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Philippine Youth Leadership Program 2014

Environmental Leadership in the Philippines: Developing Youth as Agents of Change & Ecological Activism

April 12 – May 10, 2014

Training Manual

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Philippine Youth Leadership Program – Environmental Leadership in the Philippines:

Developing Youth as Agents of Change and Ecological Activism

This is an open access publication. For the purpose of this book, individual authors retain owner-

ship of the copyright for their articles in this manual. Appropriate attribution can be provided by

acknowledging the publisher, citing the original author of the work, citing the original article or

book properly, and date of the publication in which the item appeared, which does not in any

way suggest that we endorse you or your use of the work. For any reuse or redistribution of a

work, you must also make clear the terms under which the work was reproduced. Open access to,

and free use of, original work ensures the publication is freely and openly available. You may

not use this work for commercial purposes.

2014 Northern Illinois University International Training Office

DeKalb, Illinois, U.S.A.

Internet: http://www.niu.edu/ito/aboutus/index.shtml

Disclaimer

All ideas expressed here belong to the individual authors. The findings, interpretations, and con-

clusions expressed in this volume do not necessarily reflect the views of the International Train-

ing Office. Content, style, editing, and proofreading were the responsibility of each author or

group of authors. All errors and omissions are those of the contributors.

Index

•3Rs of Conservation •Action Plan •Art for Social Change •Civic Engagement •Community

Health •Campfire •Community Organizing •Community Service •Conflict Management

•Cultural Orientation •Diversity •Effective Communication •Environmentalism •Environmental

Justice •Environmental Leadership •Green Technology •Hip-Hop for Social Change •Industrial

Food •Interaction with American Peers •Night Hike •Philippines •Renewable Energy •Social

Media as a Tool for Advocacy •Sustainable Farm •Teambuilding •Transformative Leadership

•U.S. Institute of Peace •Volunteer Service •Washington, D. C. •Youth Leadership •Zoological

Park

Production Credits

Printer: Northern Illinois University

Printed in the United States of America

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TABLE OF CONTENTS

About the Resource Persons ........................................................................................................ 5 CHAPTER 1: U.S. Culture .......................................................................................................... 8

Cultural Adjustment to the United States ................................................................................... 8

Cultural Orientation to the United States .................................................................................... 9 CHAPTER 2: Leadership .......................................................................................................... 14

Effective Communication for Community Organizing ............................................................ 14

Social Media as a Tool for Advocacy ....................................................................................... 17 TRANSFORM: Building Community through Art and Culture (Outline) ............................... 22 TRANSFORM: Building Community through Art and Culture (PPT File)............................. 24

Volunteer Community Service Learning .................................................................................. 33

Action Plan................................................................................................................................ 36 CHAPTER 3: Diversity and Interfaith Dialogue ..................................................................... 37

In the Shadow of Hate & A Place at the Table ......................................................................... 37

Conflict Management & Mediation .......................................................................................... 42 The Art of Conflict Management .............................................................................................. 43

Understanding the Mediation Process ...................................................................................... 44 Youth Leadership and Civic Engagement ................................................................................ 45

CHAPTER 4: Environmentalism and Ecological Activism .................................................... 48

Environmental Issues in the Philippines: Role of Youth in Sustainability ............................... 48 Water as a Resource .................................................................................................................. 61 Conservation, Sustainability, Food, & the Environment .......................................................... 69

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About the Resource Persons (in Alphabetical Order)

Reema Ahmad is the Manager of Civic Engagement & Campaigns for Advanc-

ing Justice-Chicago, bridging Advancing Justice-Chicago’s empowerment and

education initiatives with local community based organizations across the Pan-

Asian communities of Illinois. Reema has several years of experience ruffling

feathers and causing trouble for the powers that be. Prior to coming to Advancing

Justice- Chicago, she co-founded Project Mobilize, a 501(c)4 political action organization dedi-

cated to increasing civic participation and representation from politically marginalized communi-

ties. Under her leadership as Executive Director, Project M recruited, trained, and ran seven

Muslim American candidates for local offices in its first year alone. A firm believer in the civic

responsibilities inherent to a full realization of patriotism and identity, Reema has been a long-

time advocate of political engagement throughout her local community. She has worked with

numerous groups in her hometown of Milwaukee, before joining Chicago civil rights organiza-

tion, CAIR-Chicago, where she bridged the gap between elected officials and their Muslim

American constituents as well as worked in coalition with community organizations on mutually

beneficial policies. Reema maintains her connections across borders by holding board positions

with the Islamic Society of Milwaukee and the Peace Learning Center of Milwaukee. Reema re-

ceived her B.A. in economics and international affairs from Marquette University.

