, it’ll be too soon. Get comfortable with discomfort. This kind of work often touches a very personal cord, it can be emotionally or politically challenging. When you feel that twinge – stick with it, it often means there’s something important happening. Screw up with heart. Q: Why do we fear screwing up? We all, at one point or another, will make mistakes, and no amount of expertise or sensitivity can prevent them. Better to speak honestly and in good faith, and then make a sincere apology when someone points out an error. TAKEAWAY: feeling uncomfortable is not the same as being unsafe / learn what risks are worthwhile and recoverable.
- 10:40-10:45 – Mike: describe the two approaches. Pros/cons? Ethical discomfort with “speed dating” – is there ever a good justification? TAKEAWAY: Speed dating is resource-efficient – until it isn’t Long-term partnership: messy, takes time, may not get you what you want at first – but builds capacity
- 10:45-10:55 – Mike Doing your homework – who should you engage? Based on what? Q: finding and distinguishing ambassadors, community leaders, and trusted connectors – what’s the dif? Do they have the resources/capacity to participate? If not, what can you do to support participation? Some ideas? - group Cultural norms and making the initial approach Translation and interpretation – when and why. Ask for tips on whether to translate, which interpretation services work, etc. TAKEAWAY: creating considered community connections
- 10:45-10:55 (cont.) – Mike Google Translates sucks! Test case – Portland Mercury article English>Spanish>English TAKEAWAY: not an adequate alternative to professional translation
- 10:55-11:05 – Talia Set an appropriate expectation for yourself – this won’t happen the first time you meet someone – it’s about baby steps. Going where community is and providing respect (food, childcare, transit accessible) Avoiding accidental intimidation Status difference – Q: Is Mike – older white man – the right representative? The implicit threat of “I’m with the government” (law enforcement experiences, immigration status, etc.) Choosing safe ground (familiar location, no police stations!, places of faith aren’t a universal option) How many staff is too many? (What if your doctor walked in with six other doctors?) Hearing and acknowledging the past Having a conversation on their terms (out of your comfort zone, but in theirs) Be prepared for other communication styles – circular storytelling where point is implied, emotional expression, silence, “yes” as face-saving “no” Listen to, acknowledge, and reflect the values you hear Understand who the community trusts – it likely isn’t you at that moment! TAKEAWAY: Have the conversation on their terms
- 11:05-11:15 – Talia Put community in position to answer if participation is worth their time: Does it match up with their historical perspective, their goals/values? Be honest about decision-making process – what can they influence, how much Be transparent in how you use their input and what results it has, verify you got it right The project can demonstrate immediate economic value for the community: Rent meeting space at local establishment Use local businesses for refreshment Pay local businesses for childcare services Making the most of their time Q: Based on our survey today, would you take another survey from us? When committees aren’t the right answer Technical data vs. heart Q: Can you (should you) address power imbalances between stakeholder groups? What is important to the community should be a part of the conversation Serving as a liaison when pressing community issues are outside of the project scope TAKEAWAY: get honest & creative to give them maximum value for their time
- 11:15-11:20 – Mike Who is the best person? Q: Should this even be a “person” or should it be programmatic/institutionalized for your client/organization/agency? Ideas for relationship building
- 11:20-11:40 Mike Beforehand: give instructions (each group gets one budget level), let participants work, give time warnings. Afterward: debrief
- 11:40-11:45 – Talia: wrap up, thanks, point to resources.