Republic of the Philippines

DEPERTMENT OF EDUCATION
Region IV-A- CALABARZON
Schools Division of Laguna
STA MARIA INTEGRATED HIGH SCHOOL
Santa Maria, Laguna

Community Engagement,
Solidarity, and Citizenship
Quarter 1- Week 5
Module 5

Most Essential Learning Competency:

recognize the value of undertaking community action modalities

What I Need to Know

At the end of the module, you are expected to:
• Explain and describe community action, community engagement, solidarity and citizenship;

• Recognize the value of undertaking community action.

What I Know

Activity 1: Alalahanin, Gunitain

Objective: To facilitate a process of remembering past experience about a collective action. Collective
action involves any joint or group activity meant to achieve a particular purpose.

Instructions:

1. Be silent and close your eyes.

2. Remember an experience in the past when you were involved in any collective action or response
to a particular situation like a donation drive for storm victims; feeding program for the poor children
in your community; tree planting; relief operations; street clean up, or a liturgical preparation.

3. Focus your attention on that experience and ask yourself:

What was the situation then?

Why were you gathered together?
What actions did you undertake?
Why did you do those actions?
How did you implement your actions?
What happened?
What did you lean?
What will you recommend for future action?

Lesson The Definition and Forms of

4 Community Action

What’s In
Activity 2: Lapat-Salita (Word Association)

What’s Your Big I D E A?

Instructions:
1. Prepare a big banner made of cartolina, used cardboard, brown paper or manila paper.
2. Answer the following questions.
What comes to your mind when you hear the name of your barangay or town?
What makes your barangay or town special?
3. Write your O N E B I G Word I D E A using marker and creative calligraphy.

4. Take a candid shot while holding your banner and post it in your facebook group.

What’s New
 The Rocks Speak
Instructions:
1. Find, clean, and paint small rocks with acrylic paint or natural color from indigenous plants
(atsuete, flowers, dagta), coffee or any available home colored materials to make a statement rock.
2. The best ones usually don’t have any specific kindness message at all, but rather have fun,
bright images on them.
3. Try to incorporate the three
forms of community action: community
engagement, solidarity, and citizenship
in making your statement rock.
4. Secure your rock in place
together with your answer sheet to be
submitted on Friday upon the retrieval
of your plastic envelope

What Is It
DEFINITION AND FORMS OF
COMMUNITY ACTION

A community of people who are

experiencing the Same situation tends to
connect with each other and pursue a common goal and action. This act or movement can be referred to as
community action. Community action is a manifestation of collective grasp and ownership of a situation - a
situation that generally has an effect on them. This means a situation that touches their sense and sensibilities as
individuals and as a collective. What are the ingredients of community action?

1. Common context-people live in a similar setting and or locality

2. Common Experience*people encounter a comparable experience, individually or collective

3. Common understanding of an issue-people have more or less the same view on the issue at hand 4. Common
Analysis-people went through a process of analyzing the issue and may have a similar take on the issue, partly or
a whole

5. An Acceptable Standard-people usually reach a minimum standard in undertaking an action together

6. An Action that is Acceptable to the Community-people discuss and agree on what action to take and who will
take the lead, who will do supporting roles and other.

The ingredients identified above are what we call the ``MUST DO’S’’ in planning a community action. The
common context is an important ingredient as it is the base in building a common lens. The members of the
community must have come from a familiar if not a similar milieu or setting' Another important ingredient is the
common experience which the members of the community a sense of being one and thus creating a Common
sentiment' This drives the community stick together in pursuing the same cause' The third ingredient on common
understanding of the issue elevates the community relationship from a "feeling" level to a "thinking" level. It
translates the emotional state to a more objective view of the situation. The fourth ingredient on common analysis
put the community members’ understanding of the issue to a certain perspective based on core values and
principles. This ingredient may strengthen or break community relations. For example, those who promote
reproductive rights law will also congregate together. Their selection of mean must have been based on a certain
principle and perspective on the right to life. The fifth ingredient is o acceptable standards. This ingredient paves
the way for a process of reaching compromises, minimum standards and bottom lines. Often, because of
differences in core values and principles, the community will target for the minimum standards. These are the
target or processes that must always be present and cannot be compromised.