Chris Birks is Assistant Professor of Journalism and New Media at Benedic-

tine University in Lisle, IL. Professor Birks has been involved with the Philip-

pine Youth Leadership Program at NIU since 2008. In 2011, Professor Birks,

along with a group of other academics, journeyed to Mindanao where they ran

a series of workshops for a group of the island’s future leaders. Professor

Birk’s background is in media and public speaking; he was also a journalist for 20+ years before

becoming a teacher.

Evelina Jose Cichy recently retired in July 2013 from her position as Vice

President of Instruction at Kishwaukee College where she served as the col-

lege’s chief academic officer providing leadership for career, college transfer,

and adult education certificate and degree programs as well as instructional

support services. She started her career teaching English as a Second Language

to Southeast Asian and East European refugees and international students.

Evelina is very active in the DeKalb area and has served on several boards of

community service organizations and regional and state advisory committees that focus on edu-

cational and economic opportunities for underprivileged groups. More recently, she worked with

the Filipino-American Association of Northern Illinois and they raised over $30,000 for Philip-

pine Relief for Typhoon Yolanda. Evelina is currently on the Board of Directors of the National

Bank and Trust Company and the Druk Foundation for Art Preservation. Evelina was born in the

Philippines and has lived in Hong Kong and Sri Lanka.

Andrea L. Guzman is a PhD candidate and instructor in the Department of

Communication at the University of Illinois at Chicago. She received her M.A.

in Communication Studies from Northern Illinois University and her B.A. in

Communication from Truman State University. Guzman’s research focuses on

human-machine communication, artificial intelligence and cultural perceptions

of technology. She has presented her research at international and national con-

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ferences. Guzman teaches courses on communication, technology, and journalism at several col-

leges and universities throughout Chicago. Prior to her research and teaching career, Guzman

was an award-winning newspaper journalist.

Dr. Janice D. Hamlet received her doctorate from Ohio State University. She is an

associate professor in the Department of Communication at Northern Illinois Uni-

versity. She teaches courses in intercultural communication, rhetoric, and rhetorical

criticism. Her research areas include diversity in higher education, womanist theory

and methodology; the rhetoric of spirituality; African American rhetoric; gender and

communication, and auto-ethnography. Over the years, she has facilitated PYLP and other ITO

workshops in both the U.S.A. and in the Philippines.

Dancing since the youthful age of 3yrs old, Daniel Haywood, known as

BRAVEMONK in the Hip-Hop community, is an eclectic, passionate and en-

ergetic soul, whose dance was inspired by Gong-Fu (Martial Arts), his older

siblings and various street dance styles. As an Artist, Performer, Choreographer

and Educator BRAVEMONK has traveled throughout the U.S. and internation-

ally speaking, judging, hosting, dancing and teaching at many cultural Hip-Hop

events. He has worked closely with the University of Hip Hop, Temple of Hip

Hop, Urban Arts in Action Movement, Hip Hop Congress, the Universal Zulu

Nation and the U.S State Department. Over the last 15 years, BRAVEMONK has dedicated his

energy towards understanding the origins, developing concepts and mastering the foundations of

Hip-Hop’s cultural dance form known as B-Boying/Breakin’ while also putting a focus into oth-

er aspects such as Freestyle, House, Hip Hop, Choreography, Movement, Music, Health and Fit-

ness. Daniel "BraveMonk" Haywood is currently a member of Chicago’s legendary and interna-

tionally recognized breaking crew, Phaze II – Crosstown Crew (Est. 1982). He is also a founding

member, active leader, mentor and performer of Awesome Style Konnection (A.S.K.) and FEW

Collective.

Asad Ali Jafri is a cultural producer, global arts leader and multidisciplinary artist

with a creative vision for sustainable social change. As an innovative thinker, Asad

utilizes the universal language of art to connect communities, cultures and people to

transform our interactions, perceptions, and consciousness. Since 2001, Asad has

worked passionately with artists, creatives, and thought leaders across nations, disci-

plines, and genres to curate meaningful productions, design sustainable initiatives, and build

strong communities. Learn more about Asad at asadalijafri.com.

Dr. Tim Paquette is Assistant Director, Training Director, Licensed Clinical

Psychologist of the Counseling and Student Development Center (CSDC) of

the Division of Student Affairs and Enrollment Management of NIU. He has

been a staff member at the CSDC since 2004 and he has worked exclusively

with university students for many years. He provides individual and group

counseling and is training director of CSDC's APA accredited doctoral in-

ternship program. His areas of expertise include multicultural issues, relationship concerns,

men's issues, and anxiety concerns. Dr. Paquette’s professional interests include college student

development, diversity education/training, social justice, and supervision. His counseling orien-

tation is integrative, with an emphasis on interpersonal-process, humanistic, and cognitive per-

spectives. Over the years, he has facilitated PYLP and other ITO workshops in both the U.S.A.

and in the Philippines.

