CARLETON UNIVERSITY, SCHOOL OF SOCIAL WORK SOWK 3200 … · Social Work Practice in Communities and...

Social Work Practice in Communities and Organizations (SOWK 3200) Instructor: Sarah Todd

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CARLETON UNIVERSITY, SCHOOL OF SOCIAL WORK

SOWK 3200 C: SOCIAL WORK PRACTICE IN COMMUNITIES AND ORGANIZATIONS

Winter 2013 Tuesdays 8:35 -11:25

Instructor: Sarah Todd

Office: 609 Dunton Tower Phone: (613) 520-2600 x 4498 Email: [email protected]

Office hours Mondays 10 :30 – 11 :30 Wednesdays 10 :30 -11 :30

COURSE DESCRIPTION Purpose This course introduces students to the theory, methods, and practice of progressive community work. It will offer students the opportunity to: (a) integrate community organizing theory with practice, (b) develop the skills and knowledge necessary to do community work, and (c) appreciate the practice of working with communities as a fundamental component of social work. Students will gain an in-depth understanding of the way that communities function, and the limits and possibilities of creating change with communities. Lectures, class exercises and discussions, small group work, guest speakers and videos will be the methods of instruction. Objectives:

By the end of this course,

students will know the history of community development in North America and the relationship of community development to social movements in Canada

students will know feminist, pragmatic, Alinsky, capacity building and Freirian approaches to community development. This knowledge will include the analysis of these approaches and the strategies deployed by those using each approach

students will know how to assess a community.

students will know a variety of strategies to engage communities, use the media, plan actions, evaluate community work and strategies for leaving communities.

students will be familiar with the literature that critiques community interventions as well as contemporary challenges facing community work.

mailto:[email protected]


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students will understand the life span of community organizations and what interventions are most successful at various stages in that life span

students will understand the role that hope plays in community work and will have strategies for enhancing hope among community members

students will have skills for understanding community conflict and for responding to that conflict

students will have an understanding of various decision making approaches and what the costs and benefits of each are

students will understand how social relations like racism, classism, heterosexism and homophobia, sexism, and ableism shape communities and organizations

students will be able to critically analyze the limits and possibilities of community interventions within the field of social work

READING MATERIAL Required Reading The readings for this course include a textbook, Pragmatics of Community Organization, by Bill Lee, and a course pack*. These are both available at Octopus Books (www.octopusbooks.ca), 116 Third Avenue, (613) 233-2589. *Additional readings may be distributed as required. COURSE ASSIGNMENTS AND GRADING Class Attendance and Participation This course is organized in an interactive format. Therefore, students are expected to attend each class, complete all assigned readings, and actively participate in class discussions. Late arrivals and early departures (unless previously discussed with me) will count as missing half a class and participation grades will be deducted as explained below. Students are expected to contribute to group learning by sharing their ideas, reflections, questions, and experiences in a manner that is respectful to others. Students who do not participate in three weeks of class discussions will lose 1% of their final grade. Students will be notified of this situation and will be given the opportunity to participate fully in the rest of the course and to regain that grade. Since much of the course learning is dependent upon students’ attendance and participation, please advise me in advance if you will be absent. An attendance sheet will be circulated at the beginning of each class, and it is your responsibility to sign it. If your signature is not on the sheet, I will assume that you did not attend class. In addition, if you sign the sheet, then leave at break, I will note that you missed half the class. This will count towards my overall assessment of your attendance.


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Please note that students who are absent from more than two classes (except in exceptional circumstances where I have been notified in advance) will lose 3% of their final grade for each additional class missed. Assignment Breakdown The final grade for this course will be based on the following:

1) Discussion Questions from Readings 10%

2) Mid-Term Assignment 30% 3) Group Presentation 20% 4) Final Reflection Paper 40%

TOTAL 100%

Assignment Descriptions:

1) Discussion Questions from Readings – 10% Due Date: TBD

Each student will be required to generate two discussion questions for five of the assigned readings throughout the semester. These questions will be used to guide small-group discussions during each class. These questions should encourage thoughtful discussion, and must be submitted to me following the discussion period on the day the relevant reading has been assigned. Questions will be graded in terms of their creativity, the degree to which they encourage thoughtful discussion, and whether they reflect a strong understanding of the content of the article.