In community action or in community development, there are four general phases of community organization
process, which were cited by Andre (1988), namely,

1) Issue Identification, Analysis, and Dissemination;

2.)Mobilizaton of Community;

3)Organization; and

4)Education.

On Issue Identification, Analysis and Dissemination- this phase is they key step towards the development of
community actions. Relevant community information are collected, consolidated, analyzed, defined processed
and disseminated, It is in this phase where “real needs” are determined from “felt needs”. Debates, dialogues and
sharing of thoughts are undertaken. It is also in this phase where relationships are built and strengthened.

On Mobilization of Community- this phase is the step of getting people regularly meet together, discussed
community problems, plan as a community, formulate implementing mechanisms, identify community leaders
and organizational structure and systems are developed. It is in this phase where the work is systematized, and the
people are organized. It is where agreements and processes are aligned.

On Organization - this is the "bolt-in" phase where all the resources, material or non-material, process or product,
soft or hard technology and physical and spiritual are mapped out and consolidated. It is the phase where "what is
lacking" and "what is available" are determined; strengths and weaknesses are identified options are laid down
and plans are implemented in a systematic and organized manner.

On Education – this is the skill’s development or human resource enhancement phase. Members are provided
with the necessary skills, knowledge and orientation. This is a pre-requisite for commencement of duties and
responsibilities as members and officers of the community organization. The success of community action may
depend on how efficient and effective the members and officers are.

It is to be noted, however, that the process of reaching the level of a community that pursues an advocacy
together is not an easy task. The differences of perspectives, experiences and values contribute in making the
situation complex. community dynamics is something that agents of community change have to contend with
and must learn to be friend. Therefore, a thorough understanding of the community undercurrents or forces at
work is something that must not be ignored. To facilitate a process of appreciating community dynamics,
community change agents must be aware of the following:

Know the community issue-its history and roots, how it develops, what facilitated its growth, where is it now?

Analyze the issue from different perspectives-identify the issue and look at it from various lenses. Map out and
analyze the different perspectives.

Identify and get to know the relevant community structures and systems-what are the structures and systems that
may facilitate or hinder the success of an action?
Identify and get to know the players-who are involved in the issue? Who are the interest groups?

Identify community power actors-who are the influential people? What is their interest on the issue?

Trace connections-Map out linkages of the stakeholders. This will provide a picture of the strengths and
weaknesses of people who are in involved and their resources.

Apart from understanding community dynamics, it is also important to have a grasp of people's apprehensions
and fears? There is a need to undertake a process of converting these anxieties into an animo or spirit that would
motivate and stir people's action. It is not to agitate people but let them appreciate the value and the expected
outcome of the collective action. Of course, again, this is easier said than done. The act of pursuing community
action entails patience and commitment. It requires the process of meaning-making"

As a nomenclature, community action may be linked with community engagement, solidarity and citizenship.
The three forms of action are alike in many ways and overlaps in terms of principles, purposes and methods. The
section below discusses the similarities and uniqueness and the interplay of these three forms.

THE FORMS OF COMMUNITY ACTION:

COMMUNITY ENGAGEMENT, SOLIDARITY AND CITIZENSHIP

Societies of the world have become much more complex and demand accountability from academic institutions.
Traditionally, the role of these institutions is to provide knowledge through teaching and research. But such
function is now considered as restrictive. Educational institutions are thus challenged to respond beyond its
traditional role. Gill (2012), in her article on "Institutionalizing Industry and Community Engagement in Higher
Education: Challenges and Recommendations across Asean and Asia," cited that: The 2010 OECD General
Conference on "Higher Education in a World Changed Utterly: Doing More with Less" underscored that "Social
engagement has moved beyond institutional outreach to address the challenges of the 21st century. Universities
and colleges therefore play a significant role in social development and nation building. They have begun to give
attention to social responsibility. There has been a recognition that educational institutions must engage actively
in community development and in contributing to civic growth and social progress in solidarity with the least, the
lost and the last. It is inclusive process that fosters participation of the marginalized and the disadvantaged sectors
of the society.

