ADVOCACY AND URBAN ENVIRONMENT

I Course Description

Advocacy for the poor, oppressed and marginalized section in an urban

environment requires a thorough knowledge of the city and its environs, its people, the

problems, prospects and so on.

All cities across the globe have certain common features. Moreover, each city

will also possess an individuality that is unique by itself.

This course lays emphasis on the following:

Urbanization

Environment

Peoples’ issues

Advocacy

II Course Rationale

This course consists of 4 distinct units that are interrelated. At the end of the

session, the student will be able to understand that urbanization is an inevitable process in

human civilization. Nevertheless, there are problems and issues that come along with it

and there is a necessity for a Christian to identify them and develop strategies to

intervene for those who are in need of advocacy.

People need to be sensitized even to understand that they need help in the areas

where urban problems surround them, which could be solved in order to improve their

faith, morale and standard of living.

III Unit 1

Urbanization in the global sense is an inevitable process of human growth and

development. Along with this, mankind faces the problems of environmental degradation

which affects especially the poor and developing nations and marginalized and oppressed

sections in societies.

An overall concept on global urbanization, land use, governance, Chennai City

and its metropolis, the role of its planning body in urban development are discussed in

this unit.

IV Unit 2

The urban environment undergoes a massive change in the face of development

leading to environment pollution (air, water, land, noise, etc) which reflects on all living

things on the planet. Man-made and natural disasters add to the peril bringing about huge

loss of lives and property.

Analyzing the urban environment on aspects that are social, economical and

geographical throws an insight on peoples’ issues that are cross-cutting and interlinked

with urbanization and environmental degradation.

V Unit 3

Peoples’ issues are varied in an urbanized community. Urban poverty is a crucial

factor where advocacy of the oppressed needs to be analyzed.

The concept of ecosystem and man’s role in tempering with nature are discussed

here. The importance of peoples’ participation, stakeholders and the means of urban

community development are discussed in this unit.

VI Unit 4

All the 3 units discussed so far are now viewed at from the point of advocacy.

The areas and sections of the community that needs advocacy are identified with a

theological base.

The students are sensitized to the urban development and environmental

degradation that need to be understood holistically. The role each person as a Urban

Transmission Leader could take to bring about a sustainable development in their area of

action would be made clear when analyzed form the biblical standpoint.

Unit Calendar

Hours Topics

1-2 Global Urbanization

Urban Environment

3-4 Urban Land Use

Urban Poverty

5-7 Urban Pollution

8-10 Disaster Management

10-13 Urban Community Development and Sustainable Development

14-17 Chennai Metropolitan Area

18-21 Chennai Metropolitan Development Authority and its functioning

22-24 Paper Presentation by 2 students on 2 topics & Field Trip

(Tamilnadu Pollution Control Board)

25-27 Paper Presentation by 2 Students on 2 topics and Field Trip

( Tamilnadu Slum Clearance Board)

28-30 Paper Presentation by 2 students & Field Trip

(Chennai Metropolitan Development Authority)

Hempel C. Lamont.1998. Environmental Governance. The Global Challenge. Affliated East-West Press Private Limited. New Delhi.A.M. Thriumurthy.1992.Environmental Facilities and Urban Development in India. Academic Foundation. New DelhiHempel C. Lamont.1998. Environmental Governance. The Global Challenge. Affliated East-West Press Private Limited. New Delhi.

A.M. Thriumurthy.1992.Environmental Facilities and Urban Development in India. Academic Foundation. New DelhiA.S.Kohl and S.R. Sharma. 1997. Poverty alleviation and Housing Problems. Anmol Publications Pvt. Ltd. New Delhi.Acharya Rajat and Bhaswar Moitra. 2001. Effects of Globalisation on Industry and Environment. S.Kumar for Lancer Books. New Delhi.

Allen Adriana and Nicholas You. 2002. Development Planning Unit. Sustainable Urbanisation Bridging the Green and Brown Agendas. Unversity College. London.Annalee Yassi, Tord Kjellstrom, Theo De Kok, Lee L.Guidotti.2001.Basic Environmental Health.WHO & UNEP.Oxford University Press

Arnold Whittick.1974.Encyclopedia of Urban Planning. McGraw-Hill, Inc.New YorkAsthana D.K. and Meera Asthana. 2005. Environment: Problems and Solutions. S.Chand and Company. New Delhi.

Barman Jaydip. 2005. Planning for Eco-Cities: Urban Design Guidelines for Sustainable Development. Spatio-Economic Development Record. Vol.12. No.3 May-June.Bhushan Vidya and D.R. Sachdeva. 2005. An Introduction to Sociology. Kitab Mahal. Allahabad.

Carson Rachel. 1962. Silent Spring. Houghton Mifflin Company. Boston.Chhatwal.1989. Encyclopaedia of Environmental Pollution and its Control. Anmol Publications Private Limited. New Delhi.Cutter. L. Susas. 1999. Environmental Risks and Hazards. Prentice Hall of India. New Delhi.De Anil Kumar. 2001. Environmental Studies. New Age International (p) Limited. New Delhi.Department for International Development. 2000. Strategies for Achieving the International Development Targets. Glasgow. UK.

Dutta Tapati. 2003. The Ardous Terrain towards Sustainability and Environmental Economics. Social Auditing of Environmental Laws in India. New Century Publications. New Delhi.Godlee Fiona and Alison Walker. 1992. Importance of a Healthy Environment. Health and the Environment. The British Medical Journal. London.Habitat Debate. 2006. Sustainable Energy for the Millennium Development Goals. Volume 12. Number 2. June.Khanna Gopesh Nath. 1990. Environment Problems and the United Nations. Ashish Publishing House. New Delhi.Kormondy J. Edward. 1986. Concepts of Ecology. Ecology of Populations. Prentice Hall. Inc. Englewood Cliffs. USA.Maudgal.S.1992. Strategy for Sustainable Development, Alwar District, Rajasthan.Industry and Environment. Indian Environmental Society. New Delhi.Mayer Richard .J. 2001. Connections in Environmental Science. Managing Hazardous Wastes. Mc Graw Hill Book Co. Singapore.Meenambal. T., R.N. Uma and K. Murali. 2005. Principles of Environmental Science and Engineering. S.Chand and Company Limited. New Delhi.Nadkarni.M.V. 2001. Environment, Growth and Development. Environment and Development. Deep and Deep Publication Private limited. New Delhi.Oliver Sown.1980. Natural Resources Conservation: An Ecological Approach. Macmillan. New York.

