1. Community
2. Community and Identities
3. Communitarianism
4. "The Spirit of Intimacy“ - Sobonfu Some
5. Asset based Community Development
6. Asset-based vs Need Based
7. Asset Mapping
8. Appreciative Inquiry
9. Critical Praxis of Communitarian ideas to Education?
The role of Social Work in India in assessing and protecting people in need. ...Bimal Antony
This is an essay which presents the following two points.
1. The role of Social Work in India in assessing and protecting people in need.
2. The extent to which Social Work changed over the last 40 years and factors that contributed to some of these changes.
“not-for-profit, voluntary citizen’s group, which is organised on a local, national, or international level to address issues in support of the public good. Task oriented and made up of people with common interests, NGOs perform a variety of services and humanitarian functions, bring citizens concerns to governments ,and encourage participation of Civil Society stakeholders at the community level”
Social Media for Social Change: Challenging the Discourse of Disability and D...LiveWorkPlay
Social Media for Social Change: Challenging the Discourse of Disability and Difference presentation to the annual conference of the College Association for Language and Literacy (CALL) May 25, 2011, Algonquin College, Ottawa, Canada.
No Yin Without Yang: Community Needs Civic Intelligence to be CompleteDouglas Schuler
This was presented at the Community Now conference at the Jewish Museum in Berlin in February 2015. http://community-infrastructuring.org/wp-content/uploads/Community_Now_Program.pdf
The role of Social Work in India in assessing and protecting people in need. ...Bimal Antony
This is an essay which presents the following two points.
1. The role of Social Work in India in assessing and protecting people in need.
2. The extent to which Social Work changed over the last 40 years and factors that contributed to some of these changes.
“not-for-profit, voluntary citizen’s group, which is organised on a local, national, or international level to address issues in support of the public good. Task oriented and made up of people with common interests, NGOs perform a variety of services and humanitarian functions, bring citizens concerns to governments ,and encourage participation of Civil Society stakeholders at the community level”
Social Media for Social Change: Challenging the Discourse of Disability and D...LiveWorkPlay
Social Media for Social Change: Challenging the Discourse of Disability and Difference presentation to the annual conference of the College Association for Language and Literacy (CALL) May 25, 2011, Algonquin College, Ottawa, Canada.
No Yin Without Yang: Community Needs Civic Intelligence to be CompleteDouglas Schuler
This was presented at the Community Now conference at the Jewish Museum in Berlin in February 2015. http://community-infrastructuring.org/wp-content/uploads/Community_Now_Program.pdf
Reframing Intercultural Education - The cultureQs ApproachEric Lynn
From a static to a dynamic generative approach to Culture and Intercultural Education. Conventional approaches are based on a fundamental misunderstanding of the concept of culture. Here, I suggest an alternative which takes into account what "culture" really is.
Culture of Innovation - a presentation developed by ICADKari Stillman
This presentation helps describe the "WHY" to the need to create a culture of innovation in our region.
Slide1 and 20 provide video links that help describe this effort.
This presentation was prepared by ICAD and helps describe the "WHY" behind the need for a culture of innovation.
Slides 1 and 19 are interactive and provide video links that support this message.
Sustainable community development from whats wrong to whats str.docxmabelf3
Sustainable community development: from what's wrong to what's strong | Cormac Russell | TEDxExeter: Link to video
Asset Based Community Development (Philippines): Link to video
Truly sustainable economic development: Ernesto Sirolli at TEDxEQChCh: Link to video
Remember it is important to listen to the people of the community about what they want rather than to decide to make your own plan. You have involve them and empower them. Look what assets they have and by asset it can be their skills too which you can utilize to bring positive change in the community.
Community development
SWK301
SEMINAR 6.
