overview article on civic engagement

Newly out this weekend is: Levine, P. 2015. Civic Engagement. Emerging Trends in the Social and Behavioral Sciences (2015), 1–7.

Abstract:

Civic engagement is usually measured as a set of concrete activities, from voting to protesting, that individuals undertake in order to sustain or improve their communities. Higher rates of civic engagement generally correlate with desirable social outcomes. Education and socioeconomic status predict whether individuals participate, but programs that recruit and organize disadvantaged people are effective at boosting their civic engagement. Although it is valuable to know the causes and consequences of these behaviors, the ideal of civic engagement is intrinsically normative, connected to basic debates about what constitutes a good society and a meaningful human life. In the future, civic engagement research should not only be an empirical investigation into concrete behaviors but also a reorientation of research throughout the liberal arts to serve civic ends. That will require more fruitful combinations of empirical, normative, and strategic thinking.

(The uncorrected page proofs are available here.)

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Transformative Conversations

This 184-page book, Transformative Conversations, by Dr. Ada Gonzalez offers guidance on how to improve communication and strengthen dialogue skills. You can find more info on the book site here or go directly to Amazon.

From Transformative Conversations

transformative_convosThe book Transformative Conversations is a resource to any leader, coach, or facilitator who is working to improve their leadership. This is far from the first book written that deals with the dynamics of dialogue and effective communication. This book weaves wisdom from many sources into a useful flow that informs the reader about not only why this is a valuable subject, it gives clear guidance on how to pull it off.

This book provides practical tools and guidance to transform your communications by helping you create deeper understanding and meaning. The text is full of effective illustrations, stories, examples, helpful exercises and even prescriptive guidance on specifically what to say to facilitate participation, collaboration, dialogue and handle certain difficult situations.

If you want to know how dialogue helps to balance the amount of listening and asserting occurring between people at work, and how to ignite engagement and commitment to accomplishing business priorities, this book provides instructions on both. If you want to know how to improve dialogue and collaboration among any group of people, this book will give you guidance on how to do it.

More about Dr. Gonzalez
Dr. Gonzalez is an executive coach, facilitator, and a consultant in organizational behavior. She works with leaders, businesses and organizations to facilitate change, development and transformation through dialogue. She shows business leaders how to discover the power of leading through conversations. For more than 25 years as a change agent, and crafter of organizational dialogue, Gonzalez has provided support and created a safe space for development, learning, and growth.

Dr. Gonzalez lives in Delaware and serves as an adjunct professor for the University of Delaware. She did undergraduate and graduate work at Andrews University in Michigan, and post-graduate training as a Marriage and Family Therapist. She earned a Ph.D. in Organizational Behavior at the Union Institute and University in Ohio, specializing on leadership, dialogue, and transformation.

Follow on Twitter: @PhDAda

Resource Link: www.transformativeconversations.com/take-action/

This resource was submitted by Dr. Ada Luz Gonzalez, owner of Logos Noesis, via the Add-a-Resource form.

The Brightside Dilemma (some thoughts on hope)

Barbara Ehrenriech’s book Bright-sided starts with an interesting dilemma in breast cancer treatment. On the one hand, your odds of surviving–say–stage 4 breast cancer is quite low (22%). On the other hand, there is evidence that optimism and hopefulness will increase your chances. Being optimistic won’t increase your chances above 50%, but it will help.

So: if you are diagnosed with stage 4 breast cancer, what should you believe? Should you believe that your chances are 22%–pretty low–and allow yourself to feel the sense of mortality, loss, and despair that belief may provoke? Or should you believe that your chances of survival are quite high or guaranteed by God’s divine grace or some untested medical trial–and thus increase your odds a bit?

We have, then, at least two reasons to adopt a belief: the best evidence and the practical effects. Allowing considerations like health benefits to cause us to overestimate the odds of some outcome is sometimes referred to as “pragmatic encroachment.” There are lots of reasons to allow pragmatic considerations to encroach on our purely evidentiary reasons for believing: the classic example is Pascal’s wager, where the cost of skepticism about God’s existence outweigh the benefits. You might also find that beliefs that are personally disadvantageous are easier to deny than beliefs that are advantageous: for instance, if you make a lot of money at your job, you may have a hard time accepting that you are not very good at it or that you are overpaid. (This could be true of both hedge fund managers and teachers.) If you benefit from white or male or class privilege, then you may not want to believe that your achievements are the result of systematic inequalities.