Pandey Shridhar and Raghavendra Prasad Singh. 2001. Place and Problems of Environmental Education in India. Environment and Development. Deep and Deep Publications Private Limited. New Delhi.Penz Peter.1998. Environmental Victims and State Sovereignty: A Normative Analysis. Earthsacn. UK.Rana S.V.S.2005. Essentials of Ecology and Environmental Science. Published by Asoke. K. Ghosh. India.Randhir Singh Sangwan.2000.Dynamics of Urban Land Use: Ecology of Residential Mobility. Commonwealth Publishers. New Delhi

S.S. Jha. 1986. Structure of Urban Poverty. Popular Prakashan Pvt. Ltd. Bombay.

Saxena H.M. 2000. Environmental Management. Rawat Publications. Jaipur. India.Smith Keith.1996. Environmental Hazards. Assessing Risk and Reducing Disaster. Routledge. London.UNCHS (HABITAT) and WACLAC. 2003. Partnership for Local Capacity Development. May. Nairobi.UN-HABITAT. 2004. Environmental Assessment Requirements. A guide for UN-HABITAT Supported Activities. Nairobi. Kenya.Wagner Richard M.1971. Environment and Man. Norton. New York.William A. Andrews, Donna K. Moore & Alex C. Leroy.1972. A Guide to the Study of Environmetal Pollution. Prentice-Hall. Canada

World Health Organisation.1972. Health Hazards of the Human Environment. Geneva.

InstitutionMaster of Arts in Transformational Urban Leadership (MATUL) ProgramTUL655: Advocacy and the Urban Environment (3 units)

Global Issues and AdvocacyUrban Environmental Health

Theory and Practice of Land Rights and HousingRelief and Crisis Management

Coursewriters: Land Rights: Atty Doy BringasAdvocacy: Dr Rich Slimbach

Relief and Crisis Management: Dr Rob BellinghamFacilitator: name; title; institutional affiliation and address; Email address; phone #; fax #

I. Course Description Movements among the urban poor require engagement in advocacy to the privileged classes. Theology and practice are analysed in the context of three particular emphases in this course:

Land rights and housing issues Urban environment health Relief and crisis management

II. Course Rationale This course consists of three distinct units linked by the theme of advocacy. Advocacy is explored from the Biblical perspectives of justice and speaking out for the oppressed.

Unit 1: Advocacy…Advocacy is about God, nature, and human activity in the city. Advocacy for the oppressed by those with access to power, wealth or education is examined as a Biblical theme (particulalry in the life of Job). Advocacy from among the oppressed to those who oppress involves an alternative approach utilising people power. This has been developed in the discipline of

community organization, developed by Alinsky based on Nehemiah. At the level of national and global development, issues particularly bearing upon the well-being of the urban poor—like ecological degradation and land rights—are increasingly being addressed through a “political ecology” approach.

…And Global Environmental Issues Not content with purely economic (poverty) and demographic (overpopulation) explanations for environmental degradation, political ecology also considers the social and political forces that, through history, have shaped resources access, the political structures that mediate control over land and property, and uneven development. “Urban ecology” and “advocacy” come together to address, both a range of environment issues (deforestation, informal settlements, water conflicts, toxic/hazardous waste, air and water pollution, noise pollution) and advocacy issues (urban planning, housing authorities slum clearance policies, land rights, environmental movements). Our primary objective is to use the framework of political ecology to analyze the complex relationships between ecological and social change that underlie contemporary environmental problems in Third World slums and shantytowns.

 Advocacy and the Urban Environment builds upon the Primary Health Care course by offering a careful analysis of the interaction between the city’s built environment, the ecology (climate, soils, water resources, flora and fauna) in which it is embedded, and the urban poor who affect, and are affected by, the city.

Unit 2: Theology and Practice of Land Rights and Housing : Students undertaking this unit will be able to develop a biblical approach to advocacy for land and entering into land rights conflicts, being familiar with the processes of obtaining land rights documents and resolving land rights disputes within their particular city, and understanding progressions that occur internationally in obtaining just housing. Unit 3: Relief and Crisis Management : This unit will enable students to understand and assess the dynamics of various disaster situations, the protocols for responding, organizational structures, planning and communication tools. Students will examine a particular case study and present information about the case and analyze the effectiveness of the responses to it. This analysis of the case will be presented in class under a strict time frame similar to pressures of a disaster situation. They will  also develop a ‘Volunteers Operating Procedure’ for a selected emergency.

Each unit will be developed as an entity below. Approx Class HoursAdvocacy Unit Land Rights Unit Relief Unit

Classroom 15 9 15Field Trips 11Self Study 21 15 21Integration 4 4 4

TUL655 Unit 1: Advocacy & Global Environmental Issues

Facilitator name; title; institutional affiliation &address; Email address; phone/fax #Course Writers: Rich Slimbach, Viv Grigg

I. Unit Description Advocacy and Global Environmental Issues is about God, nature, and human activity in the city. Advocacy for the oppressed by those with access to power, wealth or education is examined as a Biblical theme (particularly in the life of Job). Advocacy from among the oppressed to those who oppress involves an alternative approach utilizing people power. This has been developed in the discipline of community organization, developed by Alinsky based on Nehemiah. At the level of national and global development, issues particularly bearing upon the well-being of the urban poor—like ecological degradation and land rights—are increasingly being addressed through a “political ecology” approach.

II. Unit Rationale Not content with purely economic (poverty) and demographic (overpopulation) explanations for environmental degradation, political ecology also considers the social and political forces that, through history, have shaped resources access, the political structures that mediate control over land and property, and uneven development. “Urban ecology” and “advocacy” come together to address, both a range of environment issues (deforestation, informal settlements, water conflicts, toxic/hazardous waste, air and water pollution, noise pollution) and advocacy issues (urban planning, housing authorities slum clearance policies, land rights, environmental movements). Our primary objective is to use the framework of political ecology to analyze the complex relationships between ecological and social change that underlie contemporary environmental problems in Third World slums and shantytowns.

 Advocacy and the Urban Environment builds upon the Primary Health Care course by offering a careful analysis of the interaction between the city’s built environment, the ecology (climate, soils, water resources, flora and fauna) in which it is embedded, and the urban poor who affect, and are affected by, the city.

