Working with Community/ Community Development Project Showcase? Linde Community Garden
Order Description
Working with Community
Guidance for Assessment
Community Development Project Showcase
Part B: Presentation Write Up
Red written words are briefly about my project and it is summaryMy project is Linde Community Garden
Ife, J. 2013, Community development in an uncertain world: vision, analysis and practice, Cambridge University Press, UK.
? https://www.communitywebs.org/LindeGarden/links.php
? https://www.npsp.sa.gov.au/our_environment/get_involved/linde_community_gardenDescribe the project; its historical, socio-eco and political context; goals, funding; formal/ informal power distributionDescriptive researchDescribe the project;
? Linde Community Garden 2011
? ?all in? approach meaning members have access to the whole site and harvest rather than individual plots
? The Norwood, Payneham and St Peters Community Gardens Association, Inc
? Newly refurbished Dunstone Grove
? Learn from others, informal some workshops and special events with experts
? Creating community, get to know neighbours, create friendships
? A upon meeting a member she commented that ?Flowers grow in flower gardens; vegetables grow in veggie gardens, and people grow in community gardens?
? Do you have any current newsletters? That aren?t online as there out-dated
? Where can I get more information?
? Cob wall, build all together (under blog entry)
? Member-ship based com organisation
? Lowering eco-logical footprint
Its historical,
? Might of ran in other areas but same council (check)
? The Norwood, Payneham and St Peters Community Gardens Association, Inc
? Established 2010
? How did it get established?
? Where can I get more information?
? Proposal developed by an organising committee of community members and local groups established at a public forum in 09
? 50 peple expressed interest at forum
? 2010 approvedSocio-eco and political context;
? Ran by association
? Management committeeGoals,
? More gardens?
? First of what hopes to be several community gardens in the NP&SP Council area- is this a goal? What strategies do you have in place to complete?
? Where can I get more information?Funding;
? Council
? Sponsors
? Banner hardware
? Neutrog fertilisers
? Rotary of St Peters
? What do the sponsors provide you with?
? City of Norwood, Payneham, St peters
? What type of funding do you receive?
? Where can I find more information about this?Formal/ informal power distribution
? Informal power- Gender, males are stronger, more capable
? Is there a division? Unequal?
? Informal learning, sharing tips
? Workshops, expert?s formal power?
? Garden committee, management, council,
? Is there formal power? Rules? Regulations? Where can I get more information?
? a space to grow
? learn skills
? interact
? committee of 6/7 people that run garden
? 60 members- not all active
? four meetings per year for all members-give ideas, issues, feedback
? participate in norwood and st pepters pagent
? board range of members- young, old, families, single, working, retried
? all garden open to everyone, sharing
? group membership have own plots
? cottage mental health group- every Wednesday 4 or 5 people
? youth space- teenagers disengaged with school
? St peters child care plot
? Practical skill building
? Build interest
? Dynamic
? Positive
? Goals- chickens, wood oven
? Budget- membership
? Petty cash
? Fundraisers- plants, seedlings, st peters fair
? Water is recycled from creek with an allowance from coucil they don?t go over
? Donations
? Community grant 4000 for local artist to paint and make sculptures
? Reduced lease from council, paid out of membership fees
? Soil people test soil as means to test own equipment
? Informal power- new members and old members, power struggle, old members done the hard work, establish garden, new members don?t know how garden functions
? formal power- Neighbours, business, restriction
? social gatherings- cook up food
? friendship groups come into garden at same time
? thurs and sat groupsQuestions for Saturdays meeting
? Newsletters- might have a current description of what is happening in garden, projects, planting, events etc, can we have assess to some? (the ones online are old)
? How was the garden first established? What was the progress of this? planning? And approvals? Whos and how did ideas influence it?
? Socio-eco and political context?
? What strategies are in place for your goals? For example, the goal of getting chickens, or building a wood oven, how is this going to come about? Are jobs delegated? How will the chickens be looked after? By everyone? Do you need certain approvals? How will materials/chicken food be paid for?
? Is there written information about the funding from the council etc?Community Dev_ Linde Reserve Community Garden_ Notes
Describe The Community involved in this project; the people, the location, the assets, the strengths, the challenges.
