Gaia Mika
University of Colorado at Boulder

Peace and Conflict Studies/INVST

Facilitating Peaceful Community Change, PACS 3302
Fall 1994, Wed. 3:00-5:30
Gaia Mika
126 Willard, 492-2162

Course Description:

The aim of this course is to provide knowledge and skills that will enable you to become more effective organizers/facilitators of community efforts toward social change. We will focus on the processes of community building and fostering participatory democracy. The course has been designed based on the assumption that learning occurs in a variety of ways including through direct experience, reflection upon that experience, theory and application of theory, and active experimentation. An effort will be made to provide a variety of learning experiences, and most classes will include cooperative learning activities. The course is more or less divided into three parts. In the first part the focus will be on better understanding your own cognitive maps and culture, and on how these might effect your observations, thinking, feeling, understanding, etc, and on gaining a more multicultural perspective. My assumption is that as a social change agent it is essential that you know yourself first, and that you have some insight into your own cultural baggage. In the second part we will focus on understanding how groups, communities, organizations develop and function effectively, and on some of the key interpersonal understanding and skills needed by organizers for social change. In addition, you will be asked to look at yourself as a group member and leader, and you will begin to identify your strengths and limitations as a group participant. In the final part of the course we will look more closely at the process of social change by examining theory about how change takes place and analyzing case studies of social change efforts.

Course Requirements:
1. Attendance. Attendance is essential in the course and is

      part of the course requirement.  Over half of the learning  
      experiences will involve participation in cooperative and   
      experiential learning processes that take place during class.

      Part of the grade is based on preparation for and           
      participation in classroom activities that cannot be made up.

2. Cooperation and experiential learning. In most class

      there will be cooperative and/or experiential learning      
      processes which will include focused small group discussions,
      teaching each other about reading materials and key concepts,
      team teaching/teach-ins, collaborative small group projects, 
      and structured exercises designed to teach and elaborate    
      concepts and build skills.  Your participation in, and      
      reflection upon the learning outcomes is an essential part of
      the course.  Small group work will provide a source of data 
      about groups and the opportunity to develop observational and
      analytical skills.

3. Preparation for Class. At the end of each class you will

      receive a handout to help prepare for the following class   
      which may include a written assignment.  It is essential to 
      read before coming to class as there will often be classroom 
      assignments that depend upon the readings.

4. Written Assignments. There are a total of 7 written

      assignments, 3 synthesis papers (maximum of 7 pages) and 4  
       short assignments  (see course outline for due dates).     

      Detailed explanations of these assignments will be handed   
      out.  None of them will require any additional reading or   
      research.  You have the option to rewrite any paper in order 
      to improve your grade.  I encourage you to read each others 
      papers and give each other feedback using the criteria that 
      will be provided before handing your synthesis papers in.
      Synthesis papers.  To prepare for writing the synthesis
      papers I would highly recommend that you maintain an ongoing 
      dialogue with the assigned readings in which you discuss your
      reflections upon and reactions to the readings, make        
      connections and distinctions between readings and between   
      concepts and points of view, and apply concepts to your own 
      experience, particularly  your experiences in your service  
      learning projects.  The final paper will emphasize the      
      application of what you are reading to your service projects.

5. Readings. The 3 assigned books, Habits of the Heart, Heart

      Politics and The Primal Mind are available in the bookstore. 
      All other assigned readings are available in packets from me 
      which you can borrow and xerox, and will be available on    
      reserve. Some of the readings are designed as "recommended" 
      on the course outline. This was done in an effort to cut down
      on the amount of required readings while still making some  
      excellent readings available to you. 


      Your grade will be determined primarily by the quality of   
      your written work, but your preparation for and participation
      in class, and your attendance will also be considered. If you
      miss more than one class your grade will be lowered by one  
      step.  You will be asked to evaluate yourself in terms of   
      preparation, participation and written work.


      A self evaluation of yourself as a learner in the class and 
      of how well you are meeting your own goals for the class will
      be required midway and at the end of the course and will be 
      considered in your grade.  I will want to meet with each of 
      you at least once during the semester to discuss your       
      progress in the course including your self evaluation.

To earn an A in the class:

      Excellent written work: comprehensive, for example, engaging 
      deeply with the breadth of readings; demonstrating depth of 
      understanding of the reading materials; creative synthesis of
      course materials and experiences; demonstrating the         
      development of your thinking as it is being influenced by the
      course material; being able to apply learning to social     
      change work and life experiences.

