Cesc Lesson

The document provides an overview of the course "Community Engagement, Solidarity and Citizenship". The course focuses on applying social science concepts and methods to understand community challenges and examine community-action initiatives related to engagement, solidarity, and citizenship. The curriculum covers concepts of community, community action approaches and values, and a field practicum involving partnership with local communities. It aims to enhance students' sense of shared identity and willingness to contribute to the common good of their community.

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Cesc Lesson

Uploaded by

Jennifer Mayano

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COMMUNITY ENGAGEMENT,

SOLIDARITY AND CITIZENSHIP

Kay G. Losabia
Lecturer
Grade: 12
Subject Code: Community Engagement, Solidarity and Citizenship
Semester: 2nd
No. of Hours/Semester: 80 hours/semester
Prerequisite: Disciples and Ideas in the Social Sciences; Discipline and Ideas in
the Applied Social Sciences; & Philippine Politics and Governance

• Subject Description: This course focus on the application of ideas and

methods of the social sciences to understand, investigate and examine
challenges of contemporary community life. It focuses on community –
action initiatives such as community engagement, solidarity and
citizenship as guide core values of human rights, social justice,
empowerment and advocacy, gender equality and participatory
development. It aims to enhance student’s sense of shared identity and
willingness to contribute to the pursuit of the common good of the
community. It enables students to ingrate allied social sciences into
community initiatives
Curriculum Content
A. Concepts and Perspectives of Community
1. Importance of understanding community dynamics and community action
2. Definitions of community
Social science, institutional, civil society and local and grassroots levels perspectives
3. Elements
Structures, Dynamics and processes
4. Typologies
B. Community Action
1. Overview: Community engagement, Solidarity and Citizenship
2. Purposes of community Action
Major Issues affecting the marginalized communities; Youth role in community action
3. Selected community initiatives
C. Core Values and Principles of Community – action Initiatives
Human Rights; Social Justice; Empowerment and advocacy; Participatory Development; Gender Equality
D. Methodologies and Approaches of community actions and involvements across disciplines
Partnership building with local groups; Community profiling; Needs Assessment; Working with core group
of leaders; Resource mobilization; Social Action; evaluation
E. Community Action Initiatives: Field practicum
Partnership with local communities and local organizations; Preparation of community action plan;
Experiences in community engagement, solidarity and citizenship building
A. Concepts and Perspectives of Community
Learning Objectives:
1. Explain the importance of learning about community and its
dynamic and processes;
2. Compare and contrast definitions of community using
different perspectives;
3. Compare and contrast the typologies of community;
4. Analyze functions of community in terms of structures,
dynamics and processes;
5. Develop a sense of shared identity and willingness to
contribute to the attainment of the common good and
6. Recognize the diversities in communities.
Activity 1
Make an illustrated map that describes your community. Include
in your map photos and images that represent your people in
your community. Draw arrow lines and symbols to show the
relationship between the people in your community. Explain
your work in class.
Processing Question
1. What does the activity say about your idea of
a community?
2. Based on the activity who makes up your
community?
3. Do you see yourself as part of the
community? How do you say so?
November 11, 2019
Activity 2
Group Activity:
Come up with your definition of “community” using 15 words or
less. Discuss and compare your definition with the rest of the
class and see who has the most concise and encompassing
definition.
From their own definition draw a cloud of idea and find out
which word is repeatedly use.
Defining Community
• Late Middle English term, Latin word communitas which
means fellowship. Latin roots, communis, means “common”.
Com translates to “with” or together”, whereas munire
translates to strengthen, to fortify” or “to defend”
Defining Community
• a unified body of individuals: such as
• a: the people with common interests living in a particular
areabroadly : the area itself
• Social Science Perspective:
Premised on the social dimension of individual
life- the interactions, relationships and the
bonds formed by individuals and how these are
manifested in the formation of organizations
within the communities.
Activity 3
Group the class into four. Discuss among your group the unique
characteristics, rules, or norms of your school has. A
representative from each group will represent the result of the
discussion in class
.
Sociology Anthropology