The Community;
? A collective of ?like-minded? folk sharing the value of a community garden project
? An origin group of 5ppl responded to a local invitation from council for alternative ideas to redevelop an area of council land that was previously a bowling green. This group, (only 1 original member remains currently an active participant), they worked with a moderator, (community consultation and participation in decision making) council planners and others i.e. office of consumer affairs, insurance many other trades for 2 years and established the project they wanted.(Starting with a blank canvas)
? An alternative model was set up to invite membership to other`s keen to be involved in the NGO group
? The community vision was for community participation to emerge in a self-sufficient and sustainable gardening community
? They promoted the garden and advocated for sponsorship support
? The Community has an base of 60 members with different skill sets and understandings
? Is Managed by a group of people who identify as part of the community and take responsibility for guiding and supporting the Community
? The Community has committees of 6 or 7, that meet quarterly to review their processes, one community leader is a lawyer not a gardener
? Invite high profile identities along from time to time to generate interest and create shared learning or engage local artists to contribute
? Share social time together, like BBQ`s, shared meals and working bees
? Is made up of micro groups such as a tree group, irrigation group and a workshop group
The People;
? Are individuals, families and groups
? Value local knowledge
? Generally have a passion for gardening and or community
? Their participation is not essentially their place of work or job description
? Have formed supportive friendships
? Include, support and connect with other local groups to use the garden and learn new skills , i.e. St Peter`s Childcare Centre and The Cottage (mental health support group) and Youth Space, a disabled youth group
? Share skills and gardening knowledge with their community and the broader neighbouring communities
The Location;
? The Linde Community Garden is in the western corner of the beautifully refurbished Dunstone Grove / Linde Reserve, across from the Avenues Shopping Centre in Stepney.
? It is located in close proximity to a hub of other Community Services is Rotary Garage Sale, Women`s Community Centre, library and parks
The Assets;
? The Community members, their shared vision and energy
? The structure from the bowling green, including the land, existing fences and steel works to grow things on
? A$2,000 petty cash float from fundraisers and plant/seedling sales
? Recycled clean water from the local creek
? An irrigation service for the creek measures water levels in the soil for the Community Garden. The garden is a test site that enables them to use water economically. They also have a rainwater tank
? There are plots available to sell, Groups can buy a plot
? $30,000 start-up seed grant
? Land lease
? The hut, built by members working bees, funded $15,000 by Rotary
? Sponsors helps reduce costs on garden materials and supplies, especially their local hardware store
? Local members living in close proximity keep an eye on safety concerns
? Food and produce
The Strengths;
? New memberships
? Environmental and ecological benefits of shared gardening
? Community friendship and support to each other
? A productive garden, sharing plots and tasks enables a variety of produce to be shared and generated with less wastage
? Low running costs
? Generates responsibility and participation by existing as a shared project
? All Members meet to have a say, they have opportunities to be heard, involved and experience ownership within the project
? Vision for future new gardens to be developed in other areas
? Goals ? to add chickens and a wood oven
The Challenges;
? Keeping abreast of soil conditions for optimal production of the land. E.g. Plots at the moment have broad beans to add nitrogen back to the soil in readiness for the new crop, maybe tomatoes, this limits what can be grown at this time of the year
? Recycling of bad weeds, to keep them from unwanted areas
? Occasional personality challenges, clashing ideas and misinformationhttps://www.iied.org/participatory-learning-actionhttps://www.freire.org/
The following guidance is designed to help you work on the second assignment, specifically Part B. Please also refer to the marking/feedback form (available on the learnonline course site) when writing up your paper. We also recommend visiting UniSA?s Study Help, an online hub packed with useful study resources: unisa.edu.au/studyhelp.Part B task
Each individual group participant will provide a separate write up of the Project they participated in showcasing in the group presentation, which provides:
1. A description of their contribution to the group presentation process (including a summary of task allocation between group members);
2. An analysis of the community development approaches the showcased project demonstrates; the values that underpin it and the ways this project contributes to social justice through working with community.
3. A critical analysis of the strengths and weaknesses of the project, identifying any challenges it faces and how you would work with this Project if you were engaged as a community worker to support its activities.
*Support your answer with relevant examples from the literatureSuggested structure outline (at a glance):
Individual write up 8500 words
? Introduction 100 words
? Question two 150 words
? Question three 500 words
? Conclusion 100 words
? Reference List Group list followed by individual list
? Appendix (question one) is not included in word countA more in-depth essay structure to help guide your paper
The word count is 8500 words. This is not a, part of that allocation is taken up by the research you will do for your group presentation. There is no written hand-up on presentation day. References can appear in PowerPoint slides, but the group reference list as such will appear in their papers. More explanation belowIntroduction is 100 words. Remember that background information is not the same as an introduction. An introduction to an academic paper should tell the reader what the structure of the paper is and it should introduce your key arguments. The introduction should not leap straight into descriptive or background information, it should sign-post what the paper hopes to achieve. Hint: essay questions 2 & 3 might form part of the introduction when you are setting out what the paper will be attempting to achieve.