Dr. Susan Russell (Ph.D. University of Illinois, 1983; Presidential Engagement Professor, 2011)

is a cultural anthropologist with specific interests in economic anthropology and the Philippines.

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Her research has focused on the relationship between ritual and economy and on

the role of peasant economic institutions in upland and maritime societies. She has

conducted research with upland Ibaloi and Kankana-ey peoples in Luzon, street

vendors in Manila, and fishermen in both Thailand and the Philippines. She has

also been a visiting professor at the School of Economics, University of the Philip-

pines in Diliman, Quezon City. Professor Russell is a core member of the Center

for Southeast Asian Studies. For the last decade, she has been running international capacity-

building exchange programs for young Muslim, Christian and indigenous leaders in the southern

Philippines through grants from the Bureau of Educational & Cultural Affairs, U.S. Department

of State. She was named a Presidential Engagement Professor in 2011. She teaches courses in

economic anthropology, globalization and contemporary world problems, and introductory an-

thropology.

Dr. Kendall Thu is a Presidential Engagement Professor and Chair of the De-

partment of Anthropology at Northern Illinois University. He has served on the

American Anthropological Association’s Committee on Ethics, been the editor of

Culture and Agriculture, served on the Boards of the National Association of Prac-

ticing Anthropologists and the Central States Anthropological Society, and is a

Fellow in the Society for Applied Anthropology. He also served as President of

Culture and Agriculture, chaired the Committee on Public Policy for the American Anthropolog-

ical Association, and served a two-year term on the National Agricultural Air Quality Task Force

under U.S. Secretary of Agriculture Dan Glickman. He has approximately 50 peer reviewed pub-

lications examining linkages between the food system, the environment, political power, and oc-

cupational health. In addition, he is the co-founder of the Illinois Citizens for Clean Air and Wa-

ter and the Illinois Food Farm and Consumer Coalition.

Dr. Rey Ty received his first master’s degree from the University of California

at Berkeley and his second master’s degree and doctorate from NIU. He is the

Training Coordinator of the International Training Office of the Division of

International Affairs of NIU. His responsibilities include the following: com-

municate with faculty for program presentations; preparation of training manu-

als and final books, preparation and conduct of programs; development, im-

plementation, analysis, and interpretation of evaluations; writing of reports required by funding

agencies; update of the website and brochure; serving as a resource person or lecturer; serving as

liaison to campus and community groups; photo and video documentation; and, planning and

coordination of field visits. He is also an Adjunct Professor of NIU’s Department of Counseling,

Adult, and Higher Education. He currently teaches International Adult Higher Education, cover-

ing such issues as international organizations, nature and the environment, international political

economy, politics, gender, history of struggle, civil society, social movements, culture, and inter-

sectionality of identities.

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CHAPTER 1: U.S. Culture

Cultural Adjustment to the United States

Evelina Jose Cichy

I. Introduction: The Excitement of Arriving in the US

a. Heightened Expectations

b. Jet Lag

c. Weather

d. Surroundings

e. Homesickness

II. Identifying Some Differences Between Filipino and American Culture

a. Culture Shock

1. Definitions and examples

2. How to cope with culture shock

b. Values and Customs

1. How values dictate cultural behaviors

2. Examples of some popular traditions and customs

3. Differences and similarities in our values and customs

c. Food

1. Diet and nutrition

2. How food influences our culture

d. Material Conveniences

1. Technology

2. Transportation

3. Economy and Work

III. Appreciation of Filipino-American Contributions to the US

a. Brief History of Filipino Immigration to the US

1. History timeline

2. Who are the Filipino-American immigrants?

b. The Promise of the American Dream

IV. Conclusion: Understanding the Importance of Cross-Cultural Communication

Strategies for a Successful Stay

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Cultural Orientation to the United States

Welcome to DeKalb, Illinois!

April 14, 2014

Presented by Evelina Jose Cichy

I. Introduction: The Excitement of Arriving in the US

A. Heightened Expectations

You have been building up numerous expectations about the US experience.

Is everything you imagined about the US really true? DeKalb is not Hollywood.

You have been given an opportunity and you will take advantage of this by doing the best

you can.

“I will prove that I will be successful.”

B. Jet Lag

“I am so tired, I need to sleep.”

“I am so awake, I need to do something.”

C. Weather

It is so cold and dreary – winter has been long and spring has been delayed.

How to dress in cold weather.

Adjusting to the cold weather will also affect your health.

D. Surroundings

It’s flat everywhere – Midwest is prairie land

People are very friendly.

You don’t understand what they are saying – getting used to listening and speaking Eng-

lish all day.

E. Homesickness

Missing your family, friends, and Filipino food.