Locating Community Development
‘Community work’ is used as a generic term for much of the work people do in communities, however-
‘community development aims to transform unequal, coercive and oppressive structures …..’ (Kenny, 2015)
*
Rothmans typology…Community DevelopmentSocial Planning
Social ActionGoalsCapacity building, network building, self help, process orientated.To solve a particular problem. Task orientatedSocial change
Institutional change
Power shiftsAssumptionsPeople need community. The community holds the answers to it’s issues.There are substantive problems that experts can fixSociety is unjust and unequal. Power must be challengedStrategies for changeInvolvement of broad range of people to determine and address their own issuesGather data about issue and make decisions about most logical course of actionConsciousness raising and mobilizing of people to take action against the causes of oppressionCharacteristics, tactics used Consensus, communication, discussion among diverse groupsConsensus or conflictConflict, direct action, confrontation, negotiation.Practitioner rolesFacilitator, networker, event management, group worker, Expert, researcher, analyst, social policy worker, project managerAdvocate, organiser, media liaison, event management
Rothmans typology
*
Popple’s Models of Community Work Practice ModelStrategyMain role/title of workerExamples of work/agenciesKey textsCommunity CareCultivating social networks and voluntary services. Developing self-help concepts.Organizer / VolunteerWork with older people, persons with disabilities, children under 5 years oldBeresford & Croft (1986); Heginbotham (1990); Mayo (1994)Community organisationImproving co-ordination between different welfare agenciesOrganizer / Catalyst / ManagerCouncils for Voluntary Service, Racial Equality Councils, SettlementsAdamson et al. (1988); Dearlove (1974); Dominelli (1990)Community developmentAssisting groups to acquire the skills and confidence to improve quality of life. Active participation.Enabler / Neighbourhood Worker / FacilitatorCommunity groups, Tenants groups, citizens organisations…..Association of Metropolitan Authorities (1993); Barr (1991)Social/community planningAnalysis of social conditions, setting of goals and priorities, implementing and evaluating services and programmesEnabler / Facilitator.
Hugely successful event on Asset Based Community Development in Torbay, delivered by Cormac Russell. January 2012. Hosted by Brixham YES. Funded by NESTA (Neighbourhood Challenge) & Big Lottery.
Slides supporting discussion: Paths to Perfection: Utopia or Eutopia? Presented May 13, 2017 at Russian House 1, Jenner, CA by Liza Loop of LO*OP Center, Inc.
Presented during Tshikululu Social Investments' 2011 Serious Enterprise Development workshop.
The asset-based and community-driven approach to development espouses the belief that communities can take the lead in identifying and managing their own priorities; empowering communities to genuinely take ownership of their development. Put simply, the approach argues that less is achieved by identifying 'needs', and rather the emphasis should be on the 'assets' in any given community.
Jewish Innovation, Online and Off: Presentation to Sixth & I Historic SynagogueEsther Kustanowitz
A survey of what Jewish innovation is, what it represents to traditional Jewish institutional life, and how we can apply lessons from improv and social media to strengthen engagement.
Anti-oppressive Practices in community and youth work.pptxbongsir
In summary, wisdom voices and practitioner echoes are essential components of antioppressive social work.
wisdom voices and practitioner echoes create a reciprocal and transformative approach to antioppressive social work.
By centering the knowledge and experiences of marginalized individuals and engaging in critical self-reflection, social workers can work towards dismantling oppressive systems and promoting social justice within their practice.
綠色青年工作:習慣心理學與世界公民教育的遭逢與實踐Greening the youth work: the interplay and praxis of...bongsir
綠色社會工作是近代社會工作的關注。誠然,檢視本地的實務情況,綠色社會工作的實踐經驗仍不算豐富,而短講會嘗試從運作青少年綜合服務中心的經驗,帶出綠色青年工作的可能。
短講首先會簡略介紹習慣心理學及世界公民教育的概念及這些概念與綠色社會工作的關係,接著會以在青少年綜合服務中心建構「綠色中心」的經驗,闡明如何發揮青少年綜合服務中心作為「綠色中心」的學習中心和實踐基地,即令青少年從中拓展其綠色的生活習慣及同時組織他們介入生活的現場,在社群中引發改變。短講最後會以幾個具體實例指出「綠色中心」與世界公民教育實踐上的關連和呼應作為總結。
Greening the youth work: the interplay and praxis of the psychology of habits and the global citizenship education
Asset Based Community Development and Youthworkbongsir
ABCD – 社工的角色
ABCD與青年工作
- ABCD, ABCD and youth work
- Changing the Paradigms about how we involve young people
- Unique contribution by young women and men
- 10 Commandments for involving young people in community
- 50 things adults can do with young men and women
- Be a Facilitators in ABCD
3 habits of Effective Group Discussion
What is Group
What is Discussion
Individual and Group
People and Task Matrix
Genuine Listening
Assertive Responding
Giving and Receiving Feedback
Jointing and think Win-win
Handling Differences
Transfer of Learning: Concepts, Process and Principlesbongsir
Transfer of Learning: Concepts, Process and Principles
1. Six Levels of Transfer
2. Five Stages of Transfer
3. Process of transfer
4. The Transfer of Learning Matrix
5. 11 principles of transfer
Pedagogy of Citizenship Education: Community Education and Service Learningbongsir
Pedagogy of Citizenship Education: Community Education and Service Learning
Major Questions to ask
1. Service Learning as Experiential Learning
- Vygotsky: Zone of Proximal Development & Scaffolding?
