LESSON 1.community action, core values andadvocacy

cesc

1. Community Action

2. COMMUNITY ACTION: Community action refers to collective efforts of people to address social problems (e.g., social inequalities, environmental degradation, and poverty) in order to achieve human well-being and community developmen

3. The following are emphasized and discussed substantively in this lesson: (1) community engagement, (2) solidarity, (3) citizenship, and (4) social change.

4. Community engagement refers to the process of developing partnerships and sustaining relationships with and through groups of people, who are affiliated by geographical proximity or common interests, to work for their common good and address issues that affect their well-being (Centers for Disease Control and Prevention 1997; Lenzi et al. 2012)

5. Community engagement requires caring for other groups , especially the vulnerable and marginalized, aside from your family. It is necessary to help such groups to play a meaningful role towards achieving their well-being

6. Community engagement in educational settings can take many forms, but the most common are service learning, community outreach, and community-engaged research

7. Service learning is a teaching methodology that employs community service and reflection on service to teach community engagement, develop greater community and social responsibility, and strengthen communities (Donahue, Fenner, and Mitchell 2015; Scott and Graham 2015).

8. Community outreach refers to the voluntary services done by students, faculty, school employees, or alumni in response to the social, economic, and political needs of communities. This is done in order to improve the community members’ quality of life. Voluntary service can take two forms: (1) community service or (2) community development. In community service, voluntary services are a one-way initiative from the one who devotes time and resources to the communities.

9. Community-engaged research ( CEnR ) is a collaborative process between the faculty and/or student researchers and the partner community in conducting research.

10. Levels and Modalities of Community Engagement

11. Information is a one-way dissemination of information to community members. It covers passive access to information by people via traditional media (posters, brochures, telephone calls, or word of mouth marketing), mass media (newspaper, radio, television, Web sites), and social media (Facebook, Twitter, Instagram, etc.). It also includes more active measures to disseminate information through community education and community campaign awareness activities

12. Consultation involves obtaining stakeholder approval for a particular initiative. It seeks to interact with communities to get feedback without direct community participation in project design, implementation, and evaluation. However, information gathered from consultation can be used to help frame an issue, identify options for service learning, community outreach, and CEnR projects, and enrich the evaluation of the project.

13. Involvement is about enlisting community stakeholders as volunteers and/or consumers of an envisaged service learning, community outreach, or CEnR project and its associated services

14. Active participation allows the involvement of community members in the planning, implementation, and overall assessment of development initiatives. It emphasizes community knowledge, agency, control, and ownership, which are defined as the ideal outcomes and drivers of community-centered development.

15. Principles of Fairness Justice Empowerment Participation Self - determination

16. TOPIC HEADER HERE We have many PowerPoint templates that has been specifically designed. . Build trust Goals of Community Engagement Enlist new resources and allies Create better communication

17. Strengthened communities and cohesion Strengthened accountability of partners and coalition Improved service delivery, efficiency and effectiveness Improved health and social outcomes Benefits of Community Engagement

18. Outreach Consult Involve Collaborate Share Leadership Community Engagement Continuum Increasing level of trust, community involvement, communication and impact

19. Solidarity refers to the firm and persevering determination to commit oneself to the common good by mutually supporting and sustaining movements for social change and social justice. These movements could be local or global and may take the form of policy and/or action advocacies.

20. SOLIDARITY - is unity (as of a group or class) which produces or is based on unities of interests, objectives, standards and sympathies. is an integral element of  Catholic social teaching ; No one can remain insensitive to the inequalities that persist in the world…. (Pope Francis)

21. Solidarity means to become one by empathizing with the plight of others, especially those who are poor, vulnerable, and marginalized.

22. In Philippine society, among the most common sectors that are often considered vulnerable, oppressed, or marginalized are: rural poor (e.g., landless farmers, peasants, fisherfolk) urban poor (e.g., contractual laborers and workers from the informal economy) migrant workers and victims of human trafficking poor children, youth, women, the elderly, and street families indigenous people persons with disabilities prisoners and inmates victims or survivors of disaster lesbian, gay, bisexual, transsexual, queer, intersex, and asexual (LGBTQIA) sector

23. In working with the aforementioned sectors, solidarity values the principle that there is strength in numbers. Hence, solidarity entails working with the vulnerable, oppressed, and/or marginalized sectors to face a social problem and collectively work for their emancipation. This means that solidarity requires action, not just approval or lip-service support. The emancipation goals that solidarity strives for are mostly anchored on the following enumerated advocacies:

24. Health for All. All. It pertains to the understanding that health—which is a state of complete physical, mental, and social well-being, and not merely the absence of disease or infirmity—is a fundamental human right. Thus, every human being is entitled to the enjoyment of the highest possible standard of health that is conducive to living a life in dignity (UN 1966).

