learning circle 9: political astuteness...2010/06/09 · 2010 yas ahmed, laney cline, jonathan...

LearningCircle9:PoliticalAstutenessTotalrunningtime:3hours;45minutes

©2010YasAhmed,LaneyCline,JonathanD’Souza,YouthWorkerCollective,DepartmentofChildren,YouthandTheirFamilies

Goalstatement:

Bytheendofthistraining,participantswillincreasetheirabilitytonavigatepersonalandorganizationalvaluesinanefforttochangepowerdynamics.

Wewillaccomplishthisby:

− Reviewingassumptionsandkeyterms− Visualizingandexploringpersonalvalues− Mappingpersonalvaluestoorganizationalvalues− Exploringhowpoliticsworkthroughanexampleofanuclearfamily− Tryingonnewwaystonavigatepoliticallythroughroleplays− Identifyingresourcestocontinuedevelopingselfadvocacy

AgendaOverview:

Welcome(20minutes):Overviewoflearningcirclestructure,groupagreements,etc.Reflect(30minutes):WorkingAssumptionsandKeyTermsListen(45minutes):VisualizationandValuesExplorationInquire(30minutes):NuclearFamilySkitConnect(60minutes):SmallGroupSkitCreationDream(15minutes):ResourcesandQuestionReviewAct(15minutes):ActWorksheet

MaterialsNeeded:

− Flipchartpaper− Markers− Notecards− Hats,scarves,otherroleplayingprops/costumes− Handouts:

o CopiesofValuesworksheeto CopiesofGuidingAssumptionsandKeyTermso CopiesofPowerAnalysiso AcopyofRolePlayRoleso CopiesofResourcessheeto CopiesofActWorksheeto CopiesofEvaluation

Context:

Frequently,middlemanagersareexpectedtonavigatethepressuresandpoliticsofinternaldynamicsaswellasthosefromthecommunityinwhichtheywork.Theextenttowhichthatnavigationissuccessfullargelydependsonthebalanceofpersonalandorganizationpriorities.Whatwe'vediscoveredisthatskillfulnegotiationofcompetingpriorities,regardlessofenvironment,canbedistilleddowntothevaluesthatareatplay(implicitlyorexplicitly).Thistrainingtakesparticipantsthroughathoroughexaminationofthesynchronicityanddissonance



betweenorganizationalandpersonalvaluesandhowbesttomoveforward.

DetailedAgenda: Welcome–20minutesMaterialsNeeded:Flipchart,markers

SettingContext:Thepurposeofthisactivityistosetaninclusiveandopentonetotheday.

Directions:WelcomeparticipantstotheLearningCircle/Training.Inviteallparticipantstointroducehim/herself.

Reviewgroundrules/groupagreements/rightsandresponsibilities.Ifyoudonothavegroundrules/groupagreementsalreadyset,youcaneitherhavethegroupbrainstormgroundrules/groupagreements/rightsandresponsibilities.Oryoucanusetheonesprovidedbelow.Itisimportantthatallparticipantsactivelyagreetothegroupagreementsatthebeginningofthetraining,andunderstandwhatthegroupagreementslooklike.

Example:IfrespectisagroundruleASK:Howdoyouknowwhenyouarerespected?Howdoyourespectothers?

Establishboundariesandconsequencesifanyonebreaksagroupagreement.

Example:Ifaparticipantbreaksanagreement,theyhavetoparticipatesilentlyfor10minutes.

Example:Ifsomeoneisfeelingunsafe,theycansay“Ouch”,andthatisacuefortheleadertoaskwhytheysaid“Ouch”anddealwiththesituationdirectly.

ExamplesofGroupAgreements− Speakfromyourownexperience− Seektounderstand− Listenactively− Challengeself− Acknowledgeboundaries− Stepup;stepback− Celebratediversity

Reflect–WhatisPoliticalAstuteness?–30minutesMaterials:CopiesofEvolution,WorkingAssumptionsandDefinitions,flipchartswithWorkingAssumptionsandDefinitionswrittenonthem,markers

SettingContext:Thepurposeofthisactivityistoprovideaframeworkforpoliticalastutenessthatwillguidetheremainderofthetraining.