2) Mid-Term Assignment – 30% Due Date: Tuesday February 12, 2013

The mid-term assignment will be a ‘take-home test’, consisting of three essay questions, which will be distributed in class on Tuesday February 6, 2013. You will choose two of the three essay questions, which you will answer in a 6-8 page paper. This assignment will be based on a video that will be shown in class that day. Students will watch the video and then examine, discuss, and assess the issue(s) in the video, integrating the course material covered to this point. This is an opportunity for students to share their knowledge of the ideas and processes of community development. Students are expected to prepare and write this assignment individually, not in groups. Students should follow APA Guidelines when referencing course materials.


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This assignment is due at the beginning of class on Tuesday February 13, 2013. You must submit two copies of this assignment so as to avoid plagiarism in future sections of the course.

3) Group Presentation – 20% Due Date: Tuesday March 19, 26 & April 2

For this assignment, students will work in groups of two or three. Each group will choose a community group or organization that is already actively addressing issues relevant to the field of social work (e.g., poverty, sexism, racism, labour rights, heterosexism, homophobia, transphobia, ableism, ageism, environmental destruction) or an issue particular to a certain community (e.g., neighbourhood deterioration, the placement of dumps, industrial pollution). If the community group/organization your group is interested in does not directly work to address one or more of these issues, please check with me first to confirm that it is appropriate for this project. The group must have a conscious awareness of itself as a group working to challenge some aspect of oppression. Students must assess the community group using the following questions as a guide: 1) Provide a brief description of the group:

Who is involved in the group, and what are the different interests involved?

What changes is the group seeking?

How long has the group been in existence? What precipitated the group forming?

How will/does the group know that they are successful? 2) Provide an analysis of the group and its activities:

What are your reflections on your contact with the group, and the dynamics that shaped your observations/participation?

What theories discussed in class can help you to understand the community group, its goals, and its activities? Provide a rationale as to why these theories are the most helpful.

What strategies is the group using to create change? In your opinion, how effective are these strategies? Are there other strategies you might use? Provide a rationale for your choices.

3) Provide suggestions for the future of this group, based on your analysis:

Are there other changes that you think the group should be trying to make? Why?

What are some barriers to change that the group is experiencing? How are they trying to overcome these barriers? What do you think of these strategies? Are there other strategies that you think would be more effective?


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How would you go about evaluating this group?

If you were in a position to help this group become more effective, what strategies would you use to engage the group in a change of direction or practices?

This analysis must be based on:

Interviews with community group members (each student will be responsible for interviewing one community group member).

Two observations of the community group’s process (e.g., meetings, activities, workshops, etc.).

Drawing on any documents or literature the group has created (website, pamphlets, policies and procedures manual).

An integration of these findings with course materials. Each group will share their findings with the class during a 20-minute presentation. These presentations will take place on Tuesday November 13th, 20th and 27th, 2012. A sign-up sheet will be distributed early in the term for groups to select a presentation date. Groups will not be required to hand in copies of their presentations. Presentations will be graded based on the following criteria:

Clarity and focus of the ideas presented (20%)

Depth of analysis (50%)

Creativity (10%)

Organization of the presentation (10%)

Integration of course material (10%)

4) Community Mapping Assignment Due Date: Tuesday April 2, 2013

Purpose: To identify community needs, challenges/barriers, strengths and resources. This assignment requires you to develop a ‘map’ of your community of choice that highlights their current needs, challenges and issues as well as their community resources supports, strengths and successes. The assignment will include a physical ‘map’ (pictorial representation) of the community and an 8-page paper describing what you have included in the map and why. Think about how you developed this knowledge and the following questions:

What are the daily lived realities of community members?

