Introducing Asset-Based Models of Social Justice into Service Learning: A Social Work Approach

Increased attention is being given to university–community partnerships. Among such partnerships is service learning, a pedagogical model that integrates experiential community service activities and academic learning. Traditional service learning models often diverge from social work methods that embrace strengths, empowerment, antioppressive principles, and citizen-driven approaches. This article presents the integration of a progressive service learning model into a graduate-level social work macro practice course. The model gives explicit attention to respecting the dignity and worth of the individual by sharing power and developing collaborative relationships between students and community residents where both are serving and learning together.     

Schools of Social Work Contribution to Community Partnerships: The Renewal of the Social Compact in Higher Education

ABSTRACT

Embracing the concept that the social compact between university and community can provide a cornerstone for true social change. This article details how partnering with outside organizations in collaborative relationships can help fulfill higher education's obligation to educate for the good of a democratic and learned populace. Often the social conscience of a university, schools of social work can serve as leaders in the development or facilitation of university and community partnerships to address or intervene in areas of social need. One research institution of higher education provides successful examples.     

Making Tarefero Pride: The Collaborative Construction of Portable Photomurals for Farmworker Empowerment in Misiones,Argentina

ABSTRACT

This article draws on years of multisited ethnographic fieldwork in Misiones, Argentina to recount the collaborative construction of portable photomurals for farmworker empowerment. The murals depict work, life, and the fight for justice of the farmworkers, called tareferos, who harvest yerba mate, the tea that is Argentina’s most commonly consumed beverage. By making history and the culture of oppression a central focus, this study demonstrates how ethnographic research can support community organizing efforts through building the relationships necessary to forge collaborative, strength-based interventions. Such collaborations can bolster struggles against structural inequality and work to heal community psyches marred by historical trauma.     

Towards Interdisciplinary Community Collaboration and Development

SUMMARY

This article looks at the conceptualization and practice of interdisciplinary community collaboration and development (ICCD) in Israel and the US. It is based on the work of two interdisciplinary professional groups which were initiated by social workers—one in Israel and one in the US. This article presents a mapping of key issues and concepts, including distinguishing between mono-, multi-, and inter-, trans-disciplinary and inter-perspectives. The article addresses the issues of multiple professional identities, identification of a common core knowledge base and skills among disciplinary specializations for community development practice, and an understanding of inter-organizational perspectives. A qualitative methodology was used to conduct a content analysis of data from dialogues among professional practitioners in the Israeli and the US groups. Despite differences in the purpose, frequency and intensity of the two forums, there is an underlying belief in the importance of these discussions and in the commitment to interdisciplinary practice. Both groups believe that multiple types of expertise are needed, alongside new models of both inter-organizational and interdisciplinary relationships as well as professional-community interactions. Recommendations include the need for further examination of interdisciplinary community collaboration and development.     

Action‐Oriented Research: Strategies for Engaged Scholarship

Action‐oriented research is a methodological approach for doing collaborative research with practitioners and community partners that can inform practice, programs, community development, and policy while contributing to the scientific knowledge base. This article discusses how family scholars can use action‐oriented research to work together with community partners to address their need for useful information about their practices and programs. We present some practical strategies that can help guide the action‐oriented research process including how to develop collaborative relationships with community partners; suggestions for determining sound, action‐oriented research questions; guidelines for selecting and implementing appropriate research designs; and considerations regarding data collection and the dissemination of findings.     

Rebuilding Community Organizing Education in Social Work

Although the campaign and election of Barack Obama as the nation's first President with a background in community organizing (CO) has boosted the visibility and popularity of the field, graduate social work programs have not taken full advantage of the opportunity. This article, therefore, presents a three-fold argument regarding the future of CO education. There is an increasing demand and need for trained organizers and community organizing education. This historical moment holds significant potential for CO education in social work. Graduate schools of social work with CO programs should broaden their outreach to attract potential students and activists to careers as social change agents.     

Moving Toward Collaboration

Summary

Traditionally, organizations serving children and families have focused service delivery by available funding stream criteria. Federal funding streams supported fragmented services by tightly channeling monies to specific programs for specific needs. The intensity of providing and improving the delivery of services has overshadowed building connectedness across organizations and systems. Service has been the major goal and intense effort has gone into maximizing opportunities and measuring effects through service frequency. Over the past several years, new funding incentives have provided the opportunity for new collaboratives. This article describes an innovative collaboration between the Idaho Department of Health and Welfare (IDHW) and Eastern Washington University (EWU) and the unique directions and support that a university/agency partnership can provide for both organizations. Key features of this collaboration include shifts in funding and staffing strategies that contributed to more flexible services and increased levels of collaboration between IDHW, EWU and other community and state organizations and institutions. This article describes how funding can be viewed as a tool to increase the level of collaboration between systems, thus potentially leading to a breakdown of the traditional service delivery system. Finally, this article describes how an agency/higher education partnership played a key role in documenting the success of a school based program in meeting the emergency assistance needs of children and families, and how program evaluation, like funding requirements, can provide a supportive role in building collaborative relationships.     