      Full participation in classroom activities: well prepared for 
      classroom work; reflecting deeply about the meaning and     
      impact of classroom activities; actively contributing to    
      classroom discussions; engaging fully with issues of        
      diversity and cultural bias. (required reading)

8/24 Introduction to the course

8/31 Cognitive maps, assumptive world, culture: The dominant

       cultural paradigm
                  Bellah: Preface; CH 1 The pursuit of happiness; 
                  Ch 2 Culture and character; Ch3 Finding oneself
                  Peavey: Ch 10-The power of context
                  Goleman: Introduction pp 15-25; Questions that  
                  can't be asked pp 224-230; The flow of          
                  information in a free society pp 231-234
                  Lusting in Samover & Porter: Value differences in 
                  intercultural communication
              **Assignment Due: Personal reflections on cultural  

9/7 Cognitive Maps, Culture cont'd: Alternative paradigms and

      cultural imperialism
                  Highwater: Ch1 The intellectual savage; Ch2 A   
                  Savage looks at civilization; Ch3 Image
                  Andzaldua: La consciencia de la mestiza.
                  Sivaraska: Ch1 The religion of consumerism      
                  p 3-9; Ch3 The "Think-Big" strategy of          
                  development, p24-34.
                  Friere: Ch7 Cultural Action and consientization
                  Vizenor:  Senator Mondale at Rough Rock.

9/14 Listening, Problem solving, Consensus:

       Listening as foundational and as social change             
                  Peavey:  Ch6 American willing to listen
                  Lugones:  Playfulness and world traveling.
                  Pogrebin: Our enemies ourselves
                  Spradley: Step Four, Making descriptive         
                  observations; Step Two, Interviewing an         
                  Beebe: Ch5 Improving Group Climate

9/21 Multicultural Issues: Domination and Oppression

                  McIntosh: White privilege and male privilege.
                  Elliot: Racism, ideology and class in America
                  Sampson: Identity politics
                  Yamato: Something about the subject makes it hard 
                  to name.
       **Assignment Due:  Multicultural awareness

9/28 Multicultural Issues: Domination and Oppression(cont'd)

                  Kagiwade:  The killing of Thong Hy Huynh
                  Spender:  Ch6. The politics of naming.
                  Anzaldua: En rapport in opposition.
                  Minnich: From the circle of the elite to the    
                  world of the whole: Education, equality         
                  and excellence.
       **Assignment Due: Synthesis Paper


                  Peck: Ch7 Community Maintenance
                  Smith & Berg: Ch7 Paradoxes of speaking; Ch10   
                  Cycles of group movement & stuckness
                  Starhawk: Dreaming the Dark: Ch6 Building       
                  Community:Processes for groups

10/12 Community and Community Building: What Prevents and What

       Fosters Community
                  Bellah: Ch6 Individualism;
                  Highwater: Ch8 Identity
                  Peavey: Ch3 Connection in action:               
                  The international hotel
                  Lerner: Ch 9 Creation of the isolated individual
                  Bellah: Ch10 The natural society
                  Hooks & West: Breaking Bread: Ch6 Dialogue      
                  between Bell Hooks and Cornell West.

10/20 Community and Community Building cont'd: What Prevents and

       What Fosters Community 
                  Bellah: Ch11 Transforming American Culture
                  Hooks: Yearning: Ch4 The Chitlin circuit; Ch5   
                  Homeplace a site of resistance
                  Lappe & DuBois: Living democracy
                  Macy: The greening of the self
                  Moore: Communities of conversation
                  Some:  Ritual and community
       **Assignment Due:  Dominant cultural images

10/26 Conflict and Anger

                  Peavey: Ch11 Us and them
                  Deming: On anger
                  Lorde: The uses of anger
                  Mindell: Ch8 The practice of conflict resolution
                  O'Neill: Ch6 Reducing conflict among community groups
                  Gill: War and reconciliation
11/2   Power/Empowerment
                  Lerner: Ch1 Powerlessness corrupts, Ch3 The organization of work
                  O'Neill: Ch7 Organizing disadvantaged groups
                  Starhawk: Truth or Dare: Ch1 Truth or Dare
                  Atlee & Atlee: Democracy: A social power analysis.
             Parenti: Power and Powerless: Ch1 What we mean by power

11/10 Leadership

                  Peavey: Ch4 A sense of place: 6th St. Park
                  Ecklein: Introduction, pp 1-9; Ch2, La causa and la huelga,
                  pp15-28; Chavez was right, pp 29-33
                  Green, Rayna. American Indian Women: Diverse Leadership for
                  social change.
                  Snitow: Holding the line at Greenham
                  Mindell: Ch4 Field Interviews
                  Starhawk: Truth or Dare; Ch 10-Toward community: Structure and
       **Assignment Due: Synthesis Paper

11/17 Change, How does it take place

                  Peavey: Ch 12 Obstacles to change; Ch 13 Tales of change
                  Hempel:  Letter to Audre
                  Spretnak: States of Grace: Ch 1 Saving Grace
                  Starhawk: Truth or Dare: Ch12 Resistance and renewal Sunday

11/20 Change: How does it take place cont'd

                  Peavy: Ch7 Would you do this to your mother?
                  Hooks: Yearning: Ch15 Choosing the margin as a space of radical          
                  Kamliot: El Salvador exports a dental revolution
                  Light:  Healing their wounds: Guatemalan refugee women
                  as political activists
       **Assignment Due: Participation observation