What commonalities and what differences exist among community members (cultural, religious, racial, sexual, gender, ability, class, etc.)?

What are the various needs of the community?

How and where are these needs met (if at all)?

What are the strengths of the community?

Where and how does the community demonstrate these strengths?


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What are the challenges/barriers that this community faces?

Where and how are these challenges/barriers presented/represented?

Who does or does not have power in this community? How does power operate in this community?

If you were to work with this community, how would you start, what types of activities would you want to engage in to begin working towards change?

Research for this assignment will include speaking to community members and those who work with the community. It can also include looking at statistics about the community and drawing on class resources to develop a proposal for work that you would develop with community members. Please describe your research strategy in the paper. This type of mapping is an assessment of the community. Please confirm with me that your choice of community is acceptable. Also, you can choose a community of which you are a member. Grading: Research strategies (20%) Analysis (25%) Use of resources (10%) Creativity (5%) Relevance to course (10%) Plan for work (10%) Writing Style (20%) Extra Copies You are expected to keep a copy of all assignments that you submit for this course. Grading Criteria Papers will be graded on content and style. The following is a general guideline for how I assess analysis and style, which are the most substantive elements of all the assignments. Content & Quality of Analysis (80% of final grade):

Does the paper have a strong introduction with the rationale and objectives of the paper clearly stated?

Is there a clearly articulated and logical argument?

Is the argument supported by a critical analysis of the literature on the topic?

Have you completed the appropriate research to come to terms with your topic?

Is the theoretical framework consistent with the analysis of the topic?

Are proper and selective quotes used to support arguments?

Are data sources accurate and comprehensive?


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Is there evidence that course material has been integrated into the paper?

Are there strong concluding comments that clearly address issues raised in the paper?

Is the paper well organized with subheadings where appropriate? Clarity, Originality & Style (20% of final grade):

Proper grammar, sentence structure, punctuation, etc.

Complete references and proper use of footnotes/endnotes

Appropriate bibliography (complete and in APA format)

Absence of typing and spelling mistakes

Inclusion of title with relevant information (name, course, title, date, professor’s name etc.)

Proper page numbering

Proper margins and layout of paper

Following expectations on the number of pages requested *All assignments can be printed on recycled paper or on both sides of the page. Grading Guidelines: -An ‘A’ essay has a polished style, sound judgment, effective organization, and an argument of substance. It often has a special flair, a something extra which distinguishes it from a competent ‘B-plus’ paper: for example originality or profundity, a special way with words, exceptionally sound research. An ‘A’ paper is rich in content and has a sophisticated analysis. A reader has the sense of being significantly taught by the author, sentence after sentence, paragraph after paragraph. Stylistic finesse is another keynote: the title and opening paragraph are engaging; the transitions are artful, the phrasing is tight, fresh and highly specific. Finally, an ‘A’ essay, because of its careful organization and development, imparts a feeling of wholeness and unusual clarity. -A ‘B’ paper displays a good job of meeting all the criteria of the assignment. It is typically competent but undistinguished: although basically sound in content, style and organization, it lacks the stylistic finesse and richness of the content characteristic of an ‘A’ paper. The paper demonstrates an ability to analyze as well as describe the subject matter. The paper expresses sound ideas and imparts substantial information, which is by no means devoid of interest. It will state a reasonably clear thesis or organizing principle early in the argument: subsequent points will support that thesis or principle and be ordered logically. Diction will be much more concise and precise than that of the ‘C’ essay and the text will be relatively free of grammatical and stylistic errors. -A ‘C’ essay is an average or acceptable piece of work that does a good job of meeting some, but not all of the criteria. It often exhibits distinct lapses in style,


