corrections/additions
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The Evergreen State College
Graduate
Program
in Public Administration
MPA
Core—Spring
2005 Syllabus
Friday
1-5;
Saturday 8:30-5 Sunday 8-4
Room:
Seminar 2 B-1107
|
Faculty |
Email |
Phone |
Office |
Office hours |
|
Joan Bantz |
867-5095 |
Lab 1, 3011 |
T 3-5pm; and by appt. |
|
|
Linda Moon Stumpff |
867-6845 |
Lab I 3005 |
Fri. 10-12, after class or by appt |
Joan’s homepage: http://academic.evergreen.edu/b/bantzj/home.htm
This course completes the first year CORE
foundation in the
MPA program. It is designed to look at contemporary issues in the
U.S.
democratic system through multiple frames. Our learning community
acts
like a mirror, reflecting the ways we work with others and handle
issues of
power. The course explores how we practice democracy within our
broader
communities. Moving to larger systems, coursework then focuses on
the
larger systems, moving from the U.S. Constitution to our current
fractured
political rhetoric through the consideration of two crucial questions:
Can
politics
be returned to “we the people?”
What
can “we
the people” create and do? What are the potential roles for
individuals,
learning communities, larger groups and organizations?
The learning community will look at models for social movements within the U.S. and consider how social movements interact in the global context. Finally, the learning community circles circle back to practical skills needed to effectively advocate and organize for positive change. Democracy is not a spectator sport, it depends on our active engagement. In our roles as administrators, non-profit managers, leaders in our community groups, and as citizens, and participants in cultures and larger systems, there is much work to do to return democracy to “we the people.”
The intention of a learning community is to
provide a safe
and stimulating space where current issues in participatory
democracy and
social movements are explored. The course will provide opportunities
for each
of us to enhance our skills in working collaboratively and in speaking
across
differences. Exploring values engages the community with the
material in
ways that expands understanding of the complex nature of emotionally
charged
political discourse and conflict. The material and discussions
are
intended to move everyone outside their comfort zones and long
cherished ideas
may be shaken or transformed. There is not an expectation of
agreement.
Rather, a space is created where different views can be explored, yet
many
places of agreement and community sharing may be found. Coming to
understand
difference and diversity while accepting that intelligent people can
have
widely divergent opinions enables us to be more effective in working in
the our
learning community as well as in the larger community.
Students
will receive 4 graduate credits based upon satisfactory and on-time
completion
of all course requirements and assignments. Credit denial
decisions will
be made by the seminar faculty. No partial credit will be
awarded.
Plagiarism, failing to complete one or more assignments, completing one
or more
assignments late (without having made special arrangements in advance
of the
due date) or two non-excused absences, may constitute automatic denial
of
credit. When faculty approves, extra assignments will be assigned
by
seminar faculty to make up for missed classes. Late assignments are
only
accepted with the previous approval of your seminar faculty. A
faculty and self evaluation is required.
The program was designed with a focus on reading that is front-loaded in order to give you more time to work on the team “teach-to-learn” project and the final reflective paper. Many of the selections are intended for a non-academic audience, yet are based on a firm intellectual foundation. They were chosen as well-written, interesting books that best meet learning objectives and create great seminars. As well as the required reading list we will provide a list of texts for you to self select one of interest.
Mills, Antonia. Eagle Down Is Our Law: Witsuwit'En Law, Feasts, and Land Claims. Univ of British Columbia Pr. 1994. ISBN:0-7748-0513-7
Hooks, bell. Teaching Community: A Pedagogy of Hope. NY: Routledge. 2003.
ISBN: 0415968186
Lakoff, George. Don’t think of an elephant!: Know your values and Frame the Debate.
White River Junction, VT: Chelsea Green Publishing. 2004. ISBN: 1931498717
Moyer, Bill. Doing Democracy: The MAP Model for Organizing Social Movements. New Society Publishers. 2001. ISBN: 0865714185
Packet
of three
selected articles to be passed out in class
Recommended Book List for “Making Your
Contribution”:
Alinsky, Saul. Rules for
Radicals. 1971.