It’s also the case that if you’re excited about a research program or a public policy, that excitement and passion is a kind of reason to believe that the program or policy will be effective. But it’s a non-epistemic reason and there’s good reason to discount it: both for others who are potentially infected by your excitement and for yourself in quiet moments of contemplation. It’s still a tricky thing to decide what to do with those doubts because while “I want this to work” is not the same as “this will work” it’s also true that “This probably won’t work” isn’t the same as “this will not work.” Overconfidence spurs us to take both important risks and stupid ones. It may be that we can’t weed out the stupid ones in advance, which is why I call this a dilemma and not a fallacy or a bias.

Online deliberation

Author: 
The following is a suggested structure. We recommend users follow these headings to make it easier to compare and analyze entries. Definition Problems and Purpose History Participant Selection Deliberation, Decisions, and Public Interaction Influence, Outcomes, and Effects Analysis and Lessons Learned Secondary Sources External Links Notes

medieval iconoclasm and modern prejudices

More than 1,000 years ago, the Christian world was consumed with a violent conflict over religious images: whether they should be venerated or destroyed as idols. That conflict, which brought down emperors, has resonances today. But even before the days of ISIS, modern historians were mining the obscure quarrels of medieval Christian iconoclasm for evidence of their own prejudices.

For instance, in this passage, John Julius Norwich (1929-) explains why iconoclasm declined during the 9th century:

The times, too, were changing. The mystical, metaphysical attitude to religion that had originally given birth to iconoclasm was becoming less fashionable every day. Of the eastern lands in which it had first taken root, some had already been lost to the Saracens; and the populations of those that remained, beleaguered and nervous, had developed an instinctive distrust of a doctrine that bore such obvious affinities with those of Islam. There was a new humanism in the air, a revised awareness of the old classical spirit that stood for reason and clarity, and had no truck with the tortuous, introspective spiritualizings of the Oriental mind. At the same time a naturally artistic people, so long starved of beauty, were beginning to crave the old, familiar images that spoke to them of safer and more confident days. And when, on 20 January 842, the Emperor Theophilus died of dysentery at thirty-eight, the age of iconoclasm died with him.

I don’t like to speak evil of the living, but this is pretty bad. I can pass over the undocumented and surely exaggerated claims (“less fashionable every day”; “so long starved of beauty”). I can forgive the emphasis on royal biography and chronology as explanations for larger trends, because the medieval sources focus on affairs of court. It’s much harder to ignore Viscount Norwich’s view of “the Oriental mind” as irrational and mystical.

Edward Gibbon, although just as judgmental as Norwich, organized his prejudices differently. In the Decline and Fall, he associates the veneration of images with the “long night of superstition,” when Christians forgot the “simplicity of the Gospel” for the “worship of holy images.” The “holy ground was involved in a cloud of miracles and visions; and the nerves of the mind, curiosity and skepticism, were benumbed by habits of obedience and belief.”

He is talking about the centuries when Norwich’s “old, familiar images” were still venerated. But then Leo III began the iconoclastic era. Although the emperor was less learned than a classical Roman, “his education, his reason, and perhaps his intercourse with the Jews and Arabs” made him criticize images. Leo came from the East and may have been influenced by the still-further-eastern Muslims. Yet Gibbon has no hesitation in claiming that Leo’s movement showed “many symptoms of reason and piety.”

Ultimately, it was a female ruler who restored the “idols,” which were always “secretly cherished by the order and the sex most prone to devotion; and the fond alliance of the monks and the females obtained a final victory over the reason and the authority of man.” A final victory, that is, until the “reformation of the sixteenth century, [when] freedom and knowledge had expanded all faculties of man: the thirst of innovation superseded the reverence of antiquity; and the vigor of Europe could disdain those phantoms which terrified the servile weakness of the Greeks.”

If you’re going to use medieval theological controversies to reinforce modern stereotypes, Gibbon’s version at least seems to make more sense that Norwich’s. Norwich tries to establish a spectrum from the iconoclastic East to the reasonable West. But consider the Pilgrim Fathers who founded New England. Surely they favored “tortuous, introspective spiritualizings”; and their churches were stripped of all images, even crosses. Their brethren in Cromwell’s England and Protestant Holland also smashed religious pictures, as did the later secular republicans of revolutionary France and civil war Spain. “According to Georg Kretschmar, ‘Calvin built up the most precise and radical position opposed to the icon theology of the 787 Council of Nicea.'” As a consequence [of Calvin’s iconoclastic writing] Protestant places of worship have a stark austerity in comparison to Roman Catholic or Eastern Orthodox Churches.” Yet, according to Norwich, a starkly austere church is “oriental,” whereas one bedecked with sparkling icons recalls the “old classical spirit that stood for reason and clarity.”