Theology of Advocacy: The purpose of theology is to glorify God by thinking about God and the world for the purpose of living better on the earth. Though theology involves serious thinking, it is not primarily an intellectual activity. “Faith in God does not consist in asserting God’s existence,” writes Henri Nouwen, “but rather in acting on God’s behalf.” It is supremely practical in its goal of enhancing right living (discipleship) – that is, thinking, willing, and living in ways that are in alignment with God’s thoughts and purposes. In this sense every Christian is a theologian, or should be. Thinking, willing, and living are functions that must be carried out together. We cannot honor and praise God, nor love the world properly, if we have not first thought through who God is and how God loves the world.

Yet thinking theologically must face up to certain hard realities. The first is human finiteness and fallibility. The postmodern critique of theology underscores the fact that human beings are not coherent subjects but ones deeply limited and conditioned by their historical and cultural situations. Universal and conclusive assertions about “God,” “world” and “human being” are thus highly suspect. This being so, what kind of unstable, incomplete, and self-interested subjects can

speak for God? Theological statements, it seems to me, must be satisfied with being dearly held but partial and inconclusive interpretations made by historically bound creatures about universal matters.

In seeking to discern God’s will regarding the created order (earth), the context of theology assumes major importance. The context shifts from a primary focus on me and my salvation to the well-being of human communities and the planet. Individuals are embedded in a network of social and ecological relationships, and shaped by forces that operate on a transnational level. Our eco-social and global context calls theology to view the self or subject, not as an individual who is “saved” for life in another world, but as one who is embodied, relational, and interdependent with everyone and everything else.

Advocacy for the oppressed by those with access to power, wealth or education is examined as a Biblical theme (particularly in the life of Job).

Issues of Advocacy and the Urban Environment: Some of the most challenging global issues facing humanity: how to manage metropolitan growth while simultaneously trying to safeguard human well-being (especially among the urban poor) and minimize impacts on ecosystems. The rapid rate of global urbanization, the decaying state of the natural world, and the growing gap between the rich and the poor calls for Christians to think systematically and concretely about the earth as God’s household, God’s oikos. As in all households, right management of relationships and resources is required for proper functioning. The theological task is to discern how God speaks and acts concerning this household, and then of acting—as individuals and groups—in ways consistent with the divine will. That task is informed by the Bible which functions both as a constitution for Christianity and a framework for understanding God, earth, Christ, and human life.

Lester Brown’s Plan B 2.0 (W.W. Norton, 2006) provides a deeply unsettling view of the planet – one of shrinking forests, accumulated greenhouse gases, polluted air, dying species, dwindling fisheries and farmland, and increasing numbers of poor people. Urbanization is regarded as a primary contributor to these ecological crises. Today, over fifty percent of the earth's human population lives in cities that make an ecological footprint on local, regional, continental and world ecosystems. In fact, cities by nature are ecological disasters: in virtually every case they pollute air and water, deforest land, reduce biodiversity and habitat, contribute to atmospheric change and climate effects, and introduce toxins. Those that successfully provide healthy living and working environments for its inhabitants will inevitably address issues of water supply, the provision of sanitation and waste disposal, transport infrastructure, and a sustainable relationship between the demands of consumers and the ecosystems that they draw upon.

III. Student Outcomes in this Unit

1. Theology: Students will describe a working theology as to the nature of an advocate and their work in the contemporary urban poor environment and seeking shalom as its goal.

2. Context: Students (in teams) will develop a conceptual model for understanding the political ecology of the city slums, including its “drivers” (topography, population, economic growth, colonial history, land use policy, infrastructure investment, etc.), “patterns” (of land use, transportation, water/sewage infrastructure, etc.), “processes” (runoff, erosion, nutrient cycles, etc.), and “impacts” (to humans and the earth).

3. Praxis: Students will understand the range of options and approaches for Christian advocacy for ecological issues from above and below, with a ‘hands-on’ opportunity to investigate aspects of advocacy organizations and a government agency involved in urban planning though multiple field trips.

IV. ResourcesTheology

Stott, John R.W. (1984). "Our Human Environment." Chap. 6 in Involvement: Being a Responsible Christian in a non-Christian Society. Old Tappan, N.J.: Fleming H. Revell Company.

Community OrganisationLinthicum, Robert. (1991). Empowering the Poor. Monrovia, California: MARC.Maggay, Melba Padilla. (1994). Transforming Society. Oxford: Regnum.

IssuesUN-Habitat (2007) State of the World's Cities: Global Report on Human Settlements

2007. Earthscan.Mitlin, Diana & David Satterthwaite. Eds. (2004). Empowering Squatter Citizen: Local

government, civil society and urban poverty reduction. Stylus. http://styluspub.com/Books/BookDetail.aspx?productID=87786

V. Unit CalendarHours Topics Readings, Assignments,

Assessments

TEACHING PHASE

1 - 2. Introductions, course outline, course requirements

A biblical theology of Advocacy from Job, Psalms, Nehemiah, the story of Moses and both the Exodus and formation of the nation

Start Assignment 1

3. The Bible’s holistic vision of shalom The creation as God’s household (oikos) Humans created in the image of God Humans, the World, and Redemption

(Romans 5:12-21; 8:19-23, 38-39; I Cor. 8:6; Phil. 2:6-11; Col. 1:15-20; and Eph. 1:3-14)

Alienation (“Fall”) of creation Liberation of creation (Rom. 8) Stewardship of creation The Redeemed Creation: New Jerusalem

(Rev. 21-22) Contrasting approaches to nature: (a)

Traditional/Greek cosmology (Pythagoras, Plato, Aristotle), (b) Renaissance/Copernicus through Kant, (c) modern/scientific, and (d) alternative/ecological

Read Stott, John R.W. (1984). "Our Human Environment." Chap. 6 in Involvement: Being a Responsible Christian in a non-Christian Society. Old Tappan, N.J.: Fleming H. Revell Company.

4-5 CONTEXT: Review Urban ecological themes UN-Habitat (2007) State of the

Hours Topics Readings, Assignments, Assessments

from TUL 540Themes related to land realities Global urbanization Urban planning Substandard, informal settlements Urban sprawl Local authorities in housing Slum clearance Social and historical forces that shape

resource access The political ecology of vulnerability and

disasters

World's Cities: Global Report on Human Settlements 2007. Earthscan.