- Critical Pedagogy: Hidden Curriculum?
- Pedagogical Coherence: Learning Transfer & Reflection Design?
2. Service Learning as Community Education
- Community Knowledge and Understanding?
- Community Belongingness?
- Community Efficacy
3 "Good" Service-Learning?
- Strong linkage of Learning and Services?
- Begin with Powerful Issue?
- Reflection Design?
- Reciprocity?
- Social Justice focused?
“Counsellors have two choices: to ignore the influence of culture or to attend to it. Whatever choice is made, cultural will continue to influence both the client’s and the counsellor’s behaviour, with or without the counsellor’s awareness.” Pedersen, 1994.
Diversity is the one true thing we all have in Common. Celebrate it every day.
All People have the right to be equal and the equal right to be different. --Shimon Peres
學生在全球議題的深入學習 Students' deep learning in global issues: unfolding the possibil...bongsir
Students’ deep learning refers to their learning beyond the mastery of existing content knowledge. Students can also create and use the new knowledge in their real world and their real life experiences. While combining community-based learning in service learning project is widely accepted as an effective pedagogy to facilitate students’ deep learning, the design of learning activities specifically to global issues for primary and secondary students is not fully developed.
This plenary presentation is intended to discuss the possibilities in designing community-based learning activities to learn global issues that could contribute to meaningful service learning projects. Approaches of inquiry based and advocacy based service learning will be briefly reviewed. The interrelatedness of these approaches to the students’ deep learning to global issues will be elaborated. An example of a community-based learning with the learning theme of “bicycle-friendly city” will be used to illustrate how these concepts could be blended in practices, in particular in designing meaningful service learning project for primary and secondary students.
深入學習是指在現有的學習領域上有進一步的提升。學生除了掌握學科知識外,更可以善用所學,在真實的世界及生活經驗中創造及應用新知識。雖然大眾已廣泛接納把社區為本概念融入服務學習計劃作為達至深入學習的教學方式,但是就中、小學在全球議題上的服務學習課程設計上仍未發展出一套成熟的模式。
是次的專題分享集中討論如何以社區為本的教學法設計教學活動,令學生對全球議題有深入學習,繼續發展出有意義的服務學習計劃。當中會討論服務學習中「探究為本」及「倡議為本」的手法,以及如何結合兩者以達至深入學習。再者,講者會以「單車友善城市」的例子說明如何把社區為本概念加以實踐,從而在中、小學在設計具意義的服務學習計劃。
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
3. Who am I?
Trained in Social Work and Counselling
A Registered Social Worker, and thus a “left
plastic”
Working in an NGO, an experienced Youth Worker
Born and bred in Hong Kong
Married with no kids
Conscious Bourgeois
Social worker in Kwai Chung more than 20 years
5. Communitarianism
Two major attacks made against on liberalism:
The premises of individualism, such as the
rational being who choose freely, are wrong and
that the only way to refer to individuals is in
their social context
The premises of individualism give rise to
morally unsatisfactory consequences
(Avineri & De-shelit, 1992)
Gradually emerged in the 1970 to challenge
liberalism.
6. Communitarians make it clear that:
Our attachments to communities is not
voluntary
Social attachments are not normally
chosen ones (e.g. family, nationality, etc.)
Our upbringing and the values we adopt
and live by are often acquired
involuntarily by being picked up rather
than being a matter of rational choice by
individual
Communitarianism
(Aurthur, 1998)
7. Community and Identities
“...our deeply felt attachments to a number of communities
constitute our identity. This allows us to experience our life as
bound up with the good of these communities”
“…these “constitutive communities” define the sense of
who we are and provide a largely background way of our
being in the world of thinking, acting and deciding……to
reject them leads to an identity crisis or an acute form of
disorientation which will damage our identity…”
“…we can answer the question of what these “constitutive
communities” are by asking a question of ourselves: “Who
are you?”. The answer will certainly include: family name,
nationality, language, culture and religion – all of which
derive from community”
(Bell, 1996)
9. "The Spirit of Intimacy“ - Sobonfu Some
Community is the Spirit, the guiding light of the tribe, whereby
people come together in order to
fulfill a specific purpose,
to help others fulfill their purpose,
and to take care of one another.
