DOCUMENT RESUME ED 336 628 CE 059 120 AUTHOR Arnold, Rick; And Others TITLE Educating for a Change. INSTITUTION Between the Lines, Toronto (Ontario).; Doris Marshall Inst. for Education and Action, Toronto (Ontario). SPONS AGENCY Canada Council, Ottawa (Ontario).; Ontario Council for the Arts, Toronto.; Ontario Dept. of Education, Toronto. REPORT NO ISBN-0-921284-48-9 PUB DATE 91 NOTE 217p.; For related documents, see CE 059 121-124. AVAILABLE FROM Doris Marshall Institute, 818 College Street, #3, Toronto, Ontario M6G 1C8 ($11.95 plus 20% shipping and handling; in Canada add 7% sales tax). PUB TYPE Guides - Non-Classroom Use (055) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Adult Education; Change Agents; *Change Strategies; Check Lists; Curriculum Development; Democracy; Democratic Values; Developed Nations; Foreign Countries; *Group Dynamics; Group Experience; *Individual Power; Learning Activities; Material Development; Personal Autonomy; *Program Design; *Program Development; Self Determination; *Social Change IDENTIFIERS *Canada; Popular Education ABSTRACT Intended for educators, this book aims to build their skills and confidence as they educate for social change. Chapter 1 is about strategy--factors to consider before getting involved in an educational program. It discusses the importance of putting oneself as an educator into the picture and of analyzing the broader social context in which educators' work takes place. Chapter 2 draws from the authors' experience in designing educational events so they meet the objectives people bring to them. A discussion on planning an educational program concludes with a checklist for effective design. Chapter 3 focuses on educational activities with examples of some that have been found useful. Each activity has these components: why use it?, time it takes, what one needs, how it is done, var and source. Chapter 4 concPrns far.ing the challenges of fF-. 'ating a group, making the most of who one is, and working through conflicting agendas. Chapter 5 looks back at some things the althors learned from past experiences. It examines the power relations inherent in learning situations and considers the question of how one might increase one's impact on the processes of social change. Chapter 6 looks forward to challenges of the 1990s--economic, political, social, and cultural and ideological. A postscript ccntains a discussion of the authors as they neared the end of the writing process and comments from colleagues who read the manuscript. The bibliography lists 45 publications. (YLB) of**& U.S. DEPARTMENT OF EDUCATION Ott)ce of Educational Research and improvement EDUpATIONAL RESOURCES INFORMATION CENTER (MC) Vhis document nes been reproduced as received from the person or organization originating It C Minor changes have been made lo improve reproduction duality Points of view or opinions stated in this dOcu men! do not necessarily represent official -.44) -PERMISSION TO REPRODUCE THIS OERI position or policy MATERIAL MICROFICHE ONLY IN N GRANTED BY HAS TO THE EDUCATIC'IAL RESOURCES BEST COPY AVAILABLE INFORMATION CENTER (ERIC)." j Jo"' 2 iv% ,11/ _ Educating for a Change Rick Arnold Bev Burke Carl James D'Arcy Martin Barb Thomas Doris Marshall Institute for Education and Action © 1991 Between the Lines and the Doris Marshall Institute for Education and Action Co-published by Between the Lines, 394 Euclid Avenue, Toronto, Ontario M6G 2S9 and Doris Marshall Institute for Education and Action, 818 College Street, No. 3, Toronto, Ontario M6G 1C8 Design and illustration by Margie Bruun-Meyer / Art Work Typeset by Coach House Printing, Toronto Printed in Canada ''Why We Sing" by Mario Benedetti was translated by D'Arcy Martin. Every attempt has been made to secure permission to reprint the poems "Why We Sing" by Mario Benedetti from Inventario - Poesia Completa (1950-1981) published by Visor Libros, Spain, and "You who think I find words for Your Life: Poems everything" by Adrienne Rich from Your Native Lar published by W.W. Norton and Co. (Inc.) U.S.A. Between the Lines receives financial assistance from the Canada Council, the Ontario Arts Council, and the Department of Communications. The Doris Marshall Institute for Education and Action received project funding assistance in writing this book from the Ontario Ministry of Education. Canadian Cataloguing in Publication Data Main entry under title: Educating fbr a change Includes bibliographical references. ISI3N 0-921284-47-0 (bound) ISBN 0-921284-48-9 (pbk.) 3. Education -Aims and 2. Democracy. 