11/30 Building Alliances, Solidarity Work

                  Alpherin: Social Diversity and the necessity of alliances
                  Dager: Can do gooders really do good?
                  Illich: To hell with good intentions
                  Reagon: Coalition politics

12/7 Visioning

                 Altee: Transformational politics
                 Bellah (1991) The Good Society: Conclusion Democracy means paying    
                 attention, pp254-286
                 Hooks: Feminist Theory: From Margin to Center Ch 12 Development through 
                 Sivaraksa:  Ch5 Development as if people mattered,             Recommended
                 Sivaraksa: Ch11 A Buddhist model of society, p102-116
       **Assignment Due: Final Paper

Facilitating Peaceful Community Change
Fall 1994

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Anzaldua, Gloria. La conciencia de la Mestiza: Toward a new consciousness. In
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Anzaldua, Gloria. En rapport, in opposition. In Anzaldua, Gloria (Ed.). Making Face,     
     Making Soul, Haciendo Caras. San Francisco: Aunt Lute Foundation, 1990, pp       

Atlee, John & Atlee Tom. Transformational politics. Think Peace, 8, July 1992, pp. 2-7. Beebe, Steven A., and John T. Masterson. Ch. 5, Improving group climate. In

     Communicating In Small Groups: Principles and Practices. 2nd Ed. Clenview, IL:    
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**Bellah, Robert N., Madsen, Richard, Sullivan, William M.,Swidler, Ann and Tipton,     
     Steven M. Habits of the Heart. Berkeley, CA: University of California Press, 1985.   
     Preface & Ch1 The Pursuit of Happiness; Ch2 Culture and Character; Ch3 Finding 
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Bellah, Robert N., Madsen, Richard, Sullivan, William M., Swidler, Ann and Tipton, Steven
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Dager, Tony. Can do gooders really do good? Links,*, Summer 1991, 12-13. Deming, Barbara. On Anger. In We Are All part of One Another, Philadephia, PA: New

Society 1984. pp. 207-217.
Ecklein, Joan. Community Organizers. New York: John Wiley & Sons, 1984, Ch1

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Elliot,Jan. Racism, ideology, and class in America: The 1% solution. Peace & Freedom,
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Freire, Paulo. Ch7 Cultural action and conscientization.  In the Politics of Education. NY:
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Gill, Gary. War and reconciliation. The Mindfulness Bell. Goleman, Daniel. Vital Lies and Simple Truths. NY: Simong & Schuster, 1985, Intro, pp

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Green, Rayna. American Indian Women: Diverse leadership for social change. In Lisa
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**Highwater, Jamake. The Primal Mind. NY: Harper & Row, 1981. ch1 The intellectual
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Hooks, Bell. Ch12 Revolution: Development through struggle. In Feminist Theroy: From
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Hooks, Bell. Yearning. Boston, MA: South End Press, 1990. Ch4 Chitlin circuit; Ch5
     Homeplace a site of resistance: Ch15 Choosing the margin as a space of radical
Hooks, Bell & West, Cornell. Ch6 Dialogue between Bell Hooks & Cornell West. In
     Breaking Bread:  Insurgent Black Intellectual Life. Boston, MA: South End Press,
     1991, 93-110.
Illich, Ivan. To hell with good intentions. Address delivered at the conference on Inter-
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Kagiwada, George. The killing of Thong Hy Huynh: Implications of a Rashomon
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Kamliot, Natan. El Slvador exports a dental revolution. Links, 8, Summer 1991, 14-18. Lappe, Fraces Moore & Du Bois, Paul Martin. Living democracy. Think Peace, 8, July

1992, pp. 2-7.
Lerner, Michael. Surplus Powerlessness. Atlantic Highlands, NJ: Humanities Press

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Light, Deborah. Healing their wounds; Guatemalan refugee women as political activists.
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Lorde, Audre. The uses of anger: Women responding to racism. In Sister Outsider.
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Macy, Joanna. Ch17 The greening of the self. In World As Lover, Workd As Self.
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McIntosh, Peggy. White privilege and male privilege: A personal account of coming to see
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Mindell, Arnold. The Leader as Martial Artist. NY: Harper Collins, 1992. ch4 Field
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Minnich, Elizabeth Kamarck.  From the circle of the elite to the world of the whole:
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Sampson, Edward E. Identity politics. American Psychologist, 48, 1993, 1219-1230. Sivaraksa, Sulak. Seeds of Peace. Berkley, CA: Parallax Press, 1992. Ch1 The religion

     of consumerism, 3-9; Ch3 The "Think-Big" strategy of development, 24-34; Ch5
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Snitow, Ann. Holding the line at Greenham. Mother Jones. Feb-March, 1985. pp30-47. Some, Malidoma Patrice. Ritual and community. In Ritual: Power, Healing & Community.

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