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organization and content. In one way and other the essay has shortcomings which suggest that although it has something to say it has not fully come to terms with its subject or expressed its insights clearly enough. It generally demonstrates a good ability to describe the subject matter but is weak in the area of analysis. A number of papers fit the ‘C’ classification: those in which the ideas and information though present, seem thin and commonplace; those in which the writing style falls clearly short of reasonable expectations; those which stray from the assigned topic; those which deal with the topic, but are too perfunctory; those which are rambling and disorganized; those which involve a good deal of padding; and so on. -A ‘D’ paper is fair. It shows a weak comprehension of the concepts, and/or the topic may not be relevant, and/or it has weak links to the material and/or no critical analysis, a weak or unclear description, poor organization or citation of sources. -An ‘F’ essay has considerable faults in style, organization and content. There may be glimmerings of an argument, but these will be obscured by faulty logic, garbled prose, frequent mechanical errors, and lack of any discernible principle of organization. Papers, which require the marker to guess at the meaning behind the writer’s words, are ‘F’ papers. So do papers, which although they may make sense of some kind, bear little or no relation to the topic. Other possibilities: slapdash papers which make one or two points, but are obviously superficial efforts with no serious thought behind them; papers which do little more than string quotations together with a few lines of introduction. * Final grades are subject to adjustment if the Dean’s office wants a shift in the grade distribution. Deadlines Handing in assignments late is unfair both to your fellow students who hand them in on time and to me, as I must submit grades on time. In exceptional circumstances such as illness or family emergency, it may be difficult to meet the deadline. In such cases, you must contact me before the paper is due. Extensions to the due date will only occur with appropriate documentation. Work submitted after the final date, without my prior approval, will be deducted 5% for each day the paper is overdue (including weekends). Students are expected to hand in papers on the due date at the beginning of class. Students who do not meet this deadline must submit their papers to the main office, where they will be date-stamped. Do not slip your paper under my office door. If you would like your paper returned to you, please provide a self-addressed, stamped envelope. Otherwise, we can make an appointment for you to pick the paper up in my office.


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Referencing Please use the APA referencing your work. I will assess your ability to follow a reference style accurately and consistently as part of the overall quality of the paper. Research Strategies Researching skills are very important for your final paper. Please use the library resources that are available to you. When taking research notes from other sources, please keep careful records of when your notes are paraphrased and when they are direct quotes so that the referencing you use in your final paper accurately reflects this distinction. The web is a fantastic tool for research, especially for getting you started and letting you know what is out there. That said, it is full of pitfalls and problems. First of all, very few websites undergo any sort of peer review process – thanks to freedom of speech and print, anyone can say anything on the web. And they do. What this means is that you have to be very critical about anything you read, be it on a website or elsewhere. Consider the source: who sponsors/publishes the material? What do they use as evidence? Do they provide references that corroborate their statements? What credentials does the author have? Secondly, documentation of internet sources is notoriously sloppy. This can get you into trouble. The first thing I do when I read something fishy or something that sounds ‘borrowed’ is type the keywords into a web search engine. You would be surprised at how often I find the exact website the student accessed. If you use web resources, you must document them – there are websites that give you the exact format for how to do this. ACCOMMODATION 2.9. Academic Accommodation for Students with Disabilities Carleton University is strongly committed to providing access and accommodation for all individuals with identified and duly assessed disabilities. The University has a Senate-approved policy on Academic Accommodation that forms part of its Human Rights Policy. This policy should be consulted for further information and is available at the front of this Calendar and online at: carleton.ca/equity. The policy promotes efforts to accommodate students with disabilities so that they will have the opportunity to meet learning objectives and be fairly evaluated in their performance. In no case, however, does academic accommodation negotiate away, lower, or remove the academic standards and learning objectives of any course or program at the University.