Example:
This paper begins with a critical analysis of the community development approaches demonstrated by [insert name of community project]. In doing this, I will argue that?. Next, the paper will provide a critical analysis of the strengths and weaknesses of the project and will also highlight challenges that the project is/has experiencing. Key arguments in this section will include?The paper will conclude with a discussion of ways that I would work with this community drawing on the principles of?and community development approaches of?and I will argue why these approaches are well-suited to working within the [name of] community projectQuestion 2 is 150 words. Yes, that?s right, we recommend beginning your paper with Question 2 after the introduction (explanation later). This question is worth 10 marks on the feedback sheet. We recommend keeping Question 2 short because it duplicates what you will present in class to a fairly large degree.Question 3 is 500 words. This question is worth 20 marks on the feedback sheet. Question 3 requires more attention because this is distinct from the presentation material. It?s important to recognise that this component is key to your individual write up. When analysing the strengths and weaknesses project, first think about the past/present of the project. Then, think about its future as a worker, how might you work with this project going forward. E.g. based on your critical analysis, knowing what you know now, if you were engaged to work in this project tomorrow, how might you go about that, and why? What principles would guide you? What might be working really well in the project that you could build on and expand? What might not be working well and how would you address that? What challenges can you identify (including formal/informal power relations) and how would you work with them?Conclusion is 100 words. This should summarise your key points and arguments in the paper. The introduction states what the paper hopes to achieve, the conclusion states what the paper actually delivered.Reference list. First, include the reference list from the group presentation and title this ?Group references?. Next, under this put the reference list from your paper and title this ?Individual references?. For individual reference lists, we will expect to see around 10 high quality references, most from community development literature. Your group reference list will be the same for all team members, and will be followed by your individual reference list for this written component.After the reference list, please attach an appendix. The appendix will address Question 1 it will give a very brief reflection on the group work process. This is not included in the 1800 word count. You have 1800 words to answer questions 2 & 3, as well as an introduction and conclusion. We advise answering Question 1 in the form of an appendix because it allows students to focus on answering the key questions (2 & 3) that are strongly related to the course outcomes. Because it is not part of the word count, you can reflect on the group work process in as little as one paragraph, or write a whole page if you see fit, without infringing on your scope to answer the core questions (2 & 3) which are far more integral to demonstrating your understanding of course ideas and ways of working. Please note that your final reflections on the group process must adhere to the course ethos and take an ABCD approach to highlighting what you did do, rather than what someone else possibly didn?t do, and anything you have learned through the process that may have enabled you to improve your own group work skills (capacity building).
__________________________________________________________________Lecture notesLECTURE PLAN
1. Asset-Based Community Development (ABCD)
2. The legacy of Paulo FreireFREIRE?S CRITIQUE OF ?BANKING EDUCATION?References
Beaulieu, B. 2002, Mapping the assets of your community: A key component for building local capacity. Mississippi State, MS: Southern Rural Development Center
Beck, D. & Purcell, R. (2010). Popular education practice for youth and community development work. London: Learning Matters.
Cooperrider, D. L., Whitney, D., Stavros, J. M. (2008). Appreciative Inquiry Handbook (2nd ed.). Brunswick, OH: Crown Custom Publishing, Inc.
Freire, P. (1970/2000). Pedagogy of the oppressed. New York and London: Continuum.
Gamble, G. (2013). Chapter 14 Participatory methods in community practice. In Weil, M., Reisch, M., & Ohmer, M. (Eds.). The handbook of community practice (2nd ed.). Thousand Oaks, CA: SAGE, 327-333.
Hennelly, A. (1989). Chapter 5 Paulo Freire as liberation theologian. In Theology for a liberating church. Washington, D.C.: Georgetown University Press.
Ife, J. (2013). Community development in an uncertain world: vision, analysis and practice, Cambridge University Press, UK.
Kretzmann, J.P. & McKnight, J.L. (1993). Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a Community?s Assets. Chicago, IL: ACTA Publications.
Ledwith, M. (2011). Community development: a critical approach (2nd ed.). Bristol: Policy.