Directions:Introducetopicoftheday:PoliticalAstuteness.Explainevolutionoftrainingdevelopmentprocessusedamongfacilitators(outlinedonthehandout).



Ask,“Whatispower?”Recordanswersonflipchartpaper.Thensaysomethinglike,“Asyoucansee,powerhasmanydifferentdefinitions.Inorderforustoallbeonthesamepageandlookingatthingsinasimilarway,wearenowgoingtointroduceacoupleofworkingassumptionsandkeyterms.”

HandoutEvolution,WorkingAssumptions,andKeyTermssheet.Havedifferentparticipantsreadthedifferentassumptionsandterms.Inviteclarifyingquestions.

Listen–VisualizationandValuesExploration–45minutesMaterials:copiesofPrioritizingLifeValuesworksheet,notecards,markers,pens,flipchartpaper

SettingContext:Thepurposeofthisactivityistomoveparticipantstoexploreandidentifytheirpersonalcorevalues,nameorganizationalcorevalues,andfindresonanceanddissonancebetweenpersonalcorevaluesandorganizationalcorevalues.

Directions:Askparticipantstogetintoacomfortableseatedposition.Encourageparticipantstoclosetheireyesandbreathedeeply.Saysomethinglike,“Iamabouttoreadavisualizationtoyou.Thepurposeofthisvisualizationtoidentifywhatyourcorevaluesare.Wewilltaketwodeepbreathscollectively,andthenIwillstart.”Counttwobreaths.Then,slowlyreadthevisualizationbelowpausingwherenoted.

"Seeyourselfgoingtothefuneralofalovedone.Pictureyourselfdrivingtothefuneralparlororchapel,parkingthecarandgettingout.Asyouwalkinsidethebuilding,younoticetheflowersandthesoftorganmusic.Youseethefacesoffriendsandfamily.Youfeelthesenseofsorrowthatpermeatestheroomforlosingthisspecialperson.Youalsosensethesharedjoyofhavingknownthispersonthatradiatesfromtheheartsofallthepeoplethere.[PAUSE]

Asyouwalkdowntothefrontoftheroomandlookinsidethecasket,yousuddenlycomefacetofacewithyourself.Thisisyourownfuneralandallofthesepeoplehavecometohonoryou.[PAUSE]Theyareheretoexpresstheirfeelingsofloveandappreciationforyourlife.[PAUSE]

Asyoutakeaseatandwaitfortheservicestobegin,youlookattheprograminyourhand.Therearetobefourspeakers.Thefirstspeakerissomeonefromyourimmediatefamily–perhapsyourmomordad,abrother,sister,auntoruncle,acousinorgrandparent.Whoisthisspeaker?[PAUSE]Thesecondspeakerisoneofyourbestfriends,someonewhoisgoingtotellaboutthekindofpersonyouwere.Whoisthisperson?[PAUSE]Thethirdspeakerisfromyourworkoraninstructorinyourschool.Whoisthisperson?[PAUSE]Thefourthissomeonefromyourchurchorcommunityorganizationwhereyouhavebeeninvolvedinservice.Whoisthisperson?[PAUSE]

Nowthinkdeeply.Whatwouldyoulikeeachofthesespeakerstosayaboutyouandyourlife?[PAUSE]Whatkindofsonordaughterwouldyouliketheirwordstoreflect?Whatkindoffriendwouldyouliketohaveotherssayyouwere?[PAUSE]Wereyouthereforotherswhentheyneededyou?Didyoucareforthemandtrustthemandhaveadeep



respectforthem?[PAUSE]Whatwouldyourbestfriendsayaboutyouatyourownfuneral?[PAUSE]Whataboutsomeonewhoisaneighborwhoknowsofyou,butdoesn’tknowyoureallywell?Whatwouldyoulikethemtosayaboutthecontributionsthatyoumadetothelives’ofothers?[PAUSE]Whatachievementswouldyouwantthemtoremember?[PAUSE]

Wearenowgoingtoslowlycomebacktothisroom.Iamgoingtocountthreebreathes,andwhenIfinishyouwillbebackin[INSERTNAMEOFLOCATION]atthistraining.One.[PAUSE]Two.[PAUSE]Three.[PAUSE]

Pleasetakeamomentandcollectyourthoughts.Jotanyideas,images,momentsthatstayedwithyou.Afterfiveminuteswewillmoveontothenexttask.”