The goal of the community is to make sure that each member of the
community
is heard
and is properly giving the gifts he has brought to this world.
Without this giving, the community dies.
10. "The Spirit of Intimacy“ - Sobonfu Some
And without the community, the individual is left
without a place where he can contribute. The
community is that grounding place where people
come and share their gifts and receive from others.
When you don't have community, you are not listened
to;
you don't have a place you can go to and feel that
you really belong.
You don't have people to affirm who you are
and to support you in bringing forward your gifts.
11. "The Spirit of Intimacy“ - Sobonfu Some
This disempowers the psyche, making you
vulnerable to consumerism and all the things that
come along with it.
Also, it leaves many people who have wonderful
contributions to make holding back their gifts not
knowing where to put them.
And without the unloading of our gifts we experience a
blockage inside, which affects us spiritually, mentally,
and physically in many different ways.
We are left without a home to go to when we
need to be seen.
23. ABCD的三大原則
Kretzmannh與 McKnight指出ABCD的三大原則:
(1) 以資産爲本(Asset Based): 社區發展的策略是
從社區出發—居民及勞動人口的能力、地區組
織及團體;並不是探討社區中缺乏什麽,或是
出現了什麽問題,有什麽需要等等。
‘The root idea of community development is to identify
local capacities and mobilise them, which involves
connecting people with capacities to other people,
associates, institutions and economic resources.’
(Jody Kretzman and John McKnight)
24. ABCD的三大原則
Kretzmannh與 McKnight指出ABCD的三大原則:
(2)「以內部爲焦點」(internally focused):著重
由居民去發現議題、發掘資源及能力
‘All the historic evidence indicates that significant
community development only takes place when local
community people are committed to investing
themselves and their resources in the effort.
That’s why you can’t develop communities from the
top down, or from the outside in’
(John McKnight, John Kretzmann)
25. Kretzmannh與 McKnight指出ABCD的三大原則:
(3)「以關係作推動」(relationship driven):
重視建立及延續本地居民、組織及團體之間的關係
Much hard evidence has accumulated that civic
engagement and social connectedness are practical
preconditions for better schools, safer streets and even
healthier and longer lives (Robert Putnam)
‘As a rule of thumb, INVOLVE EVERYONE IN EVERYTHING’
(Tom Peters – writer of In Search of Excellence)
27. 社會資本 Social Capital
“the fabric
that holds
the community together”
(Robert Putnam)
從個人/微觀出發,社會資本是指個人透過與他
人的社會聯繫而獲得的經濟資源、資訊或機會。
從社會、團體組織/宏觀出發,社會資本指一個
社會或組織透過其規範、網路與信任,來促進集
體行動來實現共同利益
29. 可持續發展教育
「既能滿足我們現今的需求,又不損害子孫後
代能滿足他們的需求的發展模式。」
需求: overriding priority should be to the needs of the world's poor
追求環境、社會和經濟三個範疇的平衡發展,保障人類的福祉。
《我們的共同未來》,一九八七年
「讓所有人更了解自身面對的各種世界性問題
如何影響下一代,如貧窮、過度消費、環境破
壞、城市衰落、人口增長、衛生、衝突及人權
等,讓他們知道這些問題的複雜性和關係。」
Extracted from: http://www.edb.gov.hk/tc/curriculum-development/4-key-tasks/moral-civic/Newwebsite/flash/ESD/definition.html
「聯合國可持續發展教育十年」UN Decade of Education for Sustainable Development
42. 以下是有關:俄亥俄州教會的的調查準則
NEW PROSPECT BAPTIST CHURCH
Cincinnati, OH
Survey Guidelines
INTRODUCTION
My name is ___________. What is your name?
Thank you for coming over. Did someone talk to you about what
the ‘Gift Exchange’ is all about? What do you understand it to be?
Basically, we believe that everyone has God-given talents and gifts
that can be used to benefit the community. I’d like to spend a few
minutes talking to you about your gifts and skills.