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The Paul Menton Centre for Students with Disabilities is the designated unit at the University for assisting the Carleton community in integrating persons with disabilities into all aspects of Carleton's academic and community life. The Paul Menton Centre provides assessment of academic accommodation, advises students on strategies to open a dialogue with instructors, and acts as consultant, facilitator, coordinator and advocate in this area for all members of the University community. Students are responsible for applying for special services by making an appointment with the appropriate coordinator at the Paul Menton Centre. All requests will be considered on the basis of individual need. Students are advised to come to the Centre early in the term to discuss service requests. 2.10. Academic Accommodation for Students with Religious Obligations Carleton University accommodates students who, due to religious obligation, must miss an examination, test, assignment deadline, laboratory, or other compulsory event. The University has a Senate-approved policy on religious accommodation that forms part of its Human Rights Policy, available at: carleton.ca/equity. Accommodation will be worked out directly and on an individual basis between the student and the instructor(s) involved. Students should make a formal written request to the instructor(s) for alternative dates and/or means of satisfying requirements. Such requests should be made during the first two weeks of any given academic term*, or as soon as possible after a need for accommodation is known to exist, but in no case later than the penultimate week of classes in that term. Instructors will make reasonable accommodation in a way that shall avoid academic disadvantage to the student. Students unable to reach a satisfactory arrangement with their instructor(s) should contact the Director of Equity Services. Instructors who have questions or wish to verify the nature of the religious event or practice involved should also contact this officer. *“When a student's presence is required prior to the date on which classes begin (e.g. for field trips or orientation activities), any student who cannot meet this expectation of attendance for reasons of religious accommodation should notify the Registrar's Office in advance.” INSTRUCTIONAL OFFENCES Plagiarism Plagiarism is a serious offence with serious consequences. It occurs when: (a) you directly copy another’s work without acknowledging it; (b) you closely paraphrase the equivalent of a short paragraph or more without acknowledging it; (c) you borrow without acknowledgment, any ideas in clear and recognizable form in such a way as to


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present them as your own thoughts, where if they were your ideas they would contribute to the merit of your work; (d) when you use direct quotations without quotation marks (or indenting and single-spacing) and references. See attached policy on plagiarism for more information.

Regulations The Senate of the University has enacted the following regulations for instructional offences: Any student commits an instructional offence who:

1. cheats on an examination, test, or graded assignment by obtaining or producing an answer by deceit, fraud or trickery, or by some act contrary to the rules of the examination;

2. submits substantially the same piece of work to two or more courses without the prior written permission of the instructors from all courses involved. Minor modifications and amendments, such as changes of phraseology in an essay or paper, do not constitute a significant and acceptable reworking of an assignment;

3. contravenes the regulations published at an examination or which are displayed on the reverse side of a properly authorized examination booklet;

4. commits an act of plagiarism (which for the purpose of this regulation shall mean to use and pass off as one's own idea or product work of another without expressly giving credit to another);

5. disrupts a class or other period of instruction if he or she: a) is a registered member of the class or period of instruction; b) is warned to discontinue any act or behaviour reasonably judged by the instructor of the course or period of instruction to be detrimental to the class, and having ignored such warning is ordered by the instructor to leave and refuses to leave.

Any student found in violation of these regulations may be: a. expelled; b. suspended from all studies at the University; c. suspended from full-time studies;

and/or: d. awarded a reprimand; e. refused permission to continue or to register in a specific degree program but

subject to having met all academic requirements shall be permitted to register and continue in some other program;

f. placed on Academic Warning; g. awarded an F or Abs in a course or examination.

Allegations of instructional offence may be investigated by instructors and/or departmental chairs and, in all cases, will be reported to the faculty Dean. The Dean will promptly advise, in writing, the student and the University Ombudsperson of the


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allegation and of the student's rights. The Dean will review the allegation and, if not resolved at that level, the allegation becomes subject to final disposition by a tribunal appointed by the Senate. Information about procedure governing tribunals is available from the Clerk of Senate, 607 Robertson Hall. OUTLINE OF SESSIONS: Class 1: Tuesday January 8, 2013 Topic: Introduction and Overview of the Course No readings Video: The Women of Hull House

Class 2: Tuesday January 15, 2013 Topic: Histories and Context of Community Organizing Wills, G. (1992). Values of community practice: Legacy of the radical social gospel.

Canadian Social Work Review, 9(1), 28-40. (not in course pack; on electronic reserves).