(ThisvisualizationhasbeenmodifiedfromCovey,1989)

Afterfiveminutesbringeveryonebacktothelargegroup.HandoutthePrioritizingLifeValuesworksheet.Askparticipantstocompletebothsidesoftheworksheets,onefocusesonpersonalcorevalues,andtheotherfocusesonorganizationalvalues.Allowaboutfiveminutestocomplete.

Afteraboutfiveminutesbringeveryonebacktothelargegroup.Asatoolforfuturedecision‐making,encourageparticipantstowritetheirpersonalcorevaluesonnotecardsandkeepthenotecardswiththem.Encouragethemtopullthemoutwhenevertheyfaceadifficultdecisionandusethemasaguidetofindasolutionthatmeetsasmanyvaluesaspossible.

Thenhaveparticipantsthenbreakupintofoursmallgroups.Insmallgroupshaveparticipantsexplorethefollowingquestions:Whereistheresynchronicitywithpersonalvaluesandorganizational?And,whereistheredissonance?Allowtenminutesforsmallgroupconversations.Thenasksmallgroupstoidentifyonequestiontheyhopetolearnmoreabout.

Aftertenminutesbringsmallgroupsbacktothelargegroup.Askeachgrouptoreportoutoneexampleofbothresonanceanddissonance.Thenaskeachgrouptosharetheirquestion.Recordanswersonflipchartpaper.

Inquire–NuclearFamilySkit–30minutesMaterials:Fivenotecardseachwithoneofthefollowingwrittenonthem:ParentOne,ParentTwo,Youth,YoungerSibling,andAunt;acopyofFamilyRolePlayRoles,copiesofPowerAnalysishandout,flipchartwithwrittenquestionsfromthePowerAnalysishandoutonit

SettingContext:Thepurposeofthisactivityistoseehowpowerplaysoutinanuclearfamilyandextrapolatelessonsrelatedtousingpowerinothercontexts.

Directions:Askforfivevolunteers.Pullvolunteersasideandaskeachonetoplayaroleintheskitthatisabouttohappen.Handoutroledescriptionandnotecardtoeachactor‐participant.Setupthesceneasfollows:

“ParentTwoholdstheultimatedecision‐makinginthisskit.TheYouthistryingtogetalatercurfew.Child’sYoungerSiblingdoesn’twantYouthtohavealatercurfewifhe/shealsodoesn’t



getalatercurfew.ParentTwoisunsureaboutthelatercurfew.ChildalsotalkstobothParentOneandAuntaboutalatercurfew.AuntisParentTwo’ssister.Intheend,itisuptoParentOnetodecideifalatercurfewisgiven.Yourtaskistoactthissceneoutinfrontofthelargegroup.”

Giveactor‐participantsfiveminutestopracticeskit.

Asactor‐participantsarepracticing,reviewtheworkingdefinitionof“power”again.Ask,“Howdoespowerplayitselfoutinafamilysetting?”Giveonlytwominutesforbrainstorming.Thensaysomethinglike,“Wearenowgoingtowatchascenefromafamily.Yourjobistoobservetheinteractionsbetweenfamilymembers.Wewillthendebriefhowpowerdynamicswereplayedoutinthisfamilyafterthesceneends.”

Inviteactor‐participantstoactouttheirscene.

Attheconclusionofthescene,haveaudienceapplaud.Then,handoutthePowerAnalysishandout.Askthefollowingquestionsofthelargegroup:

− WhatistheYouthtryingtochange?− Whoisanally?− Whoisopposition?− WhatdidtheYouthdotomakeachange?− Whatlessonscanwelearnfromthisskitabouthowtherolepowerplaysinafamily?

Insocietyatlarge?

Debrieftheexerciseforabout15minutes.

Connect–SmallGroupSkits–60minutesMaterials:hats,scarves,props,thingsforrole‐plays

SettingContext:Thepurposeofthisactivityistohaveparticipantscreaterole‐playsbasedonreallifesituationsthatexplorepowerdynamicsinwork‐basedsettings.