6 Themes related to urban ecology Water Transportation Solid wastes, waste water Energy Land use planning, land conversion Landscape design Architecture

Form Teams for Assignment 2

7 Political institutions Economic growth Environmental policy Climate Population Recreation Conservation/green spaces

8 Global themes related to land/housing advocacy Housing rights [the gradual elevation of

housing from a basic human need to civil rights and entitlement demands a review of the international, national and regional instruments that lead this advocacy]

Land tenure and slum upgrading [benefits and detriments of secure vs. insecure land and housing tenure on housing, urban development and personal finance]

Housing micro-finance [principles of housing micro-finance, and the structural and institutional mechanisms that undermine conventional mortgages in Southern cities]

Housing finance [public sector provision of housing and associated land; infrastructures and utility services in Third World cities; public-private sector partnerships

Work with team on Assignment 2 presentation

Hours Topics Readings, Assignments, Assessments

9 The Practice of Advocacy from Positions of Poverty

Review Maggay, Melba Padilla. (1994). Transforming Society. Oxford: Regnum.

10 Theology of Community Organization Review Linthicum, Robert. (1991). Empowering the Poor. Monrovia, California: MARC.

11-12 Practice of Community OrganizationReview of AssignmentsInstructions on Field Trips

Review Linthicum

PRAXIS PHASE

13-16 Field Trip 1: Advocacy Group Start Assignment 3

17-19 Field Trip 2:Advocacy Group Complete write up on each trip that day for Assignment 3

20-23 Field Trip 3: Government Dept Involved in Housing or Planning

Integrate Assignment 3 Pass in 3 days before integration

Reading, Assignments Work with team on Assignment 2 presentationComplete Assignment 1. Pass in 3 days before integration

INTEGRATION

37-39 Oral Exam: Presentation of Conceptual Models Pass in Assignment 2.

40 Integration of Course V. Assessment Tasks

Assignment 1: Working TheologyDescribe in 1200 words, a working theology as to the nature of an advocate and their work. Apply these ideas to involvement in seeking shalom, or the Kingdom of God on earth, in a contemporary urban poor environment.

Assignment 2: Conceptual ModelContext: Develop a conceptual model for understanding the political ecology of the city slums, including its “drivers” (topography, population, economic growth, colonial history, land use policy, infrastructure investment, etc.), “patterns” (of land use, transportation, water/sewage infrastructure, etc.), “processes” (runoff, erosion, nutrient cycles, etc.), and “impacts” (to humans and the earth).

The assignment will include some of the following activities:1. Explain the interdisciplinary nature of an analysis of urban ecology.2. Explain the social considerations of the management of urban environmental problems.3. Explain the role of economic behavioral patterns and principles to the improvement of

the urban environment.4. Explain the role of political organization and behavior on the formation and solution of

urban environmental problems.5. Explain the nature of air pollution problems and define ways of lessening air pollution.

6. Explain the role of water supply in the city, and how it can be maintained.7. Describe the causes and solutions for the urban solid waste crisis.8. Discuss the complete integration of energy supplies within the urban systems.9. Explain the integrated roles of transportation systems within the urban ecosystem, and

management approaches to reducing problems resulting from present practices.10. Explain the role of recreation systems on the urban area, and their importance in the life

of the city.11. Define and analyze land use patterns in the city, and improved management techniques.12. Critically analyze the role and application of regeneration policy and practice in

promoting equity in urban development.

Assignment 3: Approaches to Christian AdvocacyPraxis: Students will understand the range of options and approaches for Christian advocacy from above and below for environmental issues, with a ‘hands-on’ opportunity to investigate aspects of advocacy organizations and a government agency involved in urban planning though multiple field trips.

Document each field trip and add a 500 word analysis and evaluation of the methods used by community, corporate, NGO, governmental and other agencies influencing the trajectory of sustainable development and community action towards shalom. Conclude with a summary 500 word integration of the practices of advocacy being used, and their manifestation of Biblical principles of advocacy.

VI. Assessment Tasks and Grading

Task No. Description of the task/assignment Marks Weighting655-1 Working Theology paper

Biblical understanding of advocacy Biblical understanding of the Kingdom or shalom as goal Implications of this for an advocate 1200 word Length+/- 200, formatting, deadlines, bibliography in APA format, etc Extent, reflection and integration of readingsTotal

1010

10

105090

10%

655-2 Conceptual Model Presentation Teamwork contribution Drivers Patterns Processes Integration:

o quality of conceptualisation, o use of diagrams, o understanding of

interrelationships Quality of Presentation Formatting, deadlines etc

10555

101010

205

10%

Use of ReadingsTotal

10

90655-3 Approaches to Christian Advocacy Learning

Experiences Field trip documented, participation Analysis of advocacy methods used Integration of advocacy practices with Biblical principles Formatting, style, flow, deadlines Use of Readings on Community Organisation and AdvocacyTotal

15102010

5

1070

15%

TOTAL 35% of total course

IX. Unit Bibliography Theology

Brueggemann, Walter (2002). The Land: Place as Gift, Promise, and Challenge in Biblical Faith. Fortress Press.

Brueggemann, Walter (1993). Using God's Resources Wisely: Isaiah and Urban Possibility. Louisville: Westminster/John Knox.

DeWitt, C. B. and Ghillean T. Prance, eds. 1993. Missionary Earthkeeping. Atlanta: Mercer University Press.

Dyrness, William A. 1997. The Earth is God’s. Orbis. Granberg-Michaelson, Wesley. 1984. A Worldly Spirituality: The Call to Redeem Life

on Earth. San Francisco: Harper and Row.Moltmann, Juergen (1985). God in Creation: A New Theology of Creation and the

Spirit of God, trans. Margaret Kohl. San Francisco: Harper and Row. Nash, Ronald (1991). Loving Nature: Ecological Integrity and Christian

Responsibility. Abingdon. Rasmussen, Larry. 1997. Earth community, Earth Ethics. Orbis. Stott, John R.W. (1984). "Our Human Environment." Chap. 6 in Involvement: Being

a Responsible Christian in a non-Christian Society. Old Tappan, N.J.: Fleming H. Revell Company.

IssuesBurgess, Rod & Marisa Carmona, & Theo Kolstee. Eds. (1997). The Challenge of

Sustainable Cities: Neoliberalism and Urban Strategies in Developing Countries. Zed Books.