Political
Economics
Science

Social
History
Psychology
Civil Society Perspective:
Civil society refers to a political community of organized groups
operating within the authoritative parameters of the state. Civil
society has also been referred to as the third sector distinct from
the state (government) and the market (business)
• Non – government Organizations (NGOs) and People’s
Organizations (PO’s) and Social Organizations (SO’s) are
common examples of civil society.
• These organizations actively pursue political and social
development goals through a variety of actions and strategies.
• Voluntary nature of membership: fundamental characteristics
• ‘voice not a vote’ (Edwards, 2000)
Examples: Galing Pook Foundation Inc., World Vision Foundation
Inc., Tuloy Foundation,The Partido Manggagawa, Rotary Club and
the Philippine Alliance for Human Rights Advocates
Institutional Perspective:
• Social institutions performs a function of coordinating values,
goals and actions of its individual members. Social Institutions
arise from a voluntary shared agreements among individuals
that generally shape their behavior as a collective.
Institutions
“ Rules of the game” that shape a community and society in general.
Nobel Laureate - Douglas North
Category of Institutions:
Formal are explicitly communicated, embodied in a legally codified documents or
artifacts. Serve as the basis for authority to be executed and oppressed (Laws and
policies that are implemented by the government agency)
Informal are practices and norms, traditions, culture, conduct and beliefs system of a
community. Not codified or written, but are embedded in communities.
The other types in her list are attempts to unbundle the non-
ideological groups, such as

The other types in her list are attempts to unbundle the non-ideological
groups, such as
• - TANGOs (traditional NGOs)
• - FUNDANGO (funding agency NGOs)
• - MUNGOs (mutant NGOs that, according to the author, mutated the
• original spirit of NGO and which include
• - GRINGOs [government run/initiated NGOs]
• - BONGOs [business organized NGOs]
• - COME NGOs [NGOs that exist purely to capture funding])
(Constantino-David 1997).
Organic Perspective:
• An organic perspective refers to local or grassroots groups
within a particular locale that are driven and organized
because of community issues and concerns.
• Generally conceptualized as the formation of neighborhood
organizations, rural and urban, convened to pursue local
development goals or address particular issues, such as crime
prevention, environmental protection or waste management.
• Grassroots organizations or movements are typically
composed of volunteers from the local/community level.
• Example: Lowering the incidence of petty crimes may be
accomplished by organizing citizen patrol groups and installing
security features in the community.
Elements
Geogra
phical

Structural Socio –
Cultural
Dimensions Political

Economic
Community Dynamics and Processes
Power Structure:
Formal power structure from the legal authoritative basis of elected and
appointed government officials and the leaders of civic organizations
Informal power structure exists alongside the formal-institutional power
structure
Critical actors:
Legal – authoritative decision makers are individuals whose authority is
based on formal rules and institutions.
Legal authoritative decision makers: Mayors, council members & Barangay Captains
Influencers are individuals or groups who do not have direct authority, but
are capable of shaping decisions that affect the community. They can
propose, pressure and effect decisions made by the decision makers
according to their interests and agenda
Typologies of Community

• Formal - Informal emphasizes leadership and power relations

in the community.
• Local – global typology focuses on the scope and breadth of
communities with respect to its geographical dimensions and
the reach of its dimensions.
• The rural – urban typology is based on the distinction in terms
of development, industrialization, ecological conditions and
lifestyle
• Community sector is a broad set of comm. –based
organizations that voluntarily and autonomously function
beyond a government and state.
Production – distribution
- consumption

FUNCTIONS Socialization

Social Control

Social Participation

Mutual Support
Expected Task:

Establishing Links and Partner Building

Instructions:
1. Divide the class into four group. You will be a permanent member of your
team for this and in the succeeding activity.
2. Select a community that your group intends to examine.
3. Identify the community leaders, organizations and agencies who are
actively involve in community affairs. Select at least two (2)
organizations.
4. Choose representatives from each of these groups.
5. Contact and correspond with them and schedule an interview.
Interview Guide

1. What prompted the establishment of your organization? Please give a

short description of your organization.
2. What are the goals, objectives and advocacy of your organization?
3. What do you think are the important issues and problems of
communities?
4. How do you intend addressing the issues and problems?
5. Have you already partnered with other organizations in addressing the
issues and problems? If yes, who are these partners?
6. Is your organization willing to initiate and build a partnership with our
school/students?
Interview Rubric
Criteria Description Points
Organization The interview was properly conducted and the 10
questions were logically arranged.
Clarity The interviewers supplemented the guide 5
questions with clarificatory and probing questions
Presentation The documentation was properly presented 5
“Every person is defined by the
community (he or) she belongs to”
Orson Scott Card