Directions:

Organizeparticipantsintofourself‐selectedgroupsbasedonchosen“setting”(optionsare:[internal]staffmeeting;boardmeeting;[external]sitevisitwithfunders;communitycollaborativesteeringcommittee1).

Intheirsmallgroups,haveeachparticipantshareabriefstoryaboutasituationrelatedtotheirsettingwheretheywereaffectedbyunbalancedpowerdynamics.Aftersharing,havethegroupreviewtheirlistofvaluesfromtheListensection.PickONEstorytodevelopintoarole‐play.Ultimately,onlytwogroupswillactuallyactouttheirroleplays,whiletheothertwogroupsact 1These“settings”werechosenbasedonfeedbackfromparticipants.Weaskedparticipantswhatcontexts/settingstheywerepartofwheretheywantedtoexplorerelatedtopowerdynamics.Examplesincludedaparticipantwhowasatafundermeetingwherethedirectorliedaboutachievingoutcomes;bringingthecommunitytogethertoaddresspoliceaccountabilitywhenthepolicewerepresent;astaffmeetingwhereacoupleofstaffweredisruptingthemeeting;andaboardmeetingatwhichaparticipantneededtopresenttheirprogramgoalsandgetfeedbackfromadisengagedboard.



asaudienceandanalyzetheroleplaysusingthesamesixdebriefquestionsfromNuclearFamilyskit.

Afterabout35minutes,bringallgroupsbacktogether.Userock,paper,scissorsoranothermethodtodeterminewhichtwogroupswillpresent.Onceselected,haveonegroupdotheirrole‐play.Attheconclusionoftherole‐play,askthefollowingquestions:

− Whatisthepersontryingtochange?− Whoisanally?− Whoisopposition?− Whatdidthepersondotomakeachange?

Havethesecondgroupperform.Debriefwiththesamequestions.Afteralldebriefingiscomplete,ask,“Whatroledidvaluesplayintheseskitsandinhowwedebriefedthem?”

Dream–ResourcesandQuestionReview–15minutesMaterials:CopiesofResourceList,flipchartwithquestionsfromListensection

SettingContext:Thepurposeofthisactivityistoreviewwhatwaslearnedanddiscussanswerstoanyunansweredquestions.

Directions:ReviewthequestionsgeneratedduringtheListensectiononebyone.Answer,tothebestofyourability,allofthequestions.Wherenoanswerisprovided,makeanote.HandouttheResourceListtoparticipants.

Act–ActWorksheet–15minutesMaterials:Actworksheet,evaluations

SettingContext:Thepurposeofthissectionistogetparticipantsthinkingabouthowtheywillapplywhattheyjustlearnedintheirprogram.

Directions:HandoutActWorksheettoallparticipants.Givefiveminutestocompleteworksheet.Attheendoffiveminuteshaveparticipantsshare,“OnethingIamtakingawayfromtodayis...”AND“OnethingIappreciatedabouttodayis…”.

Handoutevaluationsandthankthemforattending.



ACTWorksheetTodayIlearned…

OfthethingsIlearned,whatisconfirmedbypastlearningcircles,personalexperiences,formaleducation,and/orothertrainings?

OfthethingsIlearned,whatisdissonantwithpastlearningcircles,personalexperiences,formaleducation,and/orothertrainings?

WhatdoIneedtolearnmoreabout?

OfallthatIhavelearned,themostcriticalthingIneedtoapplytomyprogramis…

Thiscriticalpieceofinformation,knowledge,learningwillchangemyprogramby…

Inorderforthischangetohappen,Ineedto…

IwillknowIamsuccessfulwhen…

WhatIneedtocommunicateaboutthislearning,growth,andchangetoothersis…



TheEvolutionofthePoliticalAstutenessLearningCircle:

ThisLearningCirclebroughttogetherfourpeoplewithvaryingexpertise,exposureto,andexperienceinadvocacy,organizing,andvaluesclarificationtocreatetheagendaandcontextforthetraining.Duringthefirstplanningmeeting,allfourpeoplewereunsurewhatdirectiontofocuson.Questionsincluded:

− Isthisspecificallyaboutnavigatingpoliticalstructuresandsystems?− Ifso,arewelookingatformalpoliticaladvocacy?− Ifnot,howdowestillbringpoliticsintotheconversation?− Howdowegroundthisdiscussioninamannerthatspeakstoparticipantsandwhere

theyareat(i.e.varyinglevelsofunderstandingrelatedtopoliticsandorganizing)andalsoprovideaframework?

