CSWP936, Course Outline

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University of Toronto, Toronto School of Theology *

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Course

935

Subject

Geography

Date

Dec 6, 2023

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pdf

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18

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12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 1/18 Course Description This course will study best practices for community capacity-building and improving community well- being. It will focus on the knowledge and skills required to effectively support the community engagement process. Case studies and experiential exercises will be used in the course to convey the skill-set that a community practitioner needs for effective community engagement and leadership development. Course Focus and Scope The course will start with an overview of the range of community engagement (CE) models as well as CE practices employed in diverse settings. The effectiveness of these CE practices will then be explored. This will be done by examining how intersecting social relations of power are foundational to the context of this work, through reviewing tools and tactics for community-oriented social change initiatives, and by students and instructors critically reflecting on their own CE activities with an anti-oppression and decolonizing praxis approach. These explorations will be applied to concrete CE processes, including planning, evaluation, research and education. Course Learning Outcomes After successful completion of this course, students will be able to: 1. Critically analyze community engagement models and practices. 2. Critically reflect on your community engagement praxis. 3. Apply critical analysis and reflection to understanding the principles of, values within, and approaches to community engagement and leadership development in the context of social inequality and relations of power. 4. Employ anti-oppression and decolonization approaches as integral parts of different community engagement activities. 5. Utilize strengthened leadership skills and alliance-building capacity for community engagement projects. 6. Practice the re-imagining of empowering and socially transformative community engagement processes. Teaching Methods Recognizing the diverse backgrounds and experiences of students in their respective communities, the course will be highly participatory. It will be anchored in an experiential education approach to facilitate sharing of experiences, critical analysis, new learning, and collective strategizing. Assigned readings and practice case examples will be an important foundation for achieving learning outcomes. Opportunities will be provided for both non-graded and graded applications of course materials. A variety of online activities will integrate readings, students’ experiences, and experienced
12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 2/18 practitioners’ perspectives. These include course module lecture notes, small group work, discussion board activities, audio and video recordings, and individual reflection exercises. Course Schedule Week 1 (September 11, 2023) Module 1 Locating Ourselves in Community Topic(s) Building relationships with peers and the instructor Making connections with and/or getting involved in community issues What is a community? Learning Objectives By the end of this module, you will be able to: Participate in class discussion effectively as a result of connecting with other peers and the instructor. Demonstrate the different ways “community” is defined. Explain individual relationships to various communities. Required Readings Accessibility for Ontarians with Disabilities Act . (2009). A way with words: Guidelines for the portrayal of people with a disability . https://www.aoda.ca/a-way-with-wordsguidelines-for-the-portrayal-of-people-with-a-disability/ Autism Ontario (n.d.) About autism . https://www.autismontario.com/sites/default/files/2022- 05/Autism%20Ontario%20Language%20Statement.pdf First Nations and Indigenous Studies. (n.d.). Terminology . Indigenous Foundations: University of British Columbia. https://indigenousfoundations.arts.ubc.ca/terminology/ The 519 (n.d.). The 519’s Glossary of terms, facilitating shared understandings around equity, diversity, inclusion and awareness. https://www.the519.org/education-training/glossary/ Assignments Discussions – 30% (ongoing throughout the course) Assignment 1: CE Report Outline – 15% (due Week 3)
12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 3/18 Assignment 2: CE Report – 30% (Due Week 10) Quiz - 25% (Due Week 13) Week 2 (September 16, 2023) Module 2 The Community Engagement Continuum: Choosing Social Justice Practices Topic(s) Applying the community engagement (CE) continuum of practice, in relation to community organizing and social justice Model types of CE practice Learning Objectives By the end of this module, you will be able to: Distinguish among different model types of CE practice. Apply CE practices based on the public participation goals from the CE practice continuum. Describe the connections between social justice and collaborative and empowering CE practices. Required Readings Attygalle, L (2020). Understanding community-led approaches to community change . Tamarack Institute. https://www.tamarackcommunity.ca/library/paper-understanding-community-led- approaches-community-change-lisa-attygalle Divest Canada Coalition (n.d. -a.) Canadian universities: Divest from fossil fuels . https://www.divestcanada.ca/ Free Grassy Narrows (n.d.-a). Taking action . https://freegrassy.net/learn-more/grassy- narrows/taking-a-stand/ Lived Experience Advisory Council. (2016). Nothing about us without us: Seven principles for leadership and inclusion of people with lived experience of homelessness [PDF]. The Homeless Hub Press. https://www.homelesshub.ca/sites/default/files/attachments/LEAC-7principles-final.pdf ReDefine Arts (n.d.) The Countdown public art project . https://redefinearts.ca/projects/the-countdown-public-art-project . Optional Resources: Durant, C. & Hodge, B. (2016) . Creating Community: A Tool for Engagement . Poverty Roundtable, Hastings Prince Edward: Ontario Trillium Foundation (November). https://web.archive.org/web/20211018124843/https:/povertyroundtablehpe.ca/wp- content/uploads/2020/11/CreatingCommunityAToolForEngagement2017_2.pdf