COMMUNITY ENGAGEMENT

The term engagement denotes interaction and sharing and relationships at different levels. lt can be defined as the
partnership between two parties such academic institutions and local communities for mutual benefits and
characterized by reciprocal relations. Engagement is now a mind-set ensuring that education can meet its multiple
responsibilities... creating a culture of learning, directing research and teaching to sustainable development, and
strengthening links with social partners are now inescapable obligation for educational institutions" (p. 30).

What is Community engagement?

The ASEAN University Network (AUN) follows the definition given by the Indiana University-Purdue
University Indianapolis (IUPUI) Center for Service Learning. It has four-part definition:

active collaboration
 builds on the resources, skills and expertise and knowledge of the campus and community
improve the quality of life in the communities
in a manner that is consistent with the campus mission

This involves a paradigm shift from the traditional mode in which an educational institution works. From being
an ivory tower, the educational institutions are expected to become a link or channel between the academic and
community life. The idea focuses on engaged learning which refers to an educational methodology in which
either part or all of the class objectives are learned by working on projects with a community partner. This is a
type of education that put classroom skills and knowledge into practice while serving your community. It
combines civic involvement with academic coursework in a way that benefits both the student and the
community.

Moreover, it provides an arena where students work in a professional capacity with community members, their
peers and the instructor of their course and relies heavily on team-work and the skills that promote effective team-
building towards social transformation. Community engagement is now considered as a salient part of
educational institutions. The call is to align the perspectives of the academe to the nature of community work,
students learning methodology as they fulfil school mission and contribute in social transformation. Thus,
engagement is not just a spill-over from the traditional university function such as teaching and research but
progressively more a mission.

This concept thrives to and has been extended to the setting of civic engagement. The conceptual relation can be
attributed to citizenship and civic responsibilities which captures the essence of community engagement. Below
is a discussion on the concept of citizenship.

Citizenship

The term citizenship denotes membership of a citizen in a political society, which membership implies,
reciprocally, a duty of allegiance on the part of the member and duty and protection on the part of the state;
whereas a citizen refers to a member of a democratic community who enjoys full civil and political rights and is
accorded protection inside and outside the territory of the state (De Leon, 1997).

Basically, a citizen has both rights and responsibilities. Some of its rights include, right to life, right to worship,
rights pertaining to moral or cultural values, economic rights, and political rights. Based on the concept of social
justice. Denial of these rights injures the whole human community and breaks welfare, uphold its constitution and
obey laws, cooperate with duly constituted authorities, exercise rights responsibly, engage in gainful work and
register and vote.

The principle of citizenship recognizes that people have a moral responsibility to self, others and community.
Nevertheless, this moral responsibility has to be matched and expressed with social responsibility; the same way
as individual rights has to be matched with social responsibility This means acknowledging both individuals’
human dignity and the social dimension of human existence (Tichy, McGill and St. Clair, 1997). Thus, a citizen
has to come out from his/her own comfort zone and get engaged. A citizen cannot just stay home and watch the
people suffer from social injustice.

In a democratic political community, the rightful and acceptable basis of all power is the citizenry which indicates
a collective body of people. One manifestation of being socially responsible is active participation in affairs that
affect community development, welfare, security and that protects human rights. The citizens have the power to
make decisions directly or indirectly through their representatives in the government. The rulers are
representative of and accountable to their citizens while the citizens are full and equal members of a self-
governing community (Held. 1996).

In the milieu of development work, there is a growing application of a rights-based approach. This approach
opens the gate which integrates the concept of citizenship and development which stirs the emergence of citizen
participation. Participation in nation building may be taken in various forms, for many years, the word
participation has always been associated with community development projects, participation has always been
associated with community development.

Moreover, participation has also been associated with participation has also been associated with participation in
democratic governance which means political involvement embarked through political institutions and processes.
Citizen participation then may be undertaken in two levels: community level through political participation such
as making public officials accountable to the people.

Community engagement and good citizenship in the name of social justice are manifestation of solidarity towards
the attainment of the common good. The section below discusses solidarity as a principle and form of action.