Frerks, Georg & Dorothea Hilhorst, eds. (2004). Mapping Vulnerability: Disasters, Development, and People. Earthscan.

Hardoy, Jorge et al. (1995). Environmental Problems in Third World Cities. Earthscan.

Land Degradation and the Environment. http://www3.interscience.wiley.com/cgi-bin/abstract/85005785/ABSTRACT?CRETRY=1&SRETRY=0

“Human Domination of Earth’s Ecosystems,” Peter M. Vitousek, Harold A. Mooney, Jane Lubchenco and Jerry M. Melillo. Science, Vol. 277, 25 July, 1997: http://www.sciencemag.org/cgi/reprint/277/5325/494.pdf

Neumann, Roderick (2005). Making Political Ecology. Hodder Arnold Press.Portney, Kent (23003). Taking Sustainable Cities Seriously. The MIT Press.Pugh, C. (2000). Sustainable Cities in Developing Countries. Earthscan.Smith, D.A. (1996). Third World Cities in Global Perspective. The Political Economy of

Uneven Urbanization. Westview Press.UN-Habitat (2007) State of the World's Cities: Global Report on Human Settlements

2007. Earthscan.Wheeler, Stephen and Timothy Beatley, eds. (2003). The Sustainable Urban

Development Reader. Routledge.

ResponsesDaphnis, Franck and Ferguson, Bruce (2004). Housing microfinance: A guide to practice.

Kumarian Press.Gilbert, Richard et al. (1996). Making cities work: The role of local authorities in the

urban environment. London: Earthscan. Mathur, G.C. (1993). Low-cost housing in developing countries. Oxford and IBH

Publishing Co.Mitlin, Diana & David Satterthwaite. Eds. (2004). Empowering Squatter Citizen: Local

government, civil society and urban poverty reduction. Stylus. http://styluspub.com/Books/BookDetail.aspx?productID=87786

United Nations Center for Human Settlements (UNCHS/Habitat). (1996). An Urbanizing World: Global report on human settlements. Oxford University Press.

UNCHS. (2000). Strategies to combat homelessness. Nairobi.Peet, Richard & Michael Watts. eds. (2004). Liberation Ecologies: Environment,

Development, and Social Movements. Routledge.

Community OrganisationChristian, Jayakumar. (1999). God of the Empty-Handed. Monrovia, CA: MARC.Linthicum, Robert. (1991a). City of God, City of Satan: A Biblical Theology of the

Urban Church. Grand Rapids, MI: Zondervan.---. (1991b). Empowering the Poor. Monrovia, California: MARC.Maggay, Melba Padilla. (1994). Transforming Society. Oxford: Regnum.Mangalwadi, Vishal. (1986). Truth and Social Reform. New Delhi: TRACI.McAlpine, T. H. (1991). Facing the Powers: What are the Options? Monrovia:

MARC.Perkins, J. (1982). With Justice for All. Ventura: Regal Books.Preger, Jack. (1985, July 8, l985). The Rooting Out of the Rootless. Point

Counterpoint.

TUL655 Unit 2: Theory and Practice of Land Rights and Housing

Course Writer: Atty. Eduardo V. Bringas Unit 1, San Jose Condominium, #119 Scout Fernandez St., Quezon City

Email: doy_bringas@yahoo.com; Telefax No. 4159877

I. Unit Description Theory and Practice of Land Rights and Housing : Candidates undertaking this course will be able to develop a biblical approach to advocacy for land and entering into land rights conflicts, being familiar with the processes of obtaining land rights documents and resolving land rights disputes within their particular city, and understanding progressions that occur internationally in obtaining just housing.

II. Unit Rationale The nature of urban poverty is ultimately defined by the issue of land rights. To be an effective transformational urban leader, one must have a serious understanding of land rights and be equipped with the necessary skills to address the land rights issues within the urban community.   

The course will help equip the candidates with the necessary biblical and local knowledge and understanding of land rights concepts as well as skills to address the issues of land rights and housing in the urban poor setting such as, but not limited to the determination of land categories and processes of obtaining land rights documents from appropriate agencies of government.    The candidates will learn through lectures and discussions, field activities, case study and presentation, recitations and examinations.

III. Unit Student Learning Outcomes

1.    Understanding Contextual Issues

Students will understand the implications of national urban land law, land reforms and land rights issues. Understands the difference between and rights appurtenant to titled and untitled lands; public and private lands.

2. Praxis Students will be familiar with a process of obtaining different types of land rights documents and titles that may be needed to resolve land rights issues, having walked through these steps with a community. This will be done as a group exercise. Has developed skills in determining different land categories and government agencies having jurisdiction over a particular land   Has the ability to go through various legal processes in determining the status of a particular land Has developed skills in the process of purchasing and registering titled land. Able to distinguish between real land rights issues for the urban

poor from opportunism and professional squatters.

3.   Theological Understanding 

Students will be able to critically analyze the development of a Biblical theology of land and land rights that engages the contextual issues, as indicated by a 1500 word paper on Biblical principles.

III. Unit MaterialsTheology*Breuggemann, Walter, 1977 The Land, Fortress Press.*Grigg, Viv, 2006,  Biblical Reflection on Land and Land Rights,, Auckland,

Urban Leadership Foundation. (also on website).Philippines*Congress of the Philippines, 1992, Republic Act No 7279, *IBP Journal, 2004 Ejectment: beyond possession the social imperative,

Vol 30, No 1, pp 92-110. IndiaSiddiqui, M.K.A.

1984 “The Slums of Calcutta : A Problem and its Solution.” In Calcutta Slums: Problems and Solutions. CASA, 5 Russell Street , Calcutta 700071, 47-63.

GlobalUN-Habitat (2007) State of the World's Cities: Global Report on Human Settlements 2007.

Earthscan.

IV. Unit Calendar(40 hour unit of 120 hr course)

 Activity Topic Content Readings, Assignments, Assessments

1 – 2 Lecture Introduction

Introduce topic, theological issues, practical issues, set up field trip.

FIELD STUDIES3 – 15 Field

Activities

Analysing Land Issues in a Community

Professor set this up with a local church, divide students into teams, give information on locations of offices, and give students letters of information to take with them, provide GPS system. Break into groups of 6-10. Define areas of responsibility, as not all can do all. With the church people, visit a typical squatter area and talk to the people, and get their permissions to analyse the situation.