Roles of Organizers and Champions in Building Campus—Community Prevention Partnerships

Objective: A campus—community partnership can be an effective vehicle for launching environmental strategies to prevent college alcohol-related problems. In this study, the authors' primary aim was identifying key factors that facilitate or impede colleges' efforts to build campus—community partnerships. Participants and Methods: From fall 2004 to summer 2006, administrators at five 4-year colleges participated in a multisite case study. Level of partnership development was the primary outcome. Results: Three interrelated factors facilitated higher-developed partnerships: college staff assigned to facilitate the partnerships who worked as community organizers, higherlevel college administrators who served as aggressive champions, and community initiation of the partnership. The authors did not observe this trio of factors among the less-developed partnerships. A lack of administrative support made it more difficult for a champion to emerge, a college administrator who staunchly advocated for a campus—community partnership, and for those assigned to facilitate the partnership to carry out their work. Conclusions: Colleges should appoint higher-level administrators to serve as champions, while also ensuring that those assigned to facilitate a partnership can apply community organizing skills.     

Creating Community Partnership as Foundation for Community Building: The Case of the Renewed Kibbutz

ABSTRACT

Expansion neighborhoods, built adjacent to kibbutz neighborhoods, are a new phenomenon in the rural peripheral regions of Israel. This article evaluates the process of building community partnerships, describes frictions created between residents of the expansion neighborhoods and kibbutz members, and defines challenges that need to be overcome in order to build an integrated community within the renewed kibbutz.Data collection was based on face-to-face interviews with new residents and officials from 10 kibbutzim. Qualitative analysis show the complexity involved in the process of building community partnerships and emphasizes the need to develop structures that will allow for dialogue and collaboration.     

Where Do We Stand? Testing the Foundation of a Shared Site Intergenerational Program

Abstract

Shared site intergenerational care programs provide ongoing services simultaneously to old and young community members at a single facility, thereby, meeting the care needs of multiple generations. However, they face the challenge of sustainability common to all community-based programs. We employed the results management model to identify program elements that may enhance or inhibit sustainability of intergenerational programming at a shared site facility involving a child development lab school and adult day services program. The 4-step results management approach is a strengths-based model that supports community capacity and achievement of community and program goals. The current paper describes the first step in the results management approach, mapping the terrain, which involves gathering evidence of community needs and strengths. Focus groups were conducted with eleven staff members from both programs after a 4-month intergenerational program. The focus groups targeted the needs and strengths related to intergenerational programming. Respondents identified strengths that enhanced staff members' and clients' capacity for collaboration. These included affective and developmental benefits for both generations and strong partnerships between staff members. Respondents also identified factors that limited collaboration, such as the need for greater authority support and cross-training opportunities. Findings from our study have been used by program administrators to continue using the results management approach to further build intergenerational community and expand the scope of evaluating intergenerational shared site programs. Other intergenerational programs may utilize the results management model to enhance intergenerational programming and increase program sustainability.     

Community Practice in the Bulldozer’s Shadow: The History and Legacy of Social Work in Urban Renewal

Social work has a long history of involvement in urban development policy, dating to the settlement house movement. This article explores a neglected part of this history by analyzing the role of social work in urban renewal programs. The functions of social work in urban renewal—including relocating families displaced by slum clearance and community organizing to foster resident input in planning—reflect enduring tensions in practice between social justice and social control. Implications for current practice are explored as the profession continues to define its part in urban redevelopment policies.     

Sharing Power

Abstract

This article discusses the notion of partnership as it relates to co-production and co-responsibility, and thus to community building and re-building. It begins with a brief review of the evolution of the role of helped/helper to that of consumer/producer of services. It argues that identifying professional services as complementing those services offered in the community by kith and kin facilitates power sharing, and can lead to stronger partnerships and stronger communities. Complementarity is understood as involving the division of labor or of tasks, which is essential to effective partnerships. The article contends that an empowerment oriented approach has a better probability of influencing the practice of social work when social work organizations integrate the notion of partnership and when social work education provides opportunities for students to experience partnerships, co-production and co-responsibility in the building of knowledge. An illustration from the author's application of power sharing in the classroom is provided.     