1. Community education objedives. I. Arnold, Rick, 1948- 370.19'4 C91-093611-0 LC1036.E38 1991 To Fran Endicott, dian marino and Herbet de Souza educators of humour, coll. age, skill, and commitment. Why We Sing If each hour brings its death if time is a den of thieves the breezes carry a scent of evil and life is Just a moving target you will ask why we sing if our finest people are shunned our homeland is dying of sorrow and the human heart is shattered even before shame explodes you will ask why we sing if the trus and the sky remain as far off as the horizon some absence hovers over the evening and disappointment colours the morning you will ask why we sing we sing because the river is humming and when the river hums/ the river hums we sing because cruelty has no name ',ut we can name its destiny everything we sing because the child because because ia the future because the people we sing because the survivors and our dead want us to sing enough we sing because shouting is not nor is sorrow or anger we sing because we believe in people and we shall overcome these defeats we sing berause the sun recognizes us and the fields smell of spring and because in this stern and that fruit every question has its answer we sing because it is raining on the furrow and we are the militants of life and because we cannot and will not allow our song to become ashes. Mario Benedetti "Por Que Cantamos," Uruguay, 1979 Contents INTRODUCTION WORKING BY DESIGN: PUTTING 1 TOGETHER A PROGRAM 31 THE WRITERS 3 TAKING OURSELVES SERIOUSLY 33 WORD ABOUT WORDS The politics and economics of planning 5 Words about education A note on planning, design, and Words about people facilitation The planning phase ACKNOWLEDGEMENTS The design phase: the model matters 8 Why we find the spiral model useful THE BUILDING BLOCKS 42 Steering around our nightmares: who's coming and why 1 Getting the objectives straight PUTTING THE PIECES TOGETHER 47 Getting started THIS IS OUR CHANCE: Getting out people's experience or EDUCATING STRATEGICALLY 9 knowledge of a theme Looking for patterns in our experience PAINTING OURSELVES INTO THE Adding theory/new informatimi PICTURE Practising skills, forming strategies, and 11 Social identity planning for action OrganizationA identity Reflection and evaluation Political identity A twist in the spiral Documenting the process ASSES6ING THE SITUATION 24 The purposes A DESIGNING CHECKLIST 66 The content The method 3 PRACTISING SKILLS, FORMING SHAPING OUR TOOLS: STRATEGIES, AND PLANNING FOR DEVELOPING AND USING ACTION 96 ACTIVITIES 69 Using video Case studies ACTIVITIES AND HOW TO CHOOSE Stop drama, or "take two" THEM 71 What is an activity? REFLECTION AND EVALUATION 101 Steps or moments in an activity Quick and dirty: reconstructing an Deciding on an activity activity Reshaping an activity Quick and dirty: line-up Fly on the ceiling GETTING STARTED 81 Process observers Buses or lifeboats: an introductory Head, heart, feet exercise Paired interviews ENERGIZING PARTICIPANTS AND Starter puzzle FACILITATORS 109 Three paired skirmish and round robin The people say Post office DRAWING OUT KNOWLEDGE AND Sentence reconstruction EXPERIENCE AND LOOKING FOR Person to person PATTERNS 85 Helps/hinders A FINAL WORD 112 Nightmares The power flower: reflection on our social identities Drawing "When I see, hear, feel these things ..." ADDING THEORY OR NEW INFORMATION 91 Triangle tool Facilitator presentations Sculpturing an analysis 4 CHALLENGING AND ENCOURAGING WORKING ON OUR FEET: THE RESISTANCE 132 PRACTICE OF DEMOCRATIC A Story FACILITATION 113 So what's going on? Tips on challenging and encouraging USING SPACE: THE POLITICS OF resistance FURNITURE 116 A story WORKING WITH DISCOMFORT 136 So what's going on? A story Tips on using space democratically So what's going on? Tips on working with discomfort MAKING THE MOST OF WHO WE 119 ARE CONFLICT: HEADING INTO THE A story WIND 141 So what's going on? A story Tips on making the most of who we are So what's going on? Tips on handling conflict ESTABLISHING CREDIBILITY/SHARING THE TIMING: EXIT LINES 144 EXPERT ROLE 124 A story A story So what's going on? So what's going on? Tips on timing Tips on establishing credibility/sharing the expert role THE FACILITATOR'S ROLE 148 GIVING AND GETTING FEEDBACK 129 A story So what's going on? Tips on giving ^nd getting feedback LOOKING BACK: ISSUES LOOKING AHEAD: IMPLICATIONS FOR OUR WORK IN THE 1990s EMERGING FROM OUR PRACTICE 167 149 ECONOMIC CHALLENGES 169 THE BASIS OF OUR PRACTICE Canada's economic future at stake 151 Lifting the last frontiers: capital and What is education for anyway? What if you're educating for a change? resistance go global Whose agenda? The "human resources" talk back Connecting with learners Educators as consultants: who are they? POLITICAL CHALLENGES 175 First Nations on the move POWER RELATIONS Sovereignty and association 158 Power and social change educators Power and social identities SOCIAL CHALLENGES 179 The benefits of recognizing the role of Deeds liot words: feminizing our practice social identities Confronting White privilege Sharing power Taking back the Grey Agenda The educator as facilitator and learner A matter of planetary survival Humanizing the workplace INCREASING OUR IMPACT 163 Assess the situation CULTURAL AND IDEOLOGICAL Grab the free space CHALLENGES 188 Acknowledge the contradictions in the Democracy: the threat of a good example work Arts and media: freeing the imagination Work collectively Help to give voice to others and promote BREAKING DOWN BARRIERS, their presence BUILDING LINKS 192 A VITAL BRIDGE 166 POSTSCRIPT EDUCATING FOR SOCIAL 193 CHANGE: A BIBLIOGRAPHY 203 THIS BOOK AND US: A CONVERSATION 193 READERS RESPOND: SOME QUOTES 198