Determine what type of properties these are from the assessors office, is it private, BIR, Govt Agency, local government, by getting the tax map from the local government.

Visit Registry of Deeds, to get the copy of the government title. If it belongs to the government go to the Bureau of lands and survey, to get the subdivision plan. Is it private, govt. if it is a fake title, students need to detect this.

Find actual location, through their GPS system.

Report back to the community and advise them on their situation.

Most likely it is titled in the name of someone else. If it is government they can probably apply for socialised housing. If it is private they can go for CMP. (students need to be trained in details of communicating this first). 10% may have fake titles, so they need to be informed as to what to do.

LECTURE PHASE16 Lecture

+ Power point

Part 2: Process of Developing Land Rights theology

 Issues in a Situational, Contextual Theology of LandHow to Develop Contextual Theologies

17-18 Power Point Lecture & discussion

The Kingdom of God and the Land

The Kingdom of God and the Land The Nature of land in the scriptures3 progressions from landlessness to landedness in the scriptures.

19 Lecture and Discussion

The Biblical Basis for Advocacy

Biblical sources for involvement in doing justice and advocacy on behalf of the poor

20-21 Lecture and Discussion

Part 3: Contextual Issues

Regalian Doctrine, categories of land, illegal titles, illegal exploitation, non-stewardship, no national land policy, syndicates

22 Video Case Study

Review of Documentation

Atty Bringas VCD on a case that shows the various documentation of land titles.“The history of a land title” i.e., from the Original Certificate of Title (OCT) which is the first title issued to the land to the Transfer Certificate of Title (TCT) which is when ownership is transferred to another or when a parcel of land which is covered by an OCT is subdivided into several lots where TCT’s are issued to these lots.

23 Case Studies

Alternatives to present

De Soto Model, Community Mortgage Program

24-25 Lecture Upgrading squatter areas

Review of UN or NHA plans for upgrading squatter areas

SELF STUDY26-37+ Self-

StudyLand Rights Theology

Reading and Writing of Paper

INTEGRATION38-39 Presenta

tionLand Rights Theology

5 min Class Presentation of papers Class Presentation

40 Exam 1 hr test on the content of the course Exam

VI. Learning & Assessment Activities1. Classroom Teaching: Lectures and discussions on biblical and local land rights concepts; different land categories in the nation and the government agencies having jurisdiction over a particular land; procedure on private land acquisition and transfer of title; and procedure on determining land status and acquisition of land rights documents2. Readings: The readings will be based on the lecture that is scheduled for the day. They will be assigned to the students at the start of the course. 3. Recitation and/or quizzes: The recitation and/or quizzes will be based on the readings assigned for the day. It will help assess the lecturer on the degree of understanding of the assigned subject matter and will be able to focus on the areas that need expounding and clarification. The recitation and/or quizzes will he held prior to the lecture.4. Case Study: The case study will pertain to actual land rights problem. Discussions will be on how the issues were handled; the weaknesses and strengths of the approaches; and application of the theories on the current land rights issue chosen by individual groups. 5. Field Activity: The class will be divided into groups of 7 and each group will be assigned a particular land rights issue e.g., backtracking of land titles; status of a particular land; or acquisition and transfer of land rights. To accomplish the task, the candidates in the group will go to various government agencies or interview Christian workers in urban poor regarding their particular land rights issue and how they resolved it.6. Presentation: Each group will be given 10 minutes to present to the class or church/community members, the particular land rights issue assigned to them and explain as to how they were able to accomplish the task. A hard copy of the class presentation will be submitted to the class at least one week prior to the actual presentation. The class will critique the presentation based on the theories they learned from the lectures and it is up to the presenters to defend their case. 7. Final Examination: The candidates will have to take the final examination to gauge their degree of knowledge and understanding of the course.

VII Activities & Grading

This unit will make up 35% of the total grade for the whole course. 

Task No. Description of the task/assignment Marks Weighting

TUL655 – 4(Formative assessment)

Praxis: Students will walk through the steps of determining the land rights issues of a community, as evidenced by a group presentation to the class or church/community members. Participants and lecturer will rank each ones

100 15%

contribution.

TUL655 – 5(FormativeAssessment)

Students will articulate a contextual theology of land and land rights that engages the contextual issues and Biblical stories in a 1500 word paper.

100 15%

TUL655-6(Summative Assessment)

Exam: In one hour, students will identify in a one page summary the main documents in national law related to land rights and the main issues. They will explain other facets of land rights advocacy communicated during this unit

100 5%

IX. Bibliography

TheologyBreuggemann, Walter, 1977 The Land, Fortress Press.Grigg, Viv, 2006, Biblical Reflection on Land and Land Rights, Auckland, Urban

Leadership Foundation. (also on website).Longchar, A. Wati & Davis, Larry E. (1999). Dancing with the Land: Significance of

Land for Doing Tribal Theology. In Doing Theology With Tribal Resources. Jorhat: Tribal Study Centre.

Martens, Elmer1981 God's Design: A Focus on Old Testament Theology. Grand Rapids : Baker Book House.

May, Roy1991 The Poor of the Land. Orbis

PhilippinesAugilar, Narciso M., 2005, Land Titles and Deeds, Central Book Supply, Inc. Agcaoili, Justice Oswaldo D., 2006, Property Registration Decree and Related Laws

(Land Titles and Deeds), Rex Printing Company, Inc., pp. 1-42; 198-204.Agcaoili, Justice Oswaldo D., 2007, Law on Natural Resources, Part I (Public Land

Act).\ Rex Printing Company, Inc., pp. 1-55Bringas, Atty. Eduardo V., 2001, VCD On the Plight of the Malanite Homeowner’s

Association, Inc. of Antipolo CityCBSI Editorial Staff, 2005, The Land Registration Act, Property Registration Decree,

and Real Estate Laws, Central Book Supply, Inc.Congress of the Philippines, 1992, Republic Act No 7279, IBP Journal, 2004 Ejectment: beyond possession the social imperative, Vol 30, No 1, pp

92-110. Manalastas, Judge Danilo A., 2004, The Law on Ejectment and Leases,Central Book Supply., Inc.

Hernandez, Alba, Hernandez, 2004, Landowners’ Rights (Under the Agrarian Reform Program), Central Professional Books, Inc.