Solidarity

Solidarity as concept is still ambiguous although in this discussion, the normative perspective shall be applied and
thus used as positively valued model of relations between social entities (Dobrazanski, nd) . Generally, solidarity
is about regarding our fellow human beings and respecting who they are as person (BJPI,2007), Based on the
perspective that a person is a relational being; a person is in connection with other people, with the society, and
with environment. This means that a person has to relate responsibility and act in solidarity with others and the
whole humanity. His or her acts affect others and consequently affect him/her as well.

In most parts of the country and in the whole world, there is an indication of social injustice and inequality,
poverty is massive, and there is an indication of social injustice and inequality, poverty is massive, and there is an
increasing social disintegration and environmental degradation. In this kind of circumstance, the voiceless and
less in income suffer the most. This situation calls for acts solidarity, particularly, with the affected sectors of the
society – the poor farmers, fisher folks, informal settlers, indigenous people, laborers, and the physically
disadvantaged people.

Based on the concept of Andrew Mason (as indicated by Dobrazanski, nd), a community I called as a moralized
community. This viewpoint specifies that a community is not simply an assemblage of people destined by the
common experience and practice and shared values but also a collective body bounded together by solidarity.
From the perspective of the Catholic Social Teachings, Solidarity is about treasuring our fellow human beings
and regarding who they are as people God. This perspective comes from the understanding that “we are all one
family in the world”. As Saint John Paul II in Sollicitudo rei socialis said; Solidarity is “building a community
that empowers everyone to attain their full potential through each of us respecting each other’s dignity, rights and
responsibilities makes the world a better place to lie.”

REFLECTION QUESTION

How are the three forms of community action interrelated?

What’s More

Activity 4: EVERYDAY SANTA MARIA: Telling Stories with Photographs

Take a photo that tells compelling stories, actions, details, landscape shots that communicate the
everyday life of people in your area. Practice the four types of photos that photojournalist uses to
communicate stories as our guide in taking pictures.

1. Portrait: images of people

2. Landscape: images that capture a place

3. Action: images of people doing things

4. Detail: images that share an object, or a close-up of a place

Evaluate the images / photo using the following prompts:

1. What do you see in the image?

2. What story do you think these images tells about your community. Use evidence from the image to
justify your responses?

Rubric for Photo

Story

Criteria 4 3 2 1 Remarks
Creativity Provides unique Some unique Interesting No evidence
and interesting aspects evident elements of unique or
approach to which add to support the interesting
subject in the story message. story elements that
photography, message but connect to
writing and are not the story
story message. unique. Storytelling
Storytelling All story Most of the While some Few elements
elements relate story elements elements of present
compelling evident which story evident, which do not
story (setting, still provide a they do not support a
character, plot, compelling support a coherent,
exposition, story compelling compelling
conflict, climax, story story.
resolution)
Writing Proper structure, Technically Writing has Multiple
grammar, well written technical technical
punctuation with some problems, but problems
used to not only interest to overall with
link images and support the message is narrative
story, but also story. supported. which
enhance overall detracts from
message. overall story
and message.
Photography Lighting, Variety of Either quality Neither photo
angles, images. of photos are quality or
 composition, Lighting, not consistent story support
cropping and angles, or they do is evident in
content in all composition, not support images
photos support cropping and the story provided.
story. content in all
photos support
story

What I have Learned

The Topic was about __________________________________________

It Matters because ____________________________________________

I’ve Learned today that _______________________________________

What I can do

Establishing Links and Partnership Building

Instructions:
1. Select a community that you intend to examine.
2. Identify the community leaders, organizations, and agencies who are actively involved in
community affairs. Select at least one organization.
3. Contact and correspond with them and schedule an interview. During the interview, you are
required to follow the guide below. Since the guide is written in English, translate it to the local
language if necessary. You are also encouraged to provide follow-up questions in order to probe
the answers of your interviewees. Make sure that you are properly document their answers by
recording their responses (audio and/or video recording), and by jotting down notes.