GIFTS
Gifts are abilities that we are born with. We may develop them,
but no one has to teach them to us.
What positive qualities do people say you have?
Who are the people in your life that you give to? How do you give
to them?
When was the last time you shared with someone else? What was
it?
What do you give that makes you feel good?
43. 以下是有關:俄亥俄州教會的的調查準則(續)
NEW PROSPECT BAPTIST CHURCH
Cincinnati, OH
Survey Guidelines
SKILLS
Sometimes we have talents that we’ve acquired in everyday life such as cooking and fixing things.
What do you enjoy doing?
If you could start a business what would it be?
What do you like to do that people would pay you to do?
Have you ever made anything? Have you ever fixed anything?
DREAMS
Before you go, I want to take a minute and hear about your dreams – those goals you hope to accomplish.
What are your dreams?
If you could snap your fingers and be doing anything, what would it be?
CLOSING
First, I’d like to thank you. We’re talking to as many people as we can and what we’d like to do is begin a
Wall of Fame here in the Soup Kitchen highlighting the gifts, skills and dreams of as many people as possible.
The ultimate goal is to find a way to use those gifts in rebuilding the community. Before you go, can I get
your full name? Address? Age?
44. 繪製「資產為本的地圖」時,
要珍而重之的是當中所建立的關係,
而非搜集到的資料
‘Perhaps most important in the
whole asset mapping venture is not
the outcome of data within the
mappings but the relationships built in
the process.
Asset mapping is a good
way to rebuild communities one relationship at a
time.’
The Connecticut Assets Network, Summer 1999
51. Paradigm Change regarding
Adolescents extracted from Bank of I.D.E.A
Problem
Client
Recipient
At risk Population to
be deal with
Tomorrow’s Leaders
Adult in the making
Problem Solver
Change Maker
Co-participant
Leadership asset to be
cultivated
Part of today’s leadership team
A citizen today
52. 促進者 FACILITATION
"To make easy, promote, help forward an action or result,
to remove difficulties,
Promote ease or readiness with aptitude, dexterity or fluency"
(Dictionary definition)
促進者的角色
營造積極樂觀氣氛
打破迷思:令概念、運作及策略變得清晰可行
善用團隊/個人的知識及專長
作為“中間人”,把經驗、方法、網絡、資源傳遞予
有關人士
鼓勵團體和網絡間的協作及努力
Be facilitators
53. PRINCIPLES TO ENABLE EFFECTIVE
YOUTH PARTICIPATION
enable fun, challenge and excitement;
allow participation by choice;
avoid pigeonholing of young men and women and
generalising about their behaviour, opinions or ideas;
maximise the opportunity of success through adequate
provision of information, training, support, resources,
time and space;
address opportunities, needs and issues that are valued
and respected by young people, their peers and
the community;
start with the talents, capacities, assets and skills of
young people, rather than their problems and deficiencies;
involve young men and women from the start;
54. create opportunities for young women and men to lead
and teach;
maximise decision making and accountability by young
people;
develop young peoples awareness of the social, political,
economic, cultural and personal aspects of the issues
affecting them;
make sense of, and demystify adult structures and
processes;
build active and supportive working relationships
between young people and other members of the
community;
provide opportunities for training and skill development;
and
encourage opportunities to reflect and analyse their
experiences.
(According to the Bank of I.D.E.A.S)
55. 1. Always start with the gifts, talents, knowledge and skills of
young people – never with their needs and problems.
2. Always lift up the unique individual, never the category to
which the young person belongs. It is “Frank” who sings so
well, or Maria the great soccer; never the “at-risk youth” or
the “pregnant teen”.
3. Share the conviction that: (a) Every community is filled with
useful opportunities for young people to contribute to the
community; and (b) there is no community institution or
association that can’t find a useful role for young people.
4. Try to distinguish between real community building work, and
games or fakes – because young people know the difference.
5. Fight – in every way you can – age segregation. Work to
overcome the isolation of young people.
Ten Commandments For Involving Young People In
Community Building
56. 6. Start to get away from the principal of aggregation of people by
their emptiness. Don’t put everyone who can’t read together in
the same room. It makes no sense.
7. Move as quickly as possible beyond youth “advisory boards” or
councils, especially those boards with only one young person on
them.