Luzviminda Homeowners Association, Inc. et al, versus Hon. Ismael Mathay, Jr. et al. Civil Case No. Q-94-19971

Pineda, Usec. Ernesto L., 1999, Property and Ownership, Central Professional Books, Inc., pp. 1-17; 23-40; 42-87; 150-159; 228-307

UNDP, 2002 SLU-SVP Housing Project in UNDP Housing in Manila Project, Nairobi , UNDP. (Check this reference)

India (MostlyAvailable in Land Rights Reader from Urban Leadership)

Siddiqui, M.K.A.1984 “The Slums of Calcutta : A Problem and its Solution.” In Calcutta Slums: Problems and Solutions. CASA, 5 Russell Street , Calcutta 700071, 47-63.1981 The Thika Tenancy Act, 1981. Government of West Bengal, Legislature, The Calcutta Gazette. Monday November 2, 1981.

Calcutta Metropolitan Development Authority1981 “Bustee Improvement Programme of CMDA: An Evaluative Study.” In Calcutta Slums: Problems and Challenges. CASA. pp 6-23

Chowdhuri, B1983 “Bank Finance for Slum Dwellers in Calcutta Metropolitan District” in Calcutta Slums. pp 130-132. CASA

Galantay, E.Y.l982 “Housing Policy and Settlement Planning as Instruments of Social Stability in S.E. Asia.” Ekistics, Jan-Feb 1982.

Lakshamanan A. and E. Rotnerc 1984 “ Madras , India : Low Cost Approaches to Managing Development.” In The City Studies. World Bank, 81-93.

Longchar, A. Wati & Davis, Larry E. (1999). Dancing with the Land: Significance of Land for Doing Tribal Theology. In Doing Theology With Tribal Resources. Jorhat: Tribal Study Centre.

Madras Metropolitan Dev. Authority and World Bankl985 “The Madras Experience: Hard-won Successes in Sites and Services, Upgrading Projects.” The Urban Edge. December 1985.

Siddiqui, M.K.A.1984 “The Slums of Calcutta : A Problem and its Solution.” In Calcutta Slums: Problems and Solutions. CASA, 5 Russell Street , Calcutta 700071, 47-63.1981 The Thika Tenancy Act, 1981. Government of West Bengal, Legislature, The Calcutta Gazette. Monday November 2, 1981. Siddiqui was the pre-eminent urban anthropologist of Calcutta and presents a comprehensive view of the slum context. The issue of land rights is basic and one part of an emerging solution is the Thika Tenancy Act, whereby the power of the land owners has been bought by the government, thus reducing the levels of exploitation from the Zamindars, and thikas of the slum dwellers.

PhilippinesHollnsteiner, Mary Racelis

c 1976 “City, Province, or Relocation Site: Options for Manila 's Squatters.” in

Society, Culture and the Philipino. Institute for Philippine Studies, Atenao, Quezon City .1975 “Metamorphosis: From Tondo Squatter to Tondo Settler.” In Ekistics, 238, September 19751975 “Southeast Asia Low-Cost Housing Study, Penang Conference, April l974.” In Ekistics 238, September l975.

Hunt, Chester L.l980 “The Moth and the Flame: A Look at Manila 's Housing Problems.” Philippine Quarterly of Culture & Society. 99-l07.

Jocano, F. Landac 1974 Slums as a Way of Life. University of the Philippines Press. This an ethnography written in a comprehensive manner that also captures the dynamism of the slums in Manila .

Juppenlatz, Morrisl970 “A Case Study of Urban Squatter Relocation in the Philippines .” In Cities in Transformation. University of Queensland Press :  88-l47.

National Housing Authority , Philippinesc 1980 Operations Manual (Selected Sections); Metro Manila Zonal Improvement Program: Land for the Urban Poor.

 Ross, Vicky1981 Land and Hunger: Philippines . Bread for the World Educational Fund Background Paper #55, July l98l.

Global*UNDP, 2003 Handbook on Best Practices: Security of Tenure and Access to Land, Nairobi, UNDP.http://www.cohre.org/mpframe.htmAbrams, Charles (1964), Man's Struggle for Shelter in an Urbanizing World. Cambridge:

The MIT Press. Dwyer, D.J., People and Housing in Third World Cities. London: Longman Group Ltd. Keare, Douglas H. and Scott Parris (1982), Evaluation of Shelter Programs for the Urban

Poor: Principle Findings. World Bank Staff Working Papers no. 547. Washington D.C.: The World Bank

Mangin, William (1967), Squatter Settlements in "Cities: Their Origin, Growth and Human Impact". Readings from Scientific American, pp. 233-240.

Payne, Geoffrey K. (1977), Urban Housing in the Third World. London: Leonard Hill. Turner, John (1969) "Uncontrolled Urban Settlement: Problems and Policies" in G.

Breese (eds.) The City in Newly Developing Countries: Readings on Urbanism and Urbanization. Prentice Hall pp. 507-534.

UNCHS [HABITAT] (1987), Global Report on Human Settlements. London: Oxford University Press

Shabecoff, Alice (1992). Rebuilding Our Communities: How Churches Can Provide, Support and Finance Quality Housing for Low-Income Families. Monrovia, World Vision.

Global Development Research Centre (2001) “Urban Squatters and Slums”. http://www.gdrc.org/uem/squatters/squatters.html

Sen, M.K.1975 “The Rehousing and Rehabilitation of Squatters and Slum Dwellers with Special Reference to Kuala Lumpur .” Ekistics. September, 1975.

Pornchokchai, Sopon1984 House-Renters in Bangkok Slum-and-Squatter Settlements with Reference to 480 Existing Settlements. Building Together Association. 1985 1020 Bangkok Slums. School of Urban Research and Community Actions, 685/56 Jaransanitwong 68, Bangplad, Bangkok Noi, Bangkok 10700 ThailandThese studies ((in separate books because of size) are perhaps the most impressive studies of any on the issues of renting, eviction etc. in a total city. They includes extensive maps of land ownership patterns, age, organisation etc. The second is an update on the basic research of the first.

UN-Habitat (2007) State of the World's Cities: Global Report on Human Settlements 2007. Earthscan.

TUL655 Unit 3: Relief and Crisis Management

Coursewriter: Dr Rob Bellingham Course Facilitator’s name; title; institutional affiliation &address; Email address;

phone/fax #

I. Unit DescriptionRelief and Crisis Management : This unit will enable candidates to understand and assess the dynamics of various disaster situations, the protocols for responding, organizational structures, planning and communication tools. Students will examine a particular case study and present information about the case and analyze the effectiveness of the responses to it. This analysis of the case will be presented in class under a strict time frame similar to pressures of a disaster situation. Students will  also develop a ‘Volunteers Operating Procedure’ for a selected emergency.