Interview Guide
Formally introduce yourself to the interviewee before the interview.
Here are some questions you could ask your interviewee:
1. What prompted the establishment of your organization? Please give a brief description of your
organization.
2. What are the goals and objectives and advocacy of your group organization?
3. What do you think are the important issues and problems of communities?
4. How do you intend (or are currently) addressing the issues and problems you mentioned?
5. Have you already partnered with other organizations in addressing the issues and problems you
mentioned? If yes, who are these partners?
6. Is your organization willing to initiate and build a partnership with our school/students?
 After the interview, express your gratitude and thanks to the interviewee. Afterwards,
transcribe/summarize the results of your interviews. Use the sample transcription below as your
guide.
Sample Interview Transcription

RESEARCH TOPIC: Recorded Interview with TECHNIQUE: NUMBER:

Rosela Alvis, wife of the first Brgy. Captain of 1
Parnag ng Buho, Santa Maria, Laguna  
  DATE:  Nov. 23, 2016 TIME:  7:12 AM
VENUE: Parang ng Buho, Santa Maria, Laguna 
RESEARCHER 1: Rara Aguja ROLE: Interviewer

PARTICIPANTS BACKGROUND IN RELATION TO TOPIC AND GENERAL "APPEARANCE" ON SITE

PARTICIPANT 1: Rosela Alvis
Rosela Alvis was the wife of the former Brgy. Captain of Parang
PARTICIPANT 2: Peter Alvis
ng Buho, Santa Maria, Laguna. Participants who happened to be
PARTICIPANT 3: Rhea Lina
at the venue were able to contribute their knowledge about the
PARTICIPANT 4: Elditha Pujanes
history of the place.
PARTICIPANT 5:
 
VENUE (SKETCH WITH DESCRIPTION)

The interview was conducted at the

veranda. Participants were the main
interviewee (Rosela Alvis), Peter
Alvis (nephew), Rhea Lina (caregiver)
and Eldie Pujanes (DSWD Officer,
interviewer’s aunt).
OTHER PRELIMINARY NOTES TO CONSIDER QUESTIONS ASKED

1. Ano po yung mahahalagang pangyayari noon na

Some statements were not included due to naaalala n’yo dito sa Parang?
unclear word pronunciations. 2. So, noong dumating po kayo, lola, may mga bahay na po
ba dito?
A certain account was requested to be kept
3. Ta’s ‘yung mga anak n’yo po, ‘di dito na talaga
confidential due to its violent nature.
ipinanganak?
4. Ano pong, lola, noong dumating kayo, ano po yung
ginawa n’yo para kumita kayo?
5. ‘Yung mga anak n’yo po, saan pumasok na school?
6. Sino pong mga nagtuturo kaya dito?
7. Kayo raw po, lola, ay naging kapitan?
8. May mga insidente po ng eleksyon po, ganoon?
9. Ano pong mga naging pagbabago doon sa itsura nitong
lugar simula ng magkatao dito?
10. Buhay pa po ‘yung Barok na ‘yun?
11. ‘Yung Parang ng Buho, bakit po Parang ng Buho ang
tawag?
12. ‘Pag po dito, dati po, noong ‘pag bumabagyo, hindi
naman po kayo ganoong kaapektado?
13. Mayroon po kayong opisyales o mahalagang tao na
nakapunta po dito dati pa, matagal na?
14. Saan po kayo nakuha ng tubig dati?
15. Sakit po, may mga kumalat pong sakit o epidemya
noong kapanahuhan noon?
16. ‘Pag po, lola, may namamatay saan po inililibing, sa
bayan?
17. Lola, mayroon po kayong mga gamit pong luma na
pwede pong makuhanan ng picture?
18. Lola, totoo po ‘yung NPA na ‘yun?

1 R: Ano po yung mahahalagang pangyayari noon na naaalala n’yo dito sa Parang?

2 LR: Wari ko’y wala nga.

3 PA: Kauna-unahang kayong dumating. Gubat na gubat…

4 LR: Ayon, gubat-gubat. Gubatan pa. Gubatan pa ‘yon. Bago pa nalinis. Pagkakaingin.

5 R: So, noong dumating po kayo, lola, may mga bahay na po ba dito?