II. Cultural Adjustment Adjusting to a new culture and surroundings can be uncomfortable and exciting. But allow your-

self the opportunity to learn new experiences. You will grow tremendously through new experi-

ences, new knowledge, and a better understanding of other cultures. Be aware that you will be

going through a period of adjustment that will require you to change your attitudes and percep-

tions about other people.

A. Definitions and examples of culture shock – living in a different culture will bring about ex-

periences of discomfort and anxiety. It is important that you are aware of these changes so that

you are prepared and able to cope. Some may not go through all these stages and some may

spend a longer period of time in one of the stages. Fluency in the English language will not be as

big a barrier to communication among Filipinos.

A. Stages

1. anticipation – excitement, many emotions, many details, “honeymoon”

2. culture shock – tiredness, dominant use of second language, homesickness, food needs,

unhappiness with surroundings

3. adjustment – returning to normal and regular energy level; sense of better understand-

ing of your surroundings, smoother interaction with people around you

4. re-entry shock – return to your culture; critical of what you see around you that could

be better or different

B. How to cope with culture shock and period of adjustment

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1. keep your mind open to changes and observe your surroundings; ask questions

2. rest and give your body and mind time to relax; eat your comfort foods; social inter-

action is important; exercise; communicate with your family

3. continue to stay busy; keep up with your schedule and an eye on your goals

4. be open to learning and gaining new experiences

III. Identifying Some Similarities and Differences between Filipino and American Culture

A. Values

Values determine what is important to you and how you perceive what is important and

right for you.

Your values will dictate how you behave.

Understanding the differences will help you adjust to your new surroundings and inform

you on how to better interact with those around you.

B. Similarities and differences in values that influence behavior

The United States represents diverse populations.

References are made to its culture as a melting pot or a salad bowl.

Understand that these are stereotypes and cannot be generalized to apply to everyone.

Filipino American

Interdependence – importance of family and group, decision-making is based on influence of family, extended family, mutual support, personal information

Independence – individuality, nuclear family, pri-vacy, rights of the individual above all else

Time – time can wait; past and future Time – punctuality, time is money, present

Learning – listen and understand Learning – question and challenge

Formality – use of titles, respect for age Informality – use of first names, casual conversa-tions

Indirect communication – use of body language and gestures, touching

Direct communication – may appear aggressive and blunt, eye contact, spontaneity, express feel-ings, personal space

Harmony, avoidance of conflict, self-restraint (sometimes misunderstood as meekness)

Competition

Food emphasis – social activity Diet consciousness, availability of many choices

Spirituality and fate Self determination and secularism

C. Material Conveniences

Access to technology is more prevalent across income levels.

Value of information source (family, friends, outside information)

Importance of transportation to mobility of individuals to do/go as they please

Working at a young age to develop more independence compared to working to help

family income

Bigger is better, excess and availability

IV. A Brief History of Filipinos in the US

(This information is provided in recognition of Asian-American Heritage Month at NIU.)

A. History timeline

Oct. 18, 1587 – Filipinos landed in Morro Bay, CA. October is Filipino American Histo-

ry Month.

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1635 – Filipinos jumped ship from the Spanish galleons. They were called the Manila-

men and they settled in Louisiana where they worked in a fishing village.

1903 – Filipino students (pensionados) arrive in the US as part of the Pensionado Pro-

gram. They were brought here to be educated and learn about democracy.

1907 – Filipino laborers arrive in Hawaii.

1925 – Filipinos arrive in California to work in farms.

1965 – Immigration quotas increased the number of Filipinos immigrating to the US. In

the 70s, 30,000 Filipinos immigrated to the US each year.

B. Who are the Filipino-American immigrants?

Filipino immigrants make up the third largest immigrant group in the US, after

Mexicans and Chinese. Asian-Americans make up 6% of US population.

Origin Population

Chinese 4 mil. 23.2%

Filipino 3.4 mil. 19.7%

Indian 3.1 mil. 18.4%

Vietnamese 1.73 mil. 10.0%

Korean 1.7 mil. 9.9%

Japanese 1.3 mil. 7.5%

Source: Pew Research and Demographic Data, 2013

Most Filipinos reside in California, Hawaii, New York, and Chicago.

More Filipinos feel comfortable living in the US than other Asian groups.

Predominant occupations are in the health care field and service sector.

IV. Conclusion: Some Strategies for Cultural Adjustment

Familiarity with English language will be a great help with communicating.

Observe your surroundings and hold your judgments.

Ask questions to better understand what is being said or done.

Most Americans are not knowledgeable about the Philippines – be prepared to answer

questions and explain.

Express yourself clearly, learn to be more direct with responses.

Participate and be involved.

Be true to yourself.