Neighborhood Experiences and Community Integration

Abstract

This exploratory study examines the social interactional aspect of community integration among persons with psychiatric disabilities. Six focus groups were conducted with 18 mental health consumers in three publicly sponsored community residential programs and 11 staff members providing services to these consumers. Mental health consumers reported both positive and negative experiences in their interactions with community residents. Despite perceived differences between persons with psychiatric disabilities and their neighbors, consumers considered reciprocity and mutual accommodation to be critical for building social relationships in their communities. Mental health providers suggested that social integration can be facilitated by developing independent living and social skills, by overcoming self-stigma and institutional and homeless mindsets, and by having a supportive community of consumers.     

Transformative Community Practice

ABSTRACT

The authors examine how well models and concepts of community practice fit their practice in an extremely low income urban African-American community. They describe the evolution of their agency's response to community disinvestment over the past 30 years. That response has been to create indigenous African-centered organizations that can transform how people see themselves, the community, and their futures. Early childhood education, social services, economic development, and leadership training and organizing are core programs. The authors urge model builders and educators to include the concept of transformation as a community change goal, and to strengthen attention to institution building skills, “cultural work,” and capital formation.     

Collaboration for the Provision of Services

Abstract

This paper conducts a review of the extant literature to examine community collaboration in the provision of human services. The authors conducted a systematic research synthesis to organize literature around how community organizations should position themselves in order to maximize the benefits of collaborative relationships while enhancing service provision. Evaluation of the literature reveals 30% of the articles could be classified as empirical. Due to limitations of the studies no definitive statements could be made regarding the nature of collaboration and what works in the collaborative process; however, some generalizations are suggested. Gaps in the literature include lack of rigorous empirical studies that identify best practices, the type of training needed to prepare staff and members of organizations for participation in the collaborative process, and differing management models and practices to determine which forms of governance system achieve the best results.     

The History Mystery

Two social studies methods instructors created an assignment that places teacher candidates in leadership roles in partnerships with community organizations to plan and implement projects to increase student learning. This article outlines the project requirements, past project results, and student reflections on the collaborative effort. It provides evidence of the success and effectiveness of collaborative projects at increasing student learning, providing opportunities for leadership, and challenging students to become involved in community issues.     

The Use of Dialogue in Community Organization Practice: Using Theory,Values, and Skills to Guide Group Decision-Making

The ability to engage diverse community participants in group dialogue to resolve differences, establish common ground, identify problems, set goals, and plan actions is an essential part of community organization. However, there are limited resources in the social work literature about how social work skills can best be used to facilitate group dialogue in this context. In this article, the theories and values associated with the use of group dialogue are discussed. The manner in which these skills are applied in community organizing is described. The interpersonal skills needed for facilitating group dialogue in community organization practice are also examined.     

Transcending Boundaries

SUMMARY

This paper presents a participatory research and planned change effort to develop a coordinated community response system to domestic violence in a United States culturally diverse community with a large immigrant population. This work grew out of an international, interdisciplinary project that was designed to establish ongoing collaborative relationships between university and community practitioners in the United States, Honduras, and Costa Rica around the theme of intra-familial violence, particularly gender-based violence against women. The paper analytically describes the international collaborative project, the local community-based participatory research and community development project, and lessons learned from both the local and international interdisciplinary collaboration. Examination of differences across disciplinary and cultural contexts generated critical reflection on the need to consider reframing domestic violence in the context of fundamental human rights, as is the case in Central America. At the same time, challenges around developing a coordinated community response, addressing inadequacies in the legal system, and implementing education and training were echoed across boundaries, demonstrating the need for continued international collaboration.     

Towards a Comprehensive Framework for Understanding the Social Environment

SUMMARY

This paper presents a conceptual framework for selecting and organizing concepts of the social environment. It expands upon the traditional Human Behavior and the Social Environment perspectives used in social work curricula in the United States by identifying how a macro-systemconsisting of the intersection of four societal forces (social justice, social problems, social policy, and the political economy) works to influence a micro-systemof community, organizational, and group dynamics. In this framework, the impact of the macrosystem is mediated by collective responses of partnerships, alliances, and networks convened to address these forces. The framework is useful for understanding the complexity and uncertainty of the social environment in modern society with specific reference to: (1) how macro-system forces work to shape a constellation of community and organizational concerns, (2) how collective responses that seek solutions can be understood as instruments for achieving meaningful social change, and (3) how micro-systems concepts of structure (stages of development, systems of exchange, and diversity) and process (power and leadership, conflict and change, and integrating mechanisms) can inform practice.