Bellah, Robert. Habits of the Heart: Individualism and
Commitment in American Life. 1985
Bryner, Gary, GAIA’s Wager, 2000 or any edition
Chomsky, Noam, Manufacturing Consent: The Political Economy of
the Mass Media
Chopra, Deepak. Peace is the Way: Bringing War and Violence to an End. 2005
Coles, Robert. The Call of Service: A Witness to Idealism. 1993
DePree, Max. Leading
Without Power: Finding Hope in Serving Community. 1997.
Edelman, Marian Wright. The Measure of Our Success: A Letter to My
Children and Yours. 1992.
Ewen, Alexander, Voices of Indigenous People, Clearlight Publishers,
1994
Guinier, Lani. Lift Every Voice: Turning a Civil Rights
Setback into a New Vision of Social Justice. 2000.
Guinier, Lani and Gerald Torres, The Miner’s Canary, 2004.
Gunn, Christopher and Hazel
Dayton Gunn, Reclaiming Capital: Democratic Initiatives and Community
Development. 1991
Hardina,
Donna. Analytical Skills for Community Organizing Practice.
2002.
Hartman, Thom. The Last Hours of Ancient Sunlight, 2004
Keiter, Robert B., Reclaiming the Native Home of Hope. 1998
Mandela, Nelson, Long Walk to Freedom. 1994, 1995
Mankiller, Wilma, Autobiography
Minteer, Ben A and Bob Pepperman Taylor, ed. Democracy and the Claims of Nature. 2002.
Myles Horton and Paulo Freire, Conversations, in
We Make the Road By Walking Conversations on Education and Social Change.
1999.
Horwitz, Claudia. The Spiritual
Activist: Practices to Transform Your Life, Your Work, and Your
World. 2002.
Loeb, Paul Rogat. The Impossible Will Take a Little Longer. 2004
Loeb, Paul
Rogat. The Soul of a Citizen,
Matusak, Larraine. Finding Your
Voice: Learning to Lead…Anywhere You Want to Make a Difference.
1997.
Mohanty, Chandra. Genealogies of Community, Home
and Nation,
Feminism Without Borders. 2003.
Peavey, Fran. Heart Politics. 1986.
Piven, Frances Fox and Cloward, Richard. Poor People’s
Movements: Why they Succeed, How They Fail. 1979.
Ray, Paul and Anderson, Sherry Ruth. The Cultural Creatives:
How 50 Million People are Changing the World. 2000.
Shaw, Randy. The Activist’s Handbook. 2001.
Shiva, Vandiva, Staying Alive: Women, Ecology and Development in India, 1988, 1995
Shore, Bill. The Light of
Conscience: How a Simple Act Can Change Your Life. 2004.
Smock, Kristina. Democracy in Action:
Community Organizing and Urban Change. 2003.
West, Cornel. Democracy
Matters: Wining the Fight Against Imperialism. 2004.
Wheatley, Margaret. Turning to One
Another: Simple Conversations to Restore Hope to the Future.
2002.
Williamson, Marianne (ed). Imagine: What America Could Be in the 21st Century, 2000.
V. COURSE ACTIVITIES:
1. Intellectual Journal. Bring a spiral notebook to class. We will have short, free-writing time based around central course themes before lunch on full days. You can also work on your journal outside class throughout the quarter to create a cognitive map to create connections between your intellectual journey and practice. This should be an integrative process, connecting new learning with prior learning and charting changes and connections. This journal is an opportunity to make sense of the readings and class discussions in terms of your individual and group experiences---a private space and you will not turn it into the faculty. However, it will be the basis for the final paper (described below).
Learning Goals: To increase your awareness of who you are, integrate knowledge-making and connections to your community and workplace, and to continue your reflective practice.
2.
Final Paper:
Your MPA Program Experience: Past, Present and Future. The
cumulative
paper will present an opportunity to reflect on your yearlong
experience and
create a vision for your MPA future. Revisit what you intended to
learn
when you applied to the program. Considering what you have
learned this
year, in what ways have you met your goals? How has your
knowledge
connected to practice and how do you envision it might do so in the
future?
What do you still want to accomplish? What barriers did you
encounter? Did any of your goals change? If so,
why?
What did you learn about yourself and the learning community that
surprised
you? What have you been able to use in your current work? Looking
to the
future, write your resume as it will look five years from now and then
develop
a learning plan to get there from where you are now. In addition
to your
final paper that you hand in to your seminar leader, share a key
learning
moment, event or concept in any format you wish to the class-- a poem,
a song,
cartoons, a short story, collage, dance, a cooking recipe, artwork, a
poster,
whatever. Due: April 28 via email to your seminar faculty.