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Cultural Orientation to the United States Evelina Jose Cichy

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NOTES:

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CHAPTER 2: Leadership

Effective Communication for Community Organizing

Chris Birks

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Social Media as a Tool for Advocacy

Andrea Guzman

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TRANSFORM: Building Community through Art and Culture (Outline) Asad Ali Jafri

9am Intro

a. Mic Check – 1, 2, 1, 2

(Introduction to Hip Hop’s Tradition of Call and Response)

b. Name, Dance, Revolution

(A fun movement based way to get to know each other)

c. Quick Introduction to Facilitators

9:30am Art/Culture for Social Change – Hip Hop as a Case Study

(Slides)

a. What is Hip Hop?

b. What are the Elements of Hip Hop?

c. Hip Hop’s Roots in Social Change

d. Hip Hop’s Connections to Indigenous Cultures

Discussion

9:45am Rhythm

a.) Make the Music/BodyBeat

How can you make music with no instruments?

What is rhythm and how do we use it to communicate?

Why is rhythm important in community work?

b.) Small Group Rhythm Exercise

10:15 Art/Culture for Social Change - Start with Yourself

(Slides)

a. The importance of individual wellness in community transformation

b. Asad’s personal story

c. The importance of individual wellness in community transformation

Discussion

10:45 Vocals

a.) Learning to amplify, articulate, and annunciate

b.) Che Che Cole – Vocal, Rhythm, and Movement exercise

c.) The importance of clear communication

11:00 Movement

a.) Hip Hop Dance 101

b.) How does moving your body relate to movement building?

11:30 LUNCH BREAK

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1pm Reflection and Discussion

1:15 Write and Draw Your Way to Change

(In Small Groups)

1:45 Art/Culture for Social Change – Build Community (Slides)

a.) How do we as individuals become agents of change

b.) The importance of individual wellness in community transformation

Discussion

2:00 Vocal Melody and Harmony Exercises

(In Large Groups)

a.) Creating a harmony out of differences

b.) How to have unity without needing to be uniform

2:15 Break into small groups to create performances

2:45 Present performances

3:15 Discussion and Wrap Up

NOTES:

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TRANSFORM: Building Community through Art and Culture (PPT File)

Asad Ali Jafri

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Volunteer Community Service Learning Rey Ty

I. Volunteer Community Service Learning

A. Brainstorming: Humility, Service, Learn from the people, Give back to society,

Change society, Forget your ego, Think of others, Engage in acts of kindness to

(1) fellows, (2) animals, and (3) nature, and Serve the people

B. Goal Setting

Service Learning Sessions

A teaching and learning approach that integrates volunteer community

service with academic study to enrich learning, teach civic responsibility,

and strengthen community (National Commission on Service Learning)

1. Goals

a. Promote mutual understanding

b. Strengthen democratic values and active citizenship

c. Appreciate governmental and legal structures

d. Understand diversity of society

e. Strengthen skills for participatory approaches

2. Objectives

a. Learn about civil society through volunteerism and civic

engagement

b. Be aware of the importance of the rule of law

c. Participate in community building

d. Learn about rights and responsibilities

e. Develop skills

f. Promote effective, accountable, transparent, and responsive

government

g. Forge partnerships and share lessons learned

h. Engage in dialogue in civic participation, human rights, jus-

tice, tolerance, participatory development, and grassroots

empowerment

i. Design and implement action plans

3. Service Outcomes

a. Learning Outcomes

i. Enhanced learning

ii. Active learning through meaningful work

iii. Understand socio-economic issues affecting the

community

iv. Continuing reciprocal communication

v. Critical reflection

4. Democracy Outcomes

a. Enhanced citizenship involvement

b. Increased understanding of human rights, diversity, ethnici-

ty, social justice, and socio-economic tensions

c. Cultural awareness and breaking stereotypes

d. Civic participation

5. Process Outcomes

a. Active involvement in community service

b. Mutual respect

6. Care for others

7. Increased direct services

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8. Interaction community folks with whom participants will normally

not have the change

C. Three Views of Citizenship

1. Personally responsible citizenship: donate canned goods

2. Participatory citizenship: help organize food drive

3. Justice-oriented citizenship: work toward the elimination of hunger

D. Citizenship Commitments

1. Thin Commitment

1. charity-oriented

2. scratch the surface

3. patronizing

4. perpetuate inequality

2. Different Approaches

1. Conservative: Performance, Efficiency, Top-Down

2. Liberal: Touchy-Feely, Horizontal

3. Justice: Social Change, Bottom Up

II. Preparation

1. Pre-Service Orientation

1. Scholarship of Engagement

a. Volunteer community work

b. Link theory with practice

c. Problem Solving: Critical Reflection and Critical

Social Action

d. Personal transformation

e. Interpersonal development

f. Skills in collaboration

g. Social transformation

2. Socio-Economic-Cultural Context

a. Understand the community and its needs

b. Fill community needs

c. Social justice issues: structures of inequality and

inclusion

2. Linking Theory with Practice: Link concepts you have learned

(theory) with knowledge, skills, and values you gain from the community

work (practice)

3. Reflection on the Experience: What have you learned? How do

you feel? So what (critique and interpretation)? Now what (what will you

do to have a social impact)?