The moral of this post is not that historians are biased or that orientalism prevails. I have cited just two writers, one of them dead since 1794. Real professional historians work hard not to let such prejudices determine their views. But Gibbon and Norwich are influential authors–the first redeemed by his superb style and enlightened spirit; the second, a poor substitute.

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Teaching Primary Sources Coaches Academy PD Opportunity!

Friends, despite the unfortunate nature of the previous post, we do have some EXCELLENT news and a great opportunity for professional development for you to consider. This comes to us from Dr. Scott Waring, a Fellow here at the FJCC and one of the leading social studies teacher educators in the state. I would love to take part in this myself!!!! At the very least, please check out the link below to the Teaching With Primary Sources program. This past SOURCES conference, which I had the pleasure of attending, was also very well done and worth your time. Kudos to Dr. Waring for the leading role he has taken in helping teachers use primary sources, and I encourage you to take advantage of this opportunity! The course will be meeting at UCF on Tuesday nights from either 5:00 or 6:00 until 7:30 or 8:30.  The semester begins on August 24th, and the course will last for just the first eight weeks, instead of the typical sixteen weeks.

TPS-UCF-Coaches_Academy_15_Application

“Funded through a grant from the Library of Congress, the Teaching with Primary Sources Program at the University of Central Florida (TPS-UCF) delivers professional development to help K-12 educators, across the state, provide high-quality classroom instruction using the millions of digitized primary sources available from the Library of Congress. Through ongoing, year-round professional development events, the TPS program at the University of Central Florida helps educators unleash the power of primary sources in the classroom.

Currently, there is space available in the TPS-UCF Coaches Academy training this fall. This training will be in the form of a graduate course (Teaching with Primary Sources in the History Classroom) at the University of Central Florida. All participants will have tuition covered, and successful completers will receive three graduate credits of Social Science Education (SSE) coursework.

Would you (or one of your colleagues) like to be trained as one of the TPS-UCF Coaches in this Academy? Among other things, the TPS Coach will provide support to fellow teachers in enabling them to search for primary sources through the Library of Congress’ web site and empowering them to create engaging lessons that are focused around the use of primary sources.

I invite you to nominate yourself or a colleague. It is important that you confirm that your school or district is open to explore the value of having a TPS coach and will be supportive the candidate, if chosen. Thus, administrator support is required. There will be a great investment in time and money to train you as a new TPS Coach, and I ask that you consider carefully how your school will make use of the expanded knowledge about using primary sources. Please return the application to Dr. Scott Waring (swaring@ucf.edu), as soon as possible.”

The application is below and at the top of this post, but if you are unable to print it out or the link does not work for you, please shoot me an email at stephen.masyada@ucf.edu and I will send you a copy, or just contact Dr. Waring at the email address he has provided.

TPS-UCF-Coaches_Academy_15_Application


Living Civics: Contact Your Florida State Senators

Dear Friends in Civics and Colleagues in Citizenship, it pains me to have to do this post, but if you find the resources and professional development provided by the Florida Joint Center for Citizenship beneficial, then we are asking for your help.

As you may be aware, the Florida legislature has devolved into infighting over the state budget, with the Senate and the House significantly apart. In the Senate’s effort to create their own version of the budget, it has slashed funding for the Lou Frey Institute considerably (though our relatively small amount of funding is barely a blip in this battle). With the Lou Frey Institute essentially the funding source for the Florida Joint Center for Citizenship, this will have a major impact on our ability to help teachers, schools, and districts with civics instruction.

While the House has agreed to continue our recurring funding of $400,000 and to fund the Partnership for Civic Learning for another year, for a total budget request of less than one million dollars, the Senate has slashed that $400,000 for the Lou Frey Institute in half and eliminated PCL funding entirely. With the consistent hue and cry about civic education both in this state and nationally, this is incredibly disappointing. While the loss of the Partnership would be significant, especially as we have really jumped into researching what is working in civics education, the loss of such a huge a portion of our operating budget is even more devastating. We will be unable to provide professional development across the state, continue to develop new resources, or provide district support and trainings as requested in a variety of civics and social studies related areas. These are some of the things we are working on that will, unfortunately, face elimination:

  • The development and implementation of a certificate program for pre-service teachers that prepares them for teaching civics in Florida. This has already been partially approved by UCF, and we were expecting to launch this in the spring of 2016.
  • A partnership with the National Archives to develop resources for K-12 civics education in Florida. Most excitingly, there will be a heavy focus on ELEMENTARY resources.
  • A partnership with all of the presidential libraries that will allow incredible access to resources for teachers in Florida
  • Collaboration with districts on developing elementary resources. We already have work planned or underway with Palm Beach, Pinellas, and Miami, among others, and these resources would be made available to all districts in the state.
  • Revisions to our online resources and website to improve ease of use and to keep up with teacher and student expectations. During the current school year the state’s approximately 2,000 civics teachers have logged on to access lessons and other Joint Center support materials more than 450,000 times.
  • The development of new assessment items for our teacher bank and the Escambia site
  • The return of a version of our Civics Mentor Teacher program, intended to launch in late September and currently on hold until our financial situation is clearer
  • Reducation or elimination of support for the Escambia civics resources. Students and their parents have logged on to the Civics Review website more than 350,000 times.
  • Professional development to districts across the state. FJCC has provided direct professional development to a third of the districts in the state in the past school year alone, and since 2008, FJCC has provided PD to almost 12,000 teachers.

This list does not include the research efforts that are ongoing through the work of the Partnership for Civic Learning.

If you are so inclined to live the civics that we teach every day, we ask, respectfully and only as a last resort, that you reach out to your state senators and our state senate leadership and ask them to restore the $200,000 removed from the Lou Frey Institute’s recurring funding request of $400,000. If you are feeling generous, ask them to include in the final budget an additional $250,000 – which was funded last year – to support the continuous outcome improvement efforts of the Partnership for Civic Learning. That appropriation request was made by Senator Detert and is included in the House budget.

Outside of your own local Senator (and House member if you choose), your message of support should be directed or CCed to:
Senator Don Gaetz
420 Senate Office Building
404 South Monroe Street
Tallahassee, FL 32399-1100
Tim.elwell@flsenate.gov

Senator Bill Montford
214 Senate Office Building
404 South Monroe Street
Tallahassee, FL 32399-1100
Marilyn.barnes@flsenate.gov

Senator Tom Lee
418 Senate Office Building
404 South Monroe Street
Tallahassee, FL 32399-1100
cindy.kynoch@flsenate.gov

Senator Lizbeth Benacquisto
326 Senate Office Building
404 South Monroe Street
Tallahassee, FL 32399-1100
Dane.bennett@flsenate.gov

President Andy Gardiner
409 The Capitol
404 South Monroe Street
Tallahassee, FL 32399-1100
Reynold.meyer@flsenate.gov

Senator Nancy C. Detert
416 Senate Office Building
404 South Monroe Street
Tallahassee, FL 32399-1100
charlie.anderson@flsenate.gov

If you choose to reach out to these folks in support of the Florida Joint Center for Citizenship, please be sure to refer to the funding for the Lou Frey Institute, as that is the budget item that supports us.

On behalf of everyone at the FJCC, we thank you deeply for any support that you are willing to provide.


Improving Labor Relations in Jamestown

This four-page case study (2014) from The Intersector Project outlines about how cross-sector collaboration was used to create Jamestown Area Labor Management Committee (JALMC) to improve labor relations in Jamestown, New York.

From the Intersector Project

Shortly after Stan Lundine took office as mayor of Jamestown in 1970, the city’s unemployment rate had reached 10.2 percent – over twice the national average. In 1971, nearly 1,000 workers were unemployed and an additional 2,800 jobs were in jeopardy as the largest company in town closed their doors. The contentious relationship between local unions and businesses had further damaged Jamestown’s reputation as an attractive place for manufacturers, driving away new businesses that may have otherwise invested in the city and revitalized its suffering economy. Drawing on all of his available resources – from his personal network and reputation in Jamestown, to his political leadership and ability to secure federal funding – Stan developed the Jamestown Area Labor Management Committee (JALMC) as a way to mediate labor disputes. With the additional leadership of John Eldred, a consultant who understood the dynamics of factories and labor relations, the JALMC’s programs expanded into individual plants, focusing on worker engagement, skills development, and programs to increase productivity. The success of the JALMC model not only improved working conditions in Jamestown, but also attracted new investments from national manufacturers. Within three years of the JALMC’s launch, unemployment in Jamestown had dropped to 4.2 percent, and new incentives had increased worker productivity and quality of work-life.IP_Jamestown“I think if there’s a lesson to be learned, assume there is a network, find and locate them, and then explore what the goal confluence is between what you want and what their networks want… that’s just good politics to me.”– John Eldred, Jamestown Area Labor Management Committee

This case study, authored by The Intersector Project, tells the story of this initiative.