− Howdowenotmakethistrainingsoheadyandtheoreticalthatitisn’tpractical?Fromthere,theteamoffourstartedindividuallyexploringideas,concepts,frameworks,andpersonalexperiencesinorganizingandpoliticalastuteness.Wethenreconvenedandnarrowedourfocusonvaluesandhowvaluescanimpactdecision‐making,politics,andhowdynamicsplayoutingroups.Wedecidedtofocusonbothpersonalandorganizationalvaluestohighlighttensionthatexistsbetweenbothpeopleandorganizationsandhowthattranslatesintootherformsofvaluesconflictbetweenpeople,organizations,andsystems.WealsocraftedthefollowingWorkingAssumptionsandKeyTerm(Working)DefinitionstoprovideadditionalcontexttotheLearningCircle.

WorkingAssumptions:

SanFranciscopoliticsdonotexistinavacuum.Inotherwords,acomplexsetofsocial,historicalandpoliticalfactorshavecontributedandshapedthisparticularmomentandthecontextinwhichwefindourselves.

**Everythingispolitical.Everyactionorinactionyoumakeispolitical–movingfromaplaceofvaluestodiscussingpower.**Politicsareemotionallychargedexperienceandconceptforpeople.

**Perspectivesaredirectlycorrelatedtoyourworldview;yourworldviewisdirectlyinformedbythepowerdynamics,whicharealsoplayingoutcurrentlyinthisroom.

KeyTerm(Working)Definitions:

POWER:theabilitytoactorproduceaneffect.Therearemultipledefinitionsforandmultiplekindsofpower.Mostdefinitionsareconnectedorequatedwithcontrolandwearefocusingonthekindofindividualpowerthatisaboutinfluencing.**EMPIREVS.EMPOWER

ADVOCACY:theprocessofsupportingacauseorproposal.Wearefocusingonself‐advocacy,andthekindsofadvocacyyouengageinasdirectlyinformedbyourvalues.VALUES:themanifestationofworthweplaceuponusefulnessofsomething(abelief,philosophyormission)tosomebody.Valuesrepresentyourhighestprioritiesanddeeplyhelddrivingsources.Theyarenotstatic.



PrioritizingLifeValues

Instructions:

Trytofilteroutanyvoicesinyourheadthatmaybetellingyouwhatothers(society,themedia,peers,yourbossororganizationetc.)expectofyou.Listentoyourowninnervoice.Whatisuniquelyimportanttoyou?Beloware20typicallifevalues.Rankyourtopfivevaluesfrom1‐5inorderofimportancetoyou(1beingthehighest).Addvaluesofyourowndefinitioniftheyarenotpresentonthislist.Ifyoufindithelpful,makeanotenexttoanyvaluesthatarenotimportanttoyou.

PersonalValuesRankingExercise:

Friendship ____ Other_________________ ____

Location ____ Other_________________ ____

Enjoyment ____ Other_________________ ____

Loyalty ____ Other_____________________ ____

Family/work‐lifebalance ____ Other_____________________ ____

Leadership ____

PersonalDevelopment ____

Security ____

Wisdom ____

Community ____

Wealth ____

Expertness ____

Service ____

PersonalAccomplishment ____

Prestige ____

Power ____

Independence ____

Integrity ____

Health ____

Creativity ____



OrganizationalValues

Instructions:

Inthelastexercise,youfocusedonwhatismostimportanttoyou.Someorganizationshaveexplicitvalues,othersmaybeassumedoractedoutintheorganization’scultureanddailyoperations.Inthisexercise,reflectonyourorganization’smission,vision,andvalues.Usingbothyourorganization’sexplicitvalues(iftheyareavailable)AND/ORyourpersonalexperienceasanemployeeatyourorganization,rankwhatyoubelievetobethetopfivevaluesatyourorganization.Rankthesefrom1‐5(1beingthehighest)andaddvaluesiftheyarenotpresentonthislist.Ifyoufindithelpful,makeanotenexttoanyvaluesthatyouconsiderNOTimportanttoyourorganization.