12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 4/18 Lipcsei, R. , Bruce, B., & Vinodrai, B. (2015). Evolving the competitive edge: Rural community engagement . Economic Developers Council of Ontario (EDCO) (March). http://www.tamarackcommunity.ca/library/evolving-the-competitive-edge-rural-community- engagement Mirza, R. , Vodden, K. & Collins, G. (2012). Developing innovative approaches for community engagement: In the Grand Falls-Windsor-Baie Verte-Harbour Breton Region [PDF] (pp.7, 10–15). Department of Geography, Memorial University: St, John’s. (March). https://www.open.gov.nl.ca/collaboration/pdf/community_engagement.pdf Assignments N/A Week 3 (September 23, 2023) Module 3 CE in the Context of Social Relations of Power and Inequality Topic(s) Social inequality, power, and social relations in CE practice Settler colonialism as foundational to social inequality Learners’ diverse CE practice contexts Learning Objectives By the end of this module, you will be able to: Analyze the social contexts of CE practice to determine how power is structured and operates within them. Identify where learners and their community of CE practice are located within structures of social inequality and relations of power. Required Readings Alfred, G.T. (2009). Restitution is the real pathway to justice for Indigenous peoples [PDF]. In G. Younging, J. Dewar & M. DeGagné (Eds.), Response, responsibility and renewal: Canada’s truth and reconciliation journey (pp. 179–187). Aboriginal Healing Foundation. Retrieved from http://www.ahf.ca/downloads/trc2.pdf Antony, J. & Antony. W. (2022). Social problems and social power: Individual dysfunction or social injustice? In J. Antony, W. Antony, & L. Samuelson (Eds.), Power and resistance: Critical thinking about Canadian social issues (7th Ed., pp.1-25). Fernwood. 20220215162..
12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 5/18 Camfield, D. (2017). We can do better: Ideas for changing society (pp. 37–44). Winnipeg, MB: Fernwood Publishing. ISBN: 9781552669969 Martin, C. M. & Walia, H. (2019). Red women rising: Indigenous women survivors in Vancouver’s downtown eastside [PDF] (pp. 38–45). Downtown Eastside Women’s Centre. http://dewc.ca/wp-content/uploads/2019/03/MMIW-Report-Final-March-10-WEB.pdf Assignments Due: Assignment 1: the Community Engagement Report Outline is due at 11:59pm (EST) on Friday, at the end of this week. Week 4 (September 30, 2023) Module 4 Exploring Community Engagement Tools and Tactics Topic(s) Tools and tactics for engaging communities “Practice” as a component of “praxis” Comparing best and wise practices Learning Objectives By the end of this module, you will be able to: Apply a range of tools and tactics to your CE context. Apply praxis in the CE efforts. Explain the difference between “best” and “wise” practices. Required Readings Lipcsei, R., Bruce, B. & Vinodrai, T. (2015) . Evolving the competitive edge: Rural community engagement [PDF]. Economic Developers Council of Ontario (EDCO) (March). (p. 9) https://cdn2.hubspot.net/hubfs/316071/Resources/Article/RuralCommunityEngagement_Report.pdf North Hastings Community Trust (n.d. ). Community corridor of inclusion and resilience, phase 2: Remembering and resistance . https://northhastingscommunitytrust.org/community-corridor-of-inclustion-and-resilience Wesley-Esquimaux, C. & Calliou, B. (2010 ). Best practices in Aboriginal community development: A literature review and wise practices approach [PDF]. Aboriginal Leadership and Management, The Banff Centre. http://communities4families.ca/wp-content/uploads/2014/08/Aboriginal-Community- Development.pdf
12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 6/18 Assignments N/A Review Week (October 7, 2023) There are no learning sessions this week. You may use this time to review course materials. Week 5 (October 14, 2023) Module 5 Challenging Social Inequality: Anti-Oppression and Decolonizing Practice in Community Engagement Topic(s) What is oppression, anti-oppression, and intersectionality in CE? Comparing pragmatic and transformative approaches to anti-oppression and decolonizing CE practice Indigenous self-determination and decolonization Learning Objectives By the end of this module, you will be able to: Utilize an intersectional anti-oppression social relations framework to identify your social location in CE practice. Use pragmatic and transformative anti-oppression concepts to examine activities of groups and organizations. Integrate anti-oppression and decolonizing practices into collaborative and empowering practice efforts. Required Readings Block, S. & Galabuzi, G.E. (2011). Canada's colour-coded labour market: The gap for racialized workers [PDF]. Canadian Centre for Policy Alternatives and Wellesley Institute. https://www.wellesleyinstitute.com/wp- content/uploads/2011/03/Colour_Coded_Labour_MarketFINAL.pdf Fithian, L. & Mitchell, D.O. (2012). Anti-oppression . In A. Boyd & D. O. Mitchell (Eds.), Beautiful trouble: A toolbox for revolution (pp. 212–214). OR Books.
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