References Cont?
Lotz, J. (1982). The Moral and Ethical Basis of Community Development: Reflections on the Canadian Experience. Community Development Journal, (17 (1): 27-31.
Mathie, A. & Cunningham, G. (2003), From Clients to Citizens: Asset-Based Community Development as a Strategy for Community-Driven Development, Development in Practice, 13 (5), 474-486.
McKenna, B. (2013). Paulo Freire?s blunt challenge to anthropology: Create a Pedagogy of the Oppressed for Your Times. Critique of Anthropology, 33, 447-475.
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What is Participatory Learning & Action (PLA)?
? Participatory Learning and Action (PLA) is a family of approaches/methods that seek to ?empower local and sub-ordinate people to examine and analyse their realities, to enhance and express their knowledge and to take act? (Chambers, 2015, p. 31).
? PRA offers a basket of techniques that generally group into four categories: interviews and discussions, mapping, ranking, and trend analysis.
? For example, residents might develop historical maps showing changes that have occurred in their community (Shah, 1999).
Background to PLA
Background to PLA
Principles of PLA
? A reversal of learning
? Learning rapidly and progressively
? Offsetting biases
? Optimizing trade-offs
? Triangulating
? Seeking diversity
? Handing over the stick (or pen or chalk)
? Self-critical awareness
? Sharing
Chambers (1997)Distinguishing features of PLA/PRA:
PLA/PRA is an approach that reverses the traditional ?top-down? approach to development, shifting the normal balance from:
? Closed to open
? Individual to group
? Measurement to comparison
? Verbal to visual
? Paper to ground
(Chambers, 1997)PLA AND SOCIAL CHANGEThere is evidence that PLA has been used to influence policy change (Johnson, 1995; Chambers, 2004)
For example, Action Aid used PLA methods, such as drawings and songs (Brown 2006, p. 7), to help them understand the domestic roles of Nepalese children in rural households and issues of child labour (Chawla & Johnson, 2004, p. 68; Johnson, 1995).
Action Aid then made this research accessible to policy makers (Johnson, 1995), which in turn helped to dispel ?myths about children working in [factories]? (Chawla & Johnson, 2004, p. 68).
PLA AND SOCIAL CHANGEThere are many examples of how policy-makers can utilise PLA to develop and assess policies (Chambers & Blackburn, 1996) when they choose to approach groups that are impacted by those policies.
In other cases, it?s a group (or advocates of a group) wanting to access policy-makers with PLA findings that reveal the ?realities? of the poor (Cleaver, 2001, p. 38).
Either way, it is an issue of power and control as to whether these realities will figure in decision-making and influence social change
To ensure that PLA can be mobilised to influence policy change, findings need to be disseminated in such a way as to engage policy debate and makers (Johnson, 1995, pp. 53-54).
PLA methods / tools
PLA methods / tools
References
Brown, K. 2006. School linking and teaching and learning global citizenship, commissioned research article, citizED
Chambers, R. 1994. Participatory rural appraisal (PRA): analysis of experience. World Development, 22 (9), 1253?1268.
Chambers, R. 1997. Whose reality counts? Putting the first last. London: Intermediate Technology Publication.
Chambers, R. 2004. Reflections and directions: A personal note. PLA Notes, 50, 23-34, IIED London
Chambers, R. 2015. PRA, PLA and Pluralism: Practice and Theory. In H. Bradbury-Huang (Ed.). The SAGE handbook of action research. London: SAGE Publications, 31-46.
Chambers, R. & Blackburn, J. 1996. The power of participation: Participation and policy, IDS Policy Briefing No. 13, Sussex, UK: Institute for Development Studies
Chawla, L & Johnson, V. 2004. Not for children only: Lessons learnt from young people?s participation, PLA notes, 50, 63-72, IIED London
References
Cleaver, F. 2001. Institutions, agency and the limitations of participatory approaches to development. In B. Cooke & U. Kothari (Eds.) Participation: The new tyranny? LONDON: Zed BookS, 36-55.
Johnson, V. 1995. Linking PRA-based research to policy. PLA notes, 24, 52-56, London: IIED.
Kumar, S. 2002. Methods for community participation: A complete guide for practitioners. UK: Practical Action.
Shah, S. 1999. A Step-by-step guide to popular PLA tools and techniques. In CARE Reproductive Health Programme ?Embracing Participation in Development: Wisdom from the Field. Atlanta: CARE.