More about The Intersector ProjectThe Intersector Project
The Intersector Project is a New York-based 501(c)(3) non-profit organization that seeks to empower practitioners in the government, business, and non-profit sectors to collaborate to solve problems that cannot be solved by one sector alone. We provide free, publicly available resources for practitioners from every sector to implement collaborative solutions to complex problems. We take forward several years of research in collaborative governance done at the Center for Business and Government at Harvard’s Kennedy School and expand on that research to create practical, accessible resources for practitioners.

Follow on Twitter @theintersector.

Resource Link: http://intersector.com/case/laborrelations_newyork/ (Download the case study PDF here.)

This resource was submitted by Neil Britto, the Executive Director at The Intersector Project via the Add-a-Resource form.

New Research on Inclusive Engagement & Technology

We are cross-posting an interesting study that we found on NCDD member Tiago Peixoto‘s blog, DemocracySpot. The post details some of the findings from a recent study on the effect of technology on public participation in Brazil. You can check it out below or find his post here.


Unusual Suspects? Effects of Technology on Citizen Engagement

(Originally posted on the World Bank’s Let’s Talk Development blog)

democracy spot logoWhat is the effect of technology on citizen engagement? On the one hand, enthusiasts praise the prospects offered by technology: from real-time beneficiary feedback to collaborative policymaking, the possibilities for listening at scale seem endless. Skeptics, on the other, fear that unequal access to technologies will do nothing but favor the “usual suspects”, empowering the already empowered and reinforcing existing inequalities. While the debate sometimes gets heated, a common feature unites both sides: there is limited evidence to support both views.

Providing evidence to better inform practice at the intersection of technology and citizen engagement is one of the core goals of the Bank’s Digital Engagement Evaluation Team (DEET). And, to contribute empirical data to the debate on the effects of technology on participatory processes, the team has been carrying out a number of studies, some of them covering as many as 132 countries.

The results of one of these studies have just been published, looking at the effects of Internet voting on the world’s largest participatory budgeting exercise, in the state of Rio Grande do Sul, Brazil. Every year, over one million people participate in the state-wide process, where citizens can vote either online or offline for projects that are to be included in the public budget. In this study we present the results of a unique survey of over 22,000 Internet voters, focusing on three key research questions:

  1. Does an opportunity to vote online increase participation?
  2. If so, what is the socioeconomic profile of new voters?
  3. And finally, what is the level of pre-existing engagement of these online voters?

Anticipating some of our results here, nearly two-thirds of respondents answer the first question affirmatively, saying they would not have taken part in the vote if online voting (i-voting) was not available. This evidence supports the view that technology increases participation among individuals who would not have voted otherwise. In parallel to this, our study shows that introducing i-voting does not lead to a substitution effect, meaning that for the most part, those who vote offline will continue to do so, despite the introduction of i-voting.

On the second question, a picture of the “usual suspects” of online engagement emerges: all else equal, i-voting seems more likely to engage individuals who are younger, male, of higher income and educational attainment, and more frequent social media users. However, from a civic engagement perspective i-voting seems to engage rather unusual suspects, boosting inclusiveness and engaging individuals who were previously uninspired by traditional politics and community activities.

In short, i-voting increases participation among previously non-engaged strata of the population, promoting the inclusiveness of the process as a whole. However, these new participants – the online-only voters – are likely to be socio-economically more privileged: a compelling reason for combining multiple avenues (online and offline) for participation.

In the study we analyze these findings in light of the literature on convenience voting, participatory governance and collective intelligence. We conclude with the implications of the findings for future practice and research.

You can download the paper here

You can find the original version of this post from DemocracySpot at www.democracyspot.net/2015/05/18/unusual-suspects-effects-of-technology-on-citizen-engagement.

Professionalization

About a year ago I was called for jury duty.

I was nerdily excited to perform my civic duty, but I was also a little overwhelmed – it seemed somewhat absurd to think that real people could be looking to me to make real decisions about real cases.

As it turns out, they didn’t need any jurors that day, which is probably for the best – my best advice would have been to find someone with more expertise to ask for judgement.

I suspect my reaction was common, but it’s also one of the side effects of the professionalization of civic work.

In some ways this professionalization is good – after all, its generally better to have someone who knows what they’re doing in charge.

But professionalization can also be dangerous – convincing people that there is no expertise in the average citizen, that all civic duties are best left to those with specialized degrees.

There’s a certain danger to that. Surely, there is much value in professional opinions, but – communities better when all their members are involved, when everyone plays a role a society’s continued improvement.

If the work of improving communities always seems like it ought to be someone else’s job or is better left to professionals, then we risk missing out – on the real expertise of community members, and on the genuine benefits that community engagement can bring.

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