4. Reciprocity: Self-inventory. What are your social identities? As-

sets? Motivations? Expectations?

5. Reciprocity: Understand the Community. Match your self-

inventory with the community needs. Social investigation: social mapping,

social profiling; community organization; community people; neighbor-

hood; community assets and challenges; service tasks; how to respond to

community needs

III. Placement: community partners’ inputs; challenges; active observer; various tasks; posi-

tive contribution; responsibilities

IV. Conduct of Service Learning

A. Not about you, but the community; you are not superior to community members

B. Mutual respect be sensitive; not disruptive; don’t talk down to community mem-

bers; respect people who are hungry and homeless

C. Don’t be an outsider voyeur; be a collaborator; trade shoes

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D. Link and talk with community folks and service providers

E. Recognize differences but don’t think you are better; don’t stereotype “the oth-

ers;” honor uniqueness

F. Recognize similarities but understand differences based on economic wealth,

gender, politics, culture, homelessness, etc.

G. Don’t judge your community partners. Don’t impose your values. Don’t romanti-

cize either.

H. Integrate social justice. Don’t say what you do is neutral or “good work.” Call

“oppression” oppression; otherwise, we are involved in perpetuating it.

I. Admit that there is power imbalance. As service providers, you are advantaged

over the people whom you serve. Cultivate respect.

V. Post-Service Activities

A. Give token or certificate of appreciation on the spot.

B. Critical reflection.

C. Discuss. Personal transformation? Social transformation?

D. Send a non-commercial, hand-made, not-computer-printed, home-made thank-

you card, note, letter, or email. Do not criticize.

VI. Ideas for Community Projects

A. Charity Work: Do not rock the boat.

1. Donate old clothes and canned goods.

2. Give food for the poor.

3. Volunteer as a receptionist for a fund-raising dinner.

4. Donate blood.

5. Tutor a poor student enrolled in a public school.

6. Donate money to a group with which you have a common cause.

B. Policy or Social Reform: Rock the Boat

1. Join a protest action about an important social issue (elimination of

hunger)

2. Write or talk to a politician to change a public policy.

3. Join a non-governmental organization or a social movement.

4. Use a bicycle or public transportation to go places.

5. Organize and mobilize your friends to work for a cause: environ-

ment, women’s rights, workers’ wages

6. Boycott, vote, or run for public office and in the process engage in

public education

7. Money is important but think of a career that will make a differ-

ence (not only think of profits)

8. Engage in micro-lending for empowerment

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Action Plan Dr. Rey Ty

Project Title:

General Goal/s:

Prepared by: Implementation Date:

Why? Specific

Objectives

How? Specific Tasks

Who? Human

Resources

What? Material

Resources

When? Time

Frame

Evaluation: Success Criteria

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

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CHAPTER 3: Diversity and Interfaith Dialogue

In the Shadow of Hate & A Place at the Table

The Battle Against Intolerance and Discrimination

Workshop

Facilitator: Dr. Janice D. Hamlet

Associate Professor

Department of Communication

Northern Illinois University

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Key Terms

Cultural Competency

An ability to interact effectively with people of different cultural backgrounds. Cultural

competency comprises four components: (1) awareness of one’s own cultural background and

worldview; (2) a positive attitude toward cultural differences; (3) knowledge of different cultural

traditions, practices and worldviews; and (4) cross-cultural skills. Developing cultural compe-

tence results in an ability to understand interact and communicate effectively with people repre-

senting other backgrounds and cultures.

Discrimination

The unjust or prejudicial treatment of different categories of people or things i.e. ethnici-

ty, race, age, gender, religion, sexuality, ability, etc.

Diversity

Refers to the variety of experiences, expressions and perspectives, which arise, from dif-

ferences in race, culture, religion, mental or physical abilities, heritage, age, gender, sexual orien-

tation, and other characteristics. Diversity is a significant component of multiculturalism.

Ethnocentrism

The belief in the intrinsic superiority of one’s own ethnic group or culture over others. It

is often accompanied by feelings of dislike for other groups.

Equity

Involves access to equal opportunity and the development of basic capacity. It requires

eliminating all barriers to economic and political opportunities and access to education and basic

services, such that people (men and women of all ages, conditions and positions) can enjoy these

opportunities and benefit from them. It is the recognition of diversity without these characteris-

tics providing reasons for discrimination.

Intersectionality

Seeks to examine how various biological, social and cultural categories such as gender,

race, ability, sexual orientation and other areas of identity interact on multiple and other simulta-

neous levels, contributing to systematic injustice and social inequality.