Learning Goals:
To develop personal planning skills and the ability to articulate your
grandest
vision for your life and communities.
3.
Doing
Democracy: Using the MAP model, select one of the cases and
identify
the actions that match the model, and identify where the model was not
completely applied. Prepare a one-page, single-spaced paper.
Post on Web Crossing by March 25. Read at least three postings
from other
students and do a peer reflection on one of them. Pick someone
who has
not been responded to if possible. Try to assure everyone
receives a
response. Turn in hard copy to seminar faculty on the on April 2.
Learning Goal:
To
develop the ability to apply a model to a concrete example.
4. Making Your Contribution: You will select a book from the book list and prepare a short paper (no more than three double-spaced pages) that identifies the author’s major themes and how this book connects (it does not have to agree) with the other reading in this course. You will provide a short (5 minute) presentation to your seminar group. Post the paper on Web Crossing by April 18, 2004
Learning Goals:
To develop the ability to synthesize and apply other people’s ideas.
5.
Teach to
Learn: “Organizing for Change”
As citizens we are
responsible for
creating our communities. Typically, we are participants or
leaders in
efforts to make something happen—to bring about a change. We will
form
teams in the first session and each team will select one of these
topics:
Organizing for Change Topics:
No more than three
people will be
on a team. The team will develop a workshop of 45 minutes to teach the
class.
30 minutes for the presentation and at 15 minutes for questions.
It must
have an interactive component. In addition each team member will
interview a community leader who is active in bringing about
change. Your
task is to understand how they approach that particular task, any
lessons
learned, how they sustain their commitment, and what advice to inspire
change
they would give to others. As a group, you will prepare a short
paper
that integrates the work of all team members into a truly joint/team
product,
written with a single voice that is seamless. It will be no more
than 4
double-spaced pages. The paper will include a bibliography. Give a copy of the paper to each
seminar faculty. Due at time of presentation.
Learning Goals:
In depth knowledge of a skill, to have an opportunity to work
collaboratively,
and to design learning experience for others.
Ideas have power
as long as they’re not frozen in doctrine.
But ideas need legs.
The eight-hour day, the minimum wage,
the conservation of natural resources and the
protection of
our air, water, and land,
women’s rights and civil rights, free trade
unions,
Social Security and a civil service based on
merit—
All these were launched as citizen’s
movements and
won the endorsement of the political class
only after
long struggles
in the face of bitter opposition and sneering
attacks.
It’s just a fact:
Democracy doesn’t work without citizen
activism
And participation, starting at the community…
It’s also a fact that civilization happens
because
We don’t leave things to other people.
What’s right and good doesn’t come naturally.
You have to stand up and fight for it—
As if the cause depends on you,
because it does.
Allow yourself that conceit—
To believe that the flame of democracy will
never go
out
As long as there’s one candle in your hand.
Bill Moyers, June 4, 2003.
DRAFT SCHEDULE FOR DOING DEMOCRACY SESSION I
FRIDAY APRIL 1 1-5pm
Activities Assignments
|
1:00 Course overview Joan and Linda |
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1:30 Libraries, Democracy and Information Access with Lee Lyttle Dean, Evergreen Library |
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2:30 Break |
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2:45 Participatory Processes Coleen Cawston, DSHS |
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3:45 Discussion: communities and engagement…what does it mean? |
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SATURDAY APRIL 2 8:30-5PM
|
8:30 Seminar |
bell hooks – all |
|
9:45 break |
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10:00 Tribes and Participation in the Political Process: From subversion to adaptation Linda |
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11:15 Student discussion of MAP assignment (round robin) |
MAP papers on Moyers |
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12 Lunch |
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1:00 MAP discussion continues |
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2:30 Break |
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2:45 Seminar 4:15 Public Interest Law and Tribes |
Lakoff (all) |
SUNDAY APRIL 4 8-4pm
|
8:00 Wrap Up |
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8:30 “Capturing and Framing the Rhetoric” Joan video, overview and discussion |
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10:30 Break |
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11:00 Book selections: “Making your Contribution” |
Short student presentations on book assignment |
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12 Lunch |
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1:00 More books |
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2:30 Break 2::45 Team formation for “Organizing for Change” |
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