OrganizationalValuesRankingExercise:

Friendship ____ Creativity ____

Community ____ Other_________________ ____

Enjoyment ____ Other_________________ ____

Loyalty ____ Other_________________ ____

Family/work‐lifebalance ____ Other_________________ ____

Leadership ____ Other_________________ ____

ProfessionalDevelopment ____

Security ____

Wisdom ____

Community ____

Wealth ____

Expertness ____

Service ____

Achievinggoals ____

Prestige ____

Power ____

Independence ____

Integrity ____

Health/SelfCare ____



GlossaryofTerms:

CommunityTobedeeplyinvolvedwithagroupthathasalargerpurposebeyondone'sself.Toperformineffectiveandcaringteamwork.CreativityTobeinnovative.Tocreatenewandbetterwaysofdoingthings.EnjoymentToenjoymywork.Tohavefundoingit.ExpertnessTobecomeaknownandrespectedauthorityinwhatIdo.Family/worklifebalanceTohavetimewithmyfamily.Organizationsencouragebalanceandtimewithfamily/friends/selfcare.FriendshipToworkwithpeopleIrespectandtoberespectedbythemHealthTobephysicallyandmentallyfit.IndependenceTohavefreedomofthoughtandaction.Tobeabletoactintermsofmyowntimeschedulesandpriorities.IntegrityToliveandworkincompliancewithmypersonalmoralstandards.Tobehonestandacknowledge/standupformypersonalbeliefs.LeadershipTomotivateandenergizeotherpeople.Tofeelresponsibleforidentifyingandaccomplishingneededgrouptasks.LocationTobeabletolivewhereIwanttolive.LoyaltyTobecommittedtothegoalsofagroupofpeoplewhosharemybeliefs,valuesandethicalprinciples.PersonalAccomplishment/AchievingGoalsToachievesignificantgoals.TobeinvolvedinundertakingsIbelievepersonallyaresignificant‐whetherornottheybringmerecognitionfromothers.PersonalDevelopmentTolearnandtodochallengingworkthatwillhelpmegrow,thatwillallowmetoutilizemybesttalentsandmatureasahumanbeing.PowerTohavetheauthoritytoapproveordisapproveproposedcoursesofaction.Tomakeassignmentsandcontrolallocationofpeopleandresources.PrestigeTobeseenbyothersassuccessful.Tobecomewellknown.Toobtainrecognitionandstatusinmychosenfield.ProfessionalDevelopmentOffersopportunitiesforongoinglearningandvaluesprofessionalgrowth.Providesmultipleopportunitiesforpersonalandprofessionalgrowth.SecurityTohaveasteadyincomethatfullymeetsmyfamily'sbasicneeds.ServiceTocontributetothewell‐beingandsatisfactionofothers.Tohelppeoplewhoneedhelpandimprovesociety.WealthToearnagreatdealofmoney(i.e.,wellbeyondmyfamily'sbasicneeds).Tobefinanciallyindependent.WisdomTogrowinunderstandingofmyself,mypersonalcallingandlife'srealpurpose.Togrowinknowledgeandpracticemyreligiousbeliefs.TodiscernanddothewillofGodandfindlastingmeaninginwhatIdo.



FamilyRolePlayROLESYOUAREPARENTONE

Yourrole:YouandPARENTTWOhaveaYOUTHwho’s17.YOUTHwantstohavehiscurfewchangedfrom10pmonFridaysandSaturdaysto12midnight.YouareOKaboutYOUTH’Scurfewchangingtillmidnight.However,youdon’thavethefinalsay,becauseinthisfamilyPARENTTWOmakesthefinaldecisions.However,youknowthatPARENTTWOwilllistentowhatyouhavetosayandtakeitintoconsideration.