Multiculturalism

The active, purposeful and consistent valuing, respecting and inclusion of people who

come from different backgrounds and experiences.

Tolerance

The capacity and practice of recognizing and respecting the beliefs and practices of oth-

ers.

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(A video presentation)

Produced by Teaching Tolerance

Through archival photographs, motion picture footage, and eyewitness reports, this video traces

historic incidents of racial and ethnic discrimination from the dawn of American history to con-

temporary times.

As you watch the video presentation, consider the following questions:

• How has intolerance been expressed in American History?

• What are some of the underlying causes of intolerance?

• What examples of intolerance can you think of in your own school

and/or community today?

• What can you do to improve these situations? How can you help?

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(Struggles for equality in America)

A Video Presentation

Produced by Teaching Tolerance

The stories in this video feature the courageous efforts of unsung heroes who toppled barriers in

education, voting, employment, housing and other areas in order to participate more fully in

American democracy. The video introduces eight teenagers who voice the challenges of creating

and sustaining an inclusive American society.

As you watch this video presentation considers the following questions:

• Did the video presentation, “A Place at the Table” present a troubling vision of America

or a hopeful one?

• What special challenges will you and your peers face in championing liberty and equality

for everyone and how will you meet those challenges?

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Think about the perspectives, attitudes, talents and skills you possess that would be useful in

working with others in bringing about harmony and peace. Be prepared to discuss your answer.

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Diversity will continue to place increasing demands on us and present formidable chal-

lenges for businesses, educational institutions, health care systems, the criminal justice system

governmental entities and the communities. The demands and challenges center on CHANGE.

The status quo is no longer an option. Therefore:

You be the change you wish to see.

(Mahatma Gandhi)

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Conflict Management & Mediation

Dr. Tim Paquette

Northern Illinois University

Counseling & Student Development Center

Presentation Outline

Introductions, ground rules, & preparing to work

1) Acknowledging and understanding our similarities and differences

2) Understanding the experiences, perspectives, biases, and assumptions we bring into

the room

3) The ground rules (e.g., respect, do not interrupt, let everyone have a chance)

Understanding your values & the values of others

1) Values shuffle

2) The sea turtles & the eagles

Understanding your conflict style & strategies

1) Review of different conflict styles

a. Direct vs. Indirect

b. Talking vs. Listening

c. Goals vs. Relationships

2) What is your conflict style? How do you react in a conflict situation?

3) The impact of values and culture on our conflict style (e.g., family vs. peers, societal

norms and standards, comfort level/familiarity with someone)

BREAK

Conflict Management & Mediation

1) Basic principles of conflict management & mediation

2) Putting the principles into action

Group Activity

1) What are the primary reasons for the conflict in Mindanao?

2) How would you end the conflict? What are your solutions?

3) What are the barriers and obstacles that stand in the way to ending the conflict?

4) What needs to change/be different for the conflict to end?

Group Discussion & Wrap Up

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The Art of Conflict Management

Conflicts are an inevitable part of human interaction. Conflict occurs when two or more people

need to examine and express their behaviors, thoughts, and feelings. The process of conflict

management is focused on a positive and productive solution for all involved. Conflict manage-

ment is about healthy, assertive, and open communication not aggressive confrontation.

Steps to Successful Conflict Management

1) DO NOT attempt to resolve a conflict when you are experiencing “in the moment” emo-

tional reactions

Wait until you can approach the situation more calmly

2) Include all persons involved in the conflict and make sure they are present

Find times to talk that are best for all

Don’t expect others to stop what they’re doing when you’re ready to talk

Allow enough time to thoroughly discuss the situation

3) Come to agreement about the source of the conflict

Be specific and don’t make assumptions that someone else “knows what you’re

talking about”

4) Provide opportunities for each person to express his or her point of view

Take turns sharing perceptions and feelings

Listen! Don’t cut people off and let them talk until finished

This process is not about “winning” an argument or debate, it’s about facilitating

communication

5) Validate the other person’s position

Try to understand others’ point of view and verbalize that understanding

Be honest. If you don’t understand what someone is saying, let them know this

6) Identify changes or compromises that can be made by each person

Negotiate options and brainstorm ways to solve the conflict

7) Develop a plan of action that specifies responsibilities and expectations for each person

Is everyone satisfied with this plan?

8) Make a commitment to make necessary changes

9) Set a time to follow-up and check-in about the identified resolution

If the conflict remains unsolved, attempt the process again

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Understanding the Mediation Process

What is Mediation?

