Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Social Change in Organizations
Social, Change, Organizations
Read attached Module 5 Reading Response.
Learning Materials:
Read the following:
Chetkovich, C., & Kunreuther, F. (2006). From the ground up: Grassroots
organizations making social change. Ithaca: Cornell University Press. Chapter 6. [This
chapter will be the basis of the Collaborative Annotation Assignment this week. If you
prefer, you may consider reading it in Perusall]
Brown, M.J. (2006). Building powerful community organizations: A personal guide to
creating groups that can solve problems and change the world. Arlington,
Massachusetts: Long Haul Press. Chapters 12.
Jobin-Leeds, G., & AgitArte. (2016). When we fight, we win! Twenty-first-century social
movements and the activists that are transforming our world. New York: The New
Press. Chapter 1.
Videos
This lecture video is about collaboration and community building. Please click here for
a PDF of the presentation
. [Aaron's note: this course was developed by a team of OGL faculty, so the lecture
video is not narrated by me.] The content referenced in this video is from the texts,
Chetkovich, C., & Kunreuther, F. (2006). From the ground up: Grassroots
organizations making social change. Ithaca: Cornell University Press.
Brown, M.J. (2006). Building powerful community organizations: A personal guide to
creating groups that can solve problems and change the world. Arlington,
Massachusetts: Long Haul Press.
Within each module, students will complete a reading response. This response is “semi-
formal” in nature meaning that it should be polished, clearly written, and should include
citations (in APA format) from the weekly readings (the formal part), but you should also
feel free to allow your raw thinking come through without concern for being “right” or
“wrong” (the informal part).
The purpose of the reading response is to allow you an opportunity to grapple with the
course material. These responses are essentially ways for us to talk to each other about
your intellectual development. I also want your reflections to be a useful tool in
constructing your final paper, so each response will ask you to think about the key ideas
that you might draw into the final paper.
I want to be clear that this summary is not my way of testing your understanding, but it
is instead my way of gauging your understanding. Reading responses are graded for
completion, not for “accuracy” though I will provide feedback as part of our ongoing
dialogue with one another.
Overall, your response should be ~1000 words and be generally balanced between
each section (summary, critical analysis, and reflection).
Summary (~300+ words)
First, I want you to provide an integrated summary of the readings in the context of the
central theme of the module. Don’t spend time reproducing what each chapter said
individually, but think about the main concepts or themes that connect the readings to
one another.
Imagine that you are introducing the material to me and you want to draw my attention
to ways in which the readings are threaded together. While you should include citations
in the summary, you should focus on paraphrasing the authors as you try to draw
connections and identify themes.
This portion of the response will give you an opportunity to clarify and synthesize your
own understanding, and it will give me an opportunity to see how you interpreted the
texts.
Critical Analysis (~300+ words)
Second, I want you to provide a critical analysis of the readings. This is where I want
you to directly interact with the text by providing an evaluation of specific ideas in the
readings that stood out to you.
This is your attempt to grapple with the course material by providing an analysis of what
is important, confusing, wrong, or noteworthy in the readings. In this section, your
analysis should be extremely close to the text, meaning that you should provide more
direct citations that show how you are responding directly to the claims of the authors.
Because of the constraints of time and space, you will not be able to respond to
everything the authors claimed, nor do you need to do so. Just pick out the aspects of
the readings that you found were the most important and analyze them.
Reflection (~300+ words)
Third, I want you to reflect on the readings with an eye toward how they can be used in
the final paper. In the reflection portion of the reading response, I want you to start to
reflect on how what you learned in this module might be useful for that paper. You can
write about anything you find particularly significant, but here are some of the kinds of
questions you might consider:
· The chapter, Reclaiming Wholeness: The LGBTQ Movement, in When We Fight, We
Win! immerses us into a culturally transformative movement focused on the freedom to
love and build family. An integral component of this discussion is the importance of
cross-issue collaboration.
The authors of From the Ground Up state that all organizations must work in
partnerships when they wish to accomplish something that they cannot do alone. With
the limited resources of social change organizations and their large missions, these
organizations in particular are likely to need partners.
The stronger the capacity for collaborative work, the greater potential for systemic
change. Here, collaboration refers to “the process by which two or more groups work
together to accomplish something that cannot be done – or not done effectively – by a
single group” (p. 132). Why is cross-issue collaboration so important in the LGBTQIA
movement? Based on your readings and own opinion, what are the benefits? What are
the challenges?
· As a leader of an organization, what collaboration strategy do you think offers the best
chance of change? Political coalitions? Complementary Alliances and Match-Making?