8. Cultivate many opportunities for young people to teach and to lead.
9. Reward and celebrate every creative effort, every contribution
made by young people. Young people can help take the lead here.
10.In every way possible, amplify this message to young people: “We
need you! Our community cannot be strong and complete without
you”.
(According to Jody Kretzmann, Institute for Asset Based Community
Development)
57. With
5O THINGS ADULTS CAN DO FOR YOUNG MEN AND WOMEN
1. Have a real conversation with a group of young people. Ask young people what they want
to do and how you can assist to make that happen.
2. Support community organizations that involve young people in meaningful roles.
3. Start a resource library of videos, photographic and printed materials on youth
involvement in your community.
4. Financially and personally support organizations that train young people and adults to
work together.
5. Develop a mutual mentorship program between adults and young people.
6. Co-create or support along with young people a community centre or place for young
people and adults to gather and do constructive things together.
7. Listen to young people express their concerns and perspectives about community issues
and opportunities and help them take action.
8. Be an advocate for young men and women by making sure they’re at the table when you
are discussing them.
9. Highlight in the local newspapers the positive contribution of young men and women.
10. Introduce the 'Youth at the Centre' tools as a way of helping young people study and
audit their opportunities and challenges of the community, and then to plan and implement
projects that will enhance the community.
11. Write a letter to a newspaper editor about youth issues with a young person.
58. 12. Respect young people as you would a peer, and talk to them as you would talk to an adult.
13. Work with young people to plan a community focussed project.
14. Hold a breakfast and invite young people to come and discuss their community, and what
they would like to see happen.
15. In planning youth development activities, start with the talents, assets and skills of young
people, rather than their problems and deficiencies.
16. Involve interested young people as consultants, interns, apprentices, and staff.
17. Be consistent and clear about your expectations of young people and adults in your home.
18. Team up with young men and women and youth-led groups to have a town meeting on a vision
for young people in your community.
19. Identify and network with young people in your community who are interested in youth and
community issues.
20. Network and connect with other adult committed to genuine youth participation principles.
21. Provide transportation to young people who would not otherwise be able to participate in
community activities.
22. Team up with young people to support political candidates at local, state, and national levels
who make listening to, and working with young people a priority!
23. Help arrange for a radio station to sponsor a call-in show led by young people that allows
them to talk about their ideas.
24. Help arrange for young people to have a regular audience with the mayor and local council
to highlight their ideas for improving social and social opportunities.
59. 25. Work with young people to establish a Youth Council within the community.
26. Insist that any development committees operating within the community must reserve
several committee places for young people.
27. Only go to meetings where youth are invited or you can bring young people with you.
28. Create opportunities for young women and men to lead, teach and mentor.
29. Advocate for youth-led experiences in the schools so students can learn through hands-on
experience.
30. Make your home a comfortable, safe, and affirming place where young people are welcome.
31. Help young people create a newsletter for your community on youth issues and perspectives.
32. Help young people compile a list of all opportunities for youth involvement in your
community. Post it in your local library and schools. Have estate agents give it to new families in
town.
33. Involve young people as mentors to community and business members in the use of the
Internet and E commerce opportunities.
34. Email editions of community newspapers to all local young people studying away from the
town.
35. Maintain a data base of all ex students from the community and communicate each year
about the community and its opportunities and solicit development ideas.
36. Raise funds for a youth-led organization.
37. Avoid pigeon holing of young women and men and generalising about their behaviour, opinions
or ideas.
60. 38. Join (or form) with young people a community task force to develop ideas and implement actions
to improve community opportunities.
39. Support young people in an audit of local businesses in terms of their youth friendliness.
40. Cancel a meeting or engagement so you can spend time with a young person in your family or
community.
41. Confide in a young person. Ask their advice on issues that you’re struggling with.
42. Be an advocate for youth/adult partnerships in your workplace.
43. Maximise the opportunity for success by youth led projects by ensuring adequate provision of
information, training, support, resources, time and space.
44. Value young people’s work and pay them for their work. Don’t assume that just because someone
is young they are a volunteer.
45. Write notes of appreciation for young people who contribute to the community or achieve in the
arts, sports and service.
46. Attend events in the area where young people are actively engaged.
47. Monitor regional, state and national youth leadership development experiences, and promote
participation by local young people.
48. Advocate the local community commit resources for local youth leadership development
experiences.