Mediation is the intervention of a trained neutral third party to facilitate a solution to a conflict

Mediation helps the involved parties understand and explore their concerns and perspectives

Mediation helps the involved parties take a more objective view of the conflict and reduces the

negative impact of subjective perspectives

Mediation often provides the involved parties more than one way to resolve their concerns, and

when done successfully, an outcome that maximizes the interests of both parties

A Mediator Must Be:

A good communicator

A good listener

An advocate for both of the involved parties, not for one party more than another

Able to summarize other people’s opinions and feelings without letting their own opinions and

feelings negatively impact the process

Able to use language that is clear and descriptive, never insensitive or inflammatory

Able to utilize reasoning and negotiating skills in order to provide solutions to resolve conflicts

Questions to Ask Before Attempting Mediation:

Are the individuals involved in the conflict unable to find an independent solution?

Are the individuals willing to utilize a neutral third party to facilitate the resolution process?

Do the individuals recognize that the mediator is not responsible for the success or failure of the

mediation process?

Are individuals aware that the mediator is not being involved to “take sides” or be convinced

about who is “right”?

NOTE: You must complete extensive training to be a professional mediator!

(but you can see how the steps for mediation can be helpful in your life)

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Youth Leadership and Civic Engagement

Presented by Reema Ahmad

I. INTRODUCTIONS

● Introduce self

→ brief history of my background, family, schooling

→ professional work (add to what is said in bio)

● Lay out in general terms what the next 2 hours will look like:

→ We’re going to talk about what leadership is, what it looks like, etc.

→ Work on improving the skills we already have in order to make us better leaders and get the

work we want to see done manifested in reality.

II. WHAT IS LEADERSHIP?

● Who is a leader?

● What do leaders look like?

● Example of a leader in action: Obama Speech at DNC ***start at 1:09, go to

8:08***

→ watch clip of Obama telling story of self, story of us, story of now

→ Ask students to pay attention/take notes of what they see/hear/feel that makes them think

of a leader or leadership

● Deconstruct leadership

→ What did you hear? see?

→ How did you feel?

→ What is a take-away message?

→ How did Obama convey his message?

III. STORYTELLING

● Storytelling as innate to human nature, human experience

→ How many of you have ever told a story before?

→ How have you used stories?

→ When do you tell stories?

→ How do stories make you feel?

● Stories move people to action, so the most effective leaders are always ones that

have a compelling story that is authentic, connects with others, and have clear next steps

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● Come back to the larger group and give everyone a chance to present

→ In addition to knowing yourself, your story, an effective leader is able to speak publicly

→ Introduce ‘power pose’ (example in Amy Cuddy TED Talk)

→ Provide cape for everyone to use

→ Make sure people LISTEN!

IV. INTENTIONAL LEADERSHIP

● How does everyone feel?

● What did you learn about yourself: purpose? vision?

● We can recognize leaders, but they do not take one set shape: Student Activist

Example → Show video of student using their story of self as a social actor

→ Ask students to pay attention once more

● Who you are (story) impacts your leadership (development). What we see is that

leadership is the necessary backbone for change.

V. LIVING WITH PURPOSE

● PRES model ***ATTRIBUTE TO ARIEL GROUP!***

1. Being PRESENT: the ability to be completely in the moment & flexible enough to handle the

unexpected.

2. REACHING out: the ability to build relationships through empathy, listening, & authentic

connections.

3. EXPRESSIVENESS: the ability to express feelings & emotions appropriately using words,

voice, body, & face, to deliver one congruent message.

4. SELF-knowing: the ability to accept yourself, to be authentic, to reflect your values in your

decisions & actions.

● Think of the two video examples we saw today, as well as the examples of all the

leaders we have in this room

→ How did we see this model in action?

→ How do the definitions of a leader that we discussed earlier relate or fit in?

● Make connection between individual story and role as social agents for change

→ The exercises we’ve done today have shown us that leadership involves skills. (ask what are

some of those skills) ...These are not innate, instead they take time to work on, practice, and hone.

→ Leaders are not born, they are made.

VI. CLOSING

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● While home is on the horizon for most of you and this hopefully excit-

ing/insightful/fun experience is coming to a close, each of you will be continuing along

your individual journeys as leaders within your respective communities.

● Before we end today, I want you to pull out a piece of paper and think about these

three questions:

1. What is something you’ve done? (recognize where you come from/what makes you)

2. What is something you’re doing? (recognize the value you are already giving)

3. What is something you will do? (recognize your potential)

● This last exercise was for you. Please take these notes back and keep them as a

reminder while you continue along your journey as leaders. You have each done much to

get to where you are today. You are doing wonderful things right now. And the horizon is

limitless for your potential.

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CHAPTER 4: Environmentalism and Ecological Activism

Environmental Issues in the Philippines: Role of Youth in Sustainability

Dr. Susan Russell

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Water as a Resource

Presented by Dr. Melissa Lenczewski

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Conservation, Sustainability, Food, & the Environment Dr. Kendall Thu

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