Service Partnerships and Issue-Area Networks?
Joint Production? Or, a higher level of collaboration that provides space for communal
agenda setting, acknowledges a common good that is more than the sum of separate
interests, and responds to collective agenda-setting by changing and growing?
· How can leaders in their respective organizations develop mutual support and a sense
of community to help foster growth of this movement?
Collaboration and Community Building Module 5
Collaboration
■ All organizations must work in partnerships when they wish to accomplish something
that they cannot do alone.
■ Collaboration refers to “the process by which two or more groups work together to
accomplish something that cannot be done – or not done effectively – by a single group”
(p. 132).
■ In theory, collaboration may invoke warm feelings and hope but to practitioners the
term often incites discomfort and even scorn.
Collaboration
■ Collective action linked with constituent transformation and mobilization; the primary
form of collaboration is participation in political coalitions.
■ Collective action through other activists (with no focus on individual transformation) is
associated with complementary alliances and match-making.
■ Individual empowerment linked to individual transformation, collaboration tends to
involve service partnerships and issue-area networks.
■ Individual empowerment through dismantling legal barriers (with no element of
transformation), collaboration consists of joint production
Political coalitions
■ Political coalitions tend to be short-lived, motivated by a specific issue, and focused
on bringing about a particular action by public authorities.
■ Among the SCOs studies by the authors of From the Ground Up this collaboration
was most often found among those working toward collective action through constituent
individual transformation (organizing groups).
Complementary Alliances and Match- Making
■ These forms of collaboration are most common among the SCOs that emphasize
collective action primarily through other groups.
■ Collaboration is a large part of the work of these SCOs.
■ Because the social change work of these SCOs consists of supplying information,
analysis, and linkages to activist groups their relationships tend to be complementary.
Service Partnerships and Issue-Area Networks
■ SCOs that focus on individual empowerment through transformative work with clients
utilize two general types of collaboration that include: In service partnerships and issue
area networks.
Service area partnerships allow for SCOs to coordinate with different types of service
providers to create programs that meet client needs. In issue-area networks agencies
join forces with similar groups to share information, exchange technical assistance and
referrals, and engage in issue- related advocacy.
■ The major challenges include lack of clear agreements, differences in service
philosophy, and the actual time and effort required to sustain activities.
Joint Production
■ The primary mode of collaboration here is the joint production of work, primarily
public-interest lawsuits, where the SCO teams up with other legal advocacy groups or
private law firms.
■ Collaboration is the easiest and most production when the partners each bring
different capacities and resources. In this way, the groups can bring something different
to the collaboration, making less competition over policies and resources.
Cross-Cutting Influences on Collaboration
■ Collaborative practices vary across social change orientation, but a commonality
found is the drive to achieve broader impact and serve better constituent groups
influencing the collaboration in the first place.
■ A primary component that works against collaboration are organizational needs.
■ The factors that support or inhibit collaboration vary with social change orientation
which in turn shapes the degree and type of collaboration in which different kinds of
SCOs are likely to engage.
Variation within Social Change Orientation
■ Historical or environmental influences may make collaboration less costly, more
beneficial, or simply more expected.
■ Differences in leadership practices and attitude.
Going to the Next Level
■ SCOs need to balance their basic operational costs against the bigger mission-
related benefits associated with collaboration at one level.
■ At a different, higher, level of collaboration we see that collaborators would like to
actually provide a space for “communal agenda setting, acknowledge a common good
that is more than the sum of separate interests, and respond to collective agenda-
setting by changing and growing” (p.146). This level of collaboration is infrequent.
Communal Agenda-setting
■ “How do you provide the platform without actually designing the platform?”
Acknowledging the Common Good
■ In the absence of a clear sense of this common good, then the community risks being
torn apart by the internal tensions that often accompany collaboration.
Changing and Growing in Collaboration
■ Some SCOs seek out a “deeper connection” in which they actually change their
approaches and frameworks in a way that allows them to grow together in their work.
■ The possibility of change is greatest in collaboration that makes space for communal
agenda-setting, seeks out a vision of the common good, and support learning and
change by participants. These components will result ins “Collaborative Empowerment”
rather than “Collaborative Betterment”
Building Powerful Community Organizations
■ In building a community organization it is desirable to develop a sense of community
and help to improve the world, the two being interdependent.
■ It takes an intention to build a sense of community and mutual responsibility – it is
putting other’s needs on the same plane as our own.
■ How do you develop mutual support and a sense of community?
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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