49. Avoid interrupting young people.
50. DO involve young people in all states of planning, managing and evaluating youth related events
and projects.
(Compiled by the Bank of I.D.E.A.S. Adapted from similar lists by the Innovation Center for Community and
Youth Development of the National 4H Council and Search Institute, USA)
70. Critical Praxis of Communitarian
ideas to Education?
The key task for education is to teach young people
to respect worthy traditional values, whilst enabling
them to develop their critical capacity so that they
can through democratic deliberations with others
identify and strip away the prejudices which
undermine doctrines of the past.
(Tam,1996)
71. 批判性實踐(Critical Praxis)的向度
批判性實踐 vs. 複製性實踐 / 工具性實踐
社會脈絡、解霸權、實踐與反省
提問式教育 vs. 囤積式教育
Problem-posing education vs. Banking Model of Education
辯證性對話
問題陳顯 vs. 問題解決
Problem-posing vs. Problem-solving
意識化(conscentization)與意向性(intentionality)
知識主體的特殊性;將人導向對象、導向行動
72. Be Community Learners in community
Learning in community is a continuous lesson.
Teachers as community learners implies teachers are
moving from “teaching knowledge for” the community
to “realizing knowledge with” the community. This is
a “know-how” to “know-why” shift.
In this move, teachers engage continuously in the
collective inquiries with community members, which in
turn facilitates teachers to generate meaningful and
contextual questions for student learning in the course
of CIC.
Chan, Kwok-bong (2009). “Classroom in community: Serving the Elderly People, Learning
from Senior Citizens. A community-based Service Learning for Secondary School students in
Hong Kong.” New Horizons in Education, 57, No.3
73. Be Problem-posers in education
…as “men and women develop their power to
perceive critically the way they exist in the
world which and in which they find
themselves; they come to see the world not
as a static reality but as a reality in the
process of transformation” (Macedo, 1993.
Introduction. Pedagogy of the oppressed. )
74. The aim of Problem-posing is to
demythologize;
“we need to place the knowledge that we
teach, the social relations that dominate
classrooms, the school as a mechanism of
cultural and economic preservation and
distribution, and finally, ourselves as people
who work in these institutions, back into the
context in which they all reside.” (Apple,
1990. Ideology and Curriculum)
106. “There are only two lasting bequests
we can hope to give our young
people – one of these is roots, the other
is wings”
‘只有兩種永恆的遺產是可以給孩子的:
其一是根源,其二是翅膀’
(Hodding Carter)
107. It needs a village to raise a child,
- African proverb
and one child only could
change a village.
109. Future is
“Future is the embodiment of the
synthesis and hybridization of the old
and the emerging new.”
“ The Best Way to predict the future is
to create it”
Ellyard, Peter (1998). Ideas for the New Millennium.
111. Bank of I.D.E.A.S.: http://bankofideas.com.au/resources/
Community Tool Box: http://ctb.ku.edu/en/table-of-contents
The citizen’s Handbook: http://www.citizenshandbook.org/
The community planning website: http://www.communityplanning.net/index.php
Appreciative Inquiry common : https://appreciativeinquiry.case.edu/
中華民國社區營造學會: www.peopo.org/cesroc/
教育局社區學習資源系列:https://www.edb.gov.hk/tc/curriculum-
development/kla/pshe/references-and-resources/life-and-society/life-wide.html
教育局發展學生的公民能力 – 服務學習:https://www.edb.gov.hk/tc/curriculum-
development/kla/pshe/references-and-resources/life-and-society/seed-plan-2011-
2012.html
Web Resources
112. Book Resources
陳國邦等編/著(2011). 小學常識科服務學習資源冊. 香港教育出版社
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黃幹知、陳國邦、吳思朗(2017)。《活用Apps帶討論:反思活動40個》。策馬
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黃幹知、陳國邦、吳思朗(2018b)。《活用VR探全球虛疑實境X社區考察》。策馬
黃幹知 (2014). 一呼百應(第二版)--200個訓練活動帶領技巧. 策馬
葉素惠(2000). 兒童社區探險隊. 遠流.
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Kertzman, J., & McKnight, J. (1993). Building Community from the inside out: A path toward finding and mobilizing a community’s
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余安邦等著(2002). 社區有教室:學校課程與社區總體營造的遭逢與對話 遠流. 台灣
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