YoualsolistentotheideasofYOUNGERSIBLINGOFYOUTH.YouthinkthatYOUNGERSIBLING’sreasonsfornotextendingYOUTH’scurfewmakesense,too.Youareconfused.

YOUAREPARENTTWO

Yourrole:YouandParentOnehaveaYOUTHwho’s17.YOUTHwantstohavehiscurfewchangedfrom10pmonFridaysandSaturdaysto12midnight.YoumakethedecisioninthisfamilyaboutYOUTH’scurfew.Youarereallyconcernedaboutthischange—youdon’tthinkYOUTHisreadytostayoutthatlate.However,youwilllistentotheideasofPARENTONEandyourSISTER(theYOUTH’SAUNT).YouwillonlychangeyourmindaboutYOUTH’scurfewifPARENTONEandyourSISTER(theYOUTH’SAUNT)aresupportiveofthischange.Otherwise,youwon’tchangeyourmind.

YOUARETHE“YOUTH”

Yourrole:YOUTHwantstohavehiscurfewchangedfrom10pmonFridaysandSaturdaysto12midnight.YouneedtogetpermissionfromPARENTTWOtohaveitchanged.YouknowthatPARENTTWOisnotOKaboutthechange,butyouthinkthatyoumightbeabletogetPARENTONEtogoforit.Also,youknowthatyourAUNT(ParentTwo’ssister)wouldbewillingtobackyouuptoo.Youneedtoknowthatyourlittlebrotherwillbeagainstthischange,becausehethinksit’snotfairforyoutohaveacurfewof12midnightwhenhis/hercurfewis9pm.S/he’sjealous!

YOUARETHEYOUNGERSIBLINGOFTHE“YOUTH”

Yourrole:YouareyoungersiblingofYOUTH.YouknowthatYOUTHwantshiscurfewtochangefrom10pmonFridaysandSaturdaysto12midnight.Youdon’tlikethisidea—youdon’tthinkitsfairbecauseyoustillhavea9pmcurfew.YoucomplaintoPARENTONEaboutthisbecauseyouknowthey’lllistentoyouandtakeyourconcernsintoconsideration.

YOUARETHEAUNT(SISTEROFPARENTTWO)

Yourrole:YouaretheAUNTofYOUTHandsisterofPARENTTWO.YouarereallyclosetoYOUTH.Youknowhe/shewantstohavehiscurfewchangedfrom10pmonFridaysandSaturdaysto12midnight.YoureallylikeYOUTHalotandthinkYOUTHisreadytohavealatercurfew.YoualsoknowthatPARENTTWOisthedecisionmakerinthefamilyandyouarewillingtogotoPARENTTWOifYOUTHasksyouto.



SelfAdvocacy&OrganizingResources

ValuesClarification:

Values/GoalClarificationforConflictResolutionhttp://www.colorado.edu/conflict/peace/treatment/goalclar.htm

ValuesClarificationExerciseforyouthhttp://www.advocatesforyouth.org/index.php?option=com_content&task=view&id=241&Itemid=129

PowerAnalysisTools:

SOULTrainingforTrainers(manuals&trainingonpoliticaleducationforyouth)http://www.schoolofunityandliberation.org/soul_sec/resources/re‐shp_manuals.html

OrganizingTools:

MidwestAcademyStrategyCharthttp://www.seac.org/sog/page65.html

Policy: ColemanAdvocates(localpolicy&advocacyefforts)http://www.colemanadvocates.org/ SFUSDCommunityBulletin(provideslocaleducationpolicyupdates)

http://portal.sfusd.edu/template/default.cfm?page=community2 ChildTrends(extensiveresearchonoutofschooltimeprograms)

http://childtrends.org/_catdisp_page.cfm?LID=2003

Theory:

GridGroupTheoryhttp://www.guardianpublic.co.uk/solace‐taylor‐october;http://en.wikipedia.org/wiki/Cultural_Theory_of_risk

TheoriesaboutPowerhttp://changingminds.org/explanations/theories/a_power.htm

YouthVoice:

YouthRadio(youthperspectivesonpolitics)http://www.youthradio.org/oldsite/politics/index.shtml

learning circle 9: political astuteness...2010/06/09 · 2010 yas ahmed, laney cline, jonathan...

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