II. RationaleIn many cities squatter and slum areas develop first along the rivers, the swamps then the railway lines. In times of flooding or tsunamis they are often devastated. At many cities they also face being razed to the ground by the rich who want the land for buildings, and immediate emergency responses are needed. This unit is a practical unit developing skills and understanding of immediate response mechanisms.

III. Unit Student Learning Outcomes

Contextual Analysis: To critically analyze the relief context in order to prioritize a response that will appropriately meet critical needs in such a context. Response Plan: To understand the implications of post disaster time frames, by formulating a response plan to the changing post-disaster-agenda. This will include:

Coordination: To develop a matrix for communication and coordination with key people and organizations in a civil emergency clearly demonstrating who does what. Communication: To develop a series of press releases in a civil emergency consistent with recognized protocols.

Operating Manual: To develop a ‘Volunteers Operating Procedure’ (VOP) detailing how to contribute in a Civil Emergency.

IV. Course MaterialsComputer software available for GANTT and Log Frame analysis

Anderson, M and Woodrow, P.J. (1998). Rising from the Ashes: Development Strategies in Times of Disaster. London . Lynne Reiner Publ. Inc. ( 338 pages). ISBN-13: 978-1555878009.Jang, Mark, and Slead, Joann (eds.). Complex Humanitarian Emergencies: Lessons from Practitioners. Monrovia: World Vision, 2000.

V. Unit Calendar Hour Topic Content Readings, assignments and

Assessments

LECTURE PHASE

1 Defining Disaster

Sometimes called ' Acts of God ' disasters also have a human element. Recognition of the differences between predictable and unpredictable and slow and sudden onset disasters.Candidates will be required to choose a recent disaster appropriate to their region using guidelines provided. These will be presented in class in lecture 13 - 14.  

Class introductionsCourse ExpectationsReview of Literature

2 Biblical Disasters and Responses

Noah ' s flood, refugee movements including slavery, plagues, exodus and wilderness wanderings and the destruction and rebuilding of Jerusalem will be analyzed

3-4 Disaster Case Study 1

An analysis of the responses to the December 26, 2004 tsunami in Aceh , Indonesia - DVD available with 60 images from this disaster.

Dvd Presentation

5-6 Relief Agency Policy and Practice

An examination of the policies and practice of the United Nations, International Red Cross and Oxfam, World Vision or Tear Fund in Crisis situations in  relation to prioritizing relief and rehabilitation for both people and infrastructure

Bellingham’s DVD presentation

7 Disaster Preparedness and Mitigation

Developing an awareness of  the philosophy of preventing disasters or alleviating the impact of them through early warning systems and modification of the built environment

8 Civil Defence Plans, Processes and Policies

Looking at local and national civil defence plans and processes (eg. the GANTT and Log-frame analysis) and evaluating local case studies such as an epidemic, tsunami, flood, earthquake, or volcanic eruption etc.

Use computers with Micorsoft Project or other programs

9-10 Disaster Case Study 2

An analysis of another disaster identified by class members using a disaster response checklist, and prioritization of actions in various emergency situations.

Presentations by some class members

Hour Topic Content Readings, assignments and Assessments

11 Public Relations in a Crisis Situation

Protocols regarding publicity of disasters and disaster victims,  fundraising norms, intra government issues, military and civilian contributions, networking and coordination issues 

12 Standard Operating Procedures

Examine typical and a specific Civil Emergency Management SOP and critiques of their application in a specific crisis

13 Relief, Rehabilitation & Development

Critically looking at relief focii and boundaries in the wider context of rehabilitation, development and transformation

SELF-STUDY PHASE

14-36 Develop assignment 7 & 8: Research a case study, prepare presentation of case studyDo assignment 9: Develop the VOP

INTEGRATION

37 Presentation to facilitator Pass in Presentation

38-40 Oral Exam: Presentation to class Pass in Operating Manual

VI. Learning and Assessment ActivitiesVII. Expectations & Grading This unit makes up 30% of the course

Task No. Description of the task/assignment Marks WeightingTUL655 – 7

 

(Formative assessment)

Research a case study of a disaster, identifying responses by various agencies and critically analyzing the effectiveness of the responses. This case study must be presented to the lecturer before a specified class presentation.

100 10%

TUL655 – 8

 

(Formative assessment)

The presentation of the case study in TUL655 - 7 above to the class members. Clarity of communication, innovation, objectivity, and the ability to respond rapidly in producing this presentation will be assessed in this presentation.

100 5%

TUL655 – 9(SummativeAssessment)

To develop a ‘Volunteers Operating Procedure’ (VOP) detailing how to contribute in a Civil Emergency.

100 15%

TOTALS 30%

Task No. Elements Evidence required Judgments about quality of evidence

TUL655 – 7

 

(Formative assessment)

Research a case study of a disaster, identifying responses by various agencies and critically analyzing the effectiveness of the responses.

The range is one recent case

The research provides sufficient information to critically analyze the response to the disaster

There is evidence that a GANTT and log-frame analysis of the disaster has been undertaken

An alignment with accepted disaster relief protocols has been undertaken

An analysis of  the effectiveness of the response

The sources authoritative

The analysis consistent with established protocols

 The GANTT analysis has been carried out

 The log-frame analysis has been carried out

 The effectiveness of the response has been analyzed

 Ethical considerations are evident

TUL655 – 8 (Formative Assessment)

Oral Exam: The presentation of the case study  

Shows: clarity of communication, innovation, objectivity, and the ability to respond under pressure, as in a disaster situation

 

TUL655 – 9

 

(Summative Assessment)

Develop a ‘Volunteers Operating Procedure’ (VOP) detailing how to contribute in a Civil Emergency.

   

IX. Course Bibliography Anderson, M and Woodrow, P.J. (1998). Rising from the Ashes: Development Strategies in Times of Disaster. London . Lynne Reiner Publ. Inc. ( 338 pages). ISBN-13: 978-1555878009.Jang, Mark, and Slead, Joann (eds.). Complex Humanitarian Emergencies: Lessons from Practitioners. Monrovia: World Vision, 2000.