Lee, B. (2011). Pragmatics of community organization (pp. 1-84). Mississauga:

CommonAct Press. Class 3: Tuesday January 22, 2013 Topic: Models and Theories of Community Practice Stall, S. (1997). Community organizing or organizing community? Gender and the crafts of empowerment. Gender and Society, 12, 6, 729-756. Hope, A., & Timmel, S. (1984). Training for transformation: A handbook for community workers (pp. 16-35). London: ITDG Publishing.

Lee, B. (2011). Pragmatics of community organization (pp. 86-112). Mississauga:

CommonAct Press.

Class 4: Tuesday January 29, 2013 Topic: Preparing to Work with Communities: The Pre-Entry Phase Lee, B. (2011). Pragmatics of community organization (pp. 122-134). Mississauga:

CommonAct Press.


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Toomey, A. (2009). Empowerment and disempowerment in community development practice: Eight roles practitioners play. CDJ, 46(2), 181-195. (not in course pack; on electronic reserves)

Class 5: Tuesday February 5, 2013 Topic: Beginning to Work with Communities: Contact and Engagement Lee, B. (2011). Pragmatics of community organization (pp. 136-147). Mississauga:

CommonAct Press. Torjman, S. (2007). Shared space: The communities agenda (pp. 167-198). Ottawa: The Caledon Institute. Mid term assignment distributed Class 6: Tuesday February 12, 2013 Topic: Conflict Resolution Barsky, A. (2000). Conflict Resolution for the Helping Professions. Scarborough: Wadworth Brooks/Cole Thompson Learning. (pp. 34 -59) Fisher, R. & Ury, W. (1991). Getting to Yes: Negotiating Agreement without giving in. New York: Penguin Books. (pp. 15-55). Mid-Term Assignment Due READING WEEK

Class 7: Tuesday February 26, 2013 Topic: Community Research and Analysis Lee, B. (2011). Pragmatics of community organization (pp. 150-169). Mississauga:

CommonAct Press. Class 8: Tuesday March 5, 2013 Topic: Action Planning Lee, B. (2011). Pragmatics of community organization (pp. 204-255). Mississauga:

CommonAct Press. Crawford, K., & Johnson, J. (2005). Mothers vs. the Board of Education. In J. Johnson,

& G. Grant (Eds.), Community practice (pp. 49-71). Boston, Massachusetts: Pearson Education Inc.


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Class 9: Tuesday March 12, 2013 Topic: Organizational Development and evaluation Lee, B. (2011). Pragmatics of community organization (pp. 170-199 & 258 - 265).

Mississauga: CommonAct Press. Jamieson, S., & Wichman, L. (2011). Youth project. In E. Whitmore, M. Wilson, & A. Colhoun (Eds.), Activism that works (pp. 92-112). Halifax: Fernwood.

Coffman, J., and Ehren, R. (2009). Unique methods in advocacy evaluation. Retrieved from: http://www.innonet.org/resources/files/Unique_Methods_Brief.pdf. (not in course pack; on electronic reserves) Class 10: Tuesday March 19, 2013 Topic: Contemporary Issues in Community Practice Kenny, S. (2010). Towards unsettling community development. CDJ, 46(S1), i7-i19. Shaw, M. (2011). Stuck in the middle? Community development, community engagement and the dangerous business of learning for democracy. CDJ, 46(S2), ii128–ii146. Group Presentations

Class 11: Tuesday March 26, 2013 Topic: Critical Perspectives and Community Practice Cruikshank, B. (1999). The will to empower: Democratic citizens and other subjects

(pp. 67 – 86). Ithaca: Cornell University Press. Group Presentations

Class 12: Tuesday April 3, 2013 Topic: Endings and Hopefulness Lee, B. (2011). Pragmatics of community organization (pp. 266-277). Mississauga:

CommonAct Press. Snyder, C.R. (1994). The psychology of hope (pp. 211-256). New York: Free Press. Group Presentations Final Papers Due

http://www.innonet.org/resources/files/Unique_Methods_Brief.pdf


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ADDITIONAL RESOURCES General Community Organizing: Alinsky, S. (1971). Rules for radicals: A pragmatic primer for realistic radicals. Freire, P. (1971). Pedagogy of the oppressed. New York: Continuum. Madeley, J. (2003). A people’s world. London: Zed Books. Mason, A. (2000). Community, solidarity and belonging. Cambridge: Cambridge

University Press.

Rubin, H., & Rubin, I. (1992). Community organizing and development, (2nd ed.). Toronto: Collier Macmillan Publishing Company.

Shragge, E. (2003). Activism and social change: Lessons for community and local

change. Peterborough: Broadview Press. Anti-Globalization Barlow, M., & Clarke, T. (2002). Global showdown: How the new activists are fighting

global corporate rule. Toronto: Stoddart. Kérisit, M., & St-Amand, N. (1997). Community strategies for surviving and resisting

the cuts. In D. Ralph, A. Régimbald, & N. St-Amand (Eds.), Open for business/closed to people (pp. 144-156). Halifax: Fernwood.

Anti-Oppression/Anti-Racist Organizing Bishop, A. (1994). Becoming an ally: Breaking the cycle of oppression. Halifax:

Fernwood. Seebaran, R. (2003). A community approach to combating racism. In W. Shera (Ed.),

Emerging perspectives on anti-oppressive practice. Toronto: Canadian Scholars Press Inc.

Wilmot, S. (2005). Taking responsibility, taking direction: White anti-racism in

Canada. Winnipeg: Arbeiter Ring Publishing. Feminism and Community Organizing


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Adamson, N., et al. (1988). Feminist organizing for change. Toronto: Oxford University Press.

Naples, N. (1998). Community activism and feminist politics: Organizing across race,

class and gender. New York: Routledge. LGBTQ Organizing and Activism Duberman, M. (1993). Stonewall. New York: Plume. Warner, M. (1993). Fear of a queer planet: Queer politics and social theory.

Minneapolis: University of Minnesota Press. Warner, T. (2002). Never going back: A history of queer activism in Canada. Toronto:

University of Toronto Press. Aboriginal Organizing Anderson, K., & Lawrence, B. (Eds.). (2004). Strong women stories: Native visions and

community struggle. Toronto: Sumach Press Blaser, M., Feit, H., & McRae. (Eds.). (2004). In the way of development: Indigenous

peoples, life projects and globalization. London: Zed Books. Silver, J., et al. (2006). In their own voices: Building urban Aboriginal communities.

Halifax: Fernwood. Lee, B. (1992). Colonization and community: Implications for First Nations

development. Community Development Journal, 27(3), 211-219. Disability Rights Organizing Chouinard, V. (1999). Body politics: Disabled women’s activism in Canada and beyond.

In R. Butler, & H. Parr (Eds.), Mind and body spaces: Geographies of illness, impairment and disability (pp. 269–294). London: Routledge.

Zames, F., & Zames Fleischer, D. (2001). The disability rights movement: From

charity to confrontation. Philadelphia: Temple University Press. Community Development in an International Context Abers, R. N. (2000). Inventing local democracy: Grassroots politics in Brazil (pp.1-24).

Colorado: Lynne Rienner Publishers.


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Botes, L., & Van Rensberg, D. (2000). Community participation in development: Nine plagues and twelve commandments. Community Development Journal, 35(1), 41-85.

Cooke, B., & Kothari, U. (Eds.). (2001). Participation: The new tyranny? London: Zed

Books. Hickey, S., & Mohan, G. (Eds.). (2004). Participation: From tyranny to

transformation? Exploring new approaches to participation in development. New York: Zed Books.

Evaluation Gamble, J. (2011). Evaluating vibrant communities, 2002-2010. Waterloo: Tamarack. Roberts-DeGennaro, M., & Fogel, S. (2011). Using evidence to inform practice for

community and organizational change. Chicago: Lyceum Books.

Journals

Canadian Dimensions – Retrieve online from: www.candiandimensions.mb.ca Canadian Social Policy Review Canadian Women Studies Community Development Journal Critical Social Work

http://www.candiandimensions.mb.ca/

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