25. Education for All. This refers to bringing the benefits of education to every citizen in society. Research indicates that education enables people to perform better economically, enhances health and extends life span, promotes civic engagement, and improves one’s sense of well-being (ICSU and ISSC 2015; UNESCO 2000). Thus, it is imperative that access to education (from kinder up to senior high school) is viewed not as a privilege, but a fundamental human right

26. Good Governance for All. This pertains to capacitating local communities and institutions to manage and regulate their own welfare in terms of economic security, sociopolitical well-being, and cultural preservation and progress. At the same time, it shall help them establish an active partnership with their respective local governments to engage in the design and implementation of economic, social, and environmental policies; to enhance each other’s lasting development efforts; and to bolster citizenship in the process (Abenir 2011).

27. Economic Justice for All. It pertains to enabling all people—especially the poor; the disadvantaged; and discriminated men, women, and youth, who are excluded from growth processes—to contribute to and benefit from the overall growth in the economy and be lifted above the poverty line (Wagner 2006, Ravallion and Chen 2003).

28. Climate and Environmental Justice for All. This refers to the fair treatment and meaningful involvement of all people in the development, implementation, and enforcement of environmental laws, regulations, and policies (Pedersen 2011).

29. Citizenship

30. its most basic sense, refers to full membership in a community in which one lives, works, or was born (Atlanta and Marquis 2010). However, there are three interrelated dimensions of citizenship that shape its common notion of understanding. According to Leydet (2014), these three pertain to the legal, political, and identity dimensions of citizenship.

31. Citizenship is about being able to feel safe in your country, to voice out your opinion, and to freely participate in shaping the destiny of your nation

32. – is a citizen of a country residing in or passing through another country. He/She is a popularly known as “foreigner” He/She is not given the full rights to citizenship but is entitled to received protection as to his/her person or property. Citizen – is a person having the title of citizenship. He is the member of the democratic community who enjoy full civil and political rights and is accorded protection inside and outside the territory of the State. (In Monarchial State he/she is often called Subject) Alien

33. by birth because of blood relationship or place of birth by naturalization, except in case of collective naturalization of the inhabitants of a territory which takes place when it is ceded by one state to another as a result of a conquest or treaty. General ways of acquiring citizenship Involuntary Voluntary

34. JUS SANGUINIS blood relationship is the basis for the acquisition of citizenship under this rule. The children follow the citizenship of the parents or one of them. 01 JUS SOLI or JUSLOCI place birth serves as the basis for acquiring citizenship. A person becomes a citizen of a state where he/she is born irrespective of the parents’.   02 Dual Citizenship - refer to the possession of two citizenship by an individual, that of his/her original citizenship and that of the country where he/she became a naturalized citizen. Natural - born and Naturalized citizens Naturalization – the act of formally adopting a foreigner into the political body of the state and clothing him/her with the rights and privileges of citizenship . Citizens by birth

35. Citizenship Education in the Philippine

36. Preamble We the sovereign Filipino people, imploring the aid of Almighty God, in order to build a just humane society and establish a Government that shall embody our ideals and aspirations, promote the common good, conserve and develop our patrimony, and secure to ourselves and our posterity the blessings of independence and democracy under the rule of law and a regime of truth, justice, freedom, love, equality, and peace, do ordain and promulgate this constitution.

37. Based on the Preamble, the core Filipino values are: Pagkamaka-Diyos (being God-fearing) – this encompasses faith in the Almighty God. Pagkamaka -Tao (being humane) – this includes the promotion of the common good and valuing of truth, justice, freedom, love, equality, and peace. Pagkamaka -Bayan (being nationalistic and patriotic) – this includes securing the blessings of democracy and respect for the rule of law, the Philippine government, and its instrumentalities. Pagkamaka-Kalikasan (being caring for the environment) – this involves the conservation and development of the country’s patrimony.

38. These core Filipino values are the bases of Filipino citizenship within the dimension of national identity. They set the anchors of Filipino identity as defined by the nation-state—that is, the “Philippines for the Filipinos.” Aside from this, citizenship education in the country also requires every Filipino citizen to know the highest law of the land—the 1987 Constitution. The 1987 Constitution enunciates State principles and policies such as the following 1. Sovereignty of the people 2. Renunciation of war as an instrument of national policy 3. Supremacy at all times by the civilian authority over the military 4. Service to and protection of the people as the prime duty of the government 5. Enjoyment of the blessing of democracy by all people 6. Inviolable separation of Church and State 7. Protection of the rights of workers and the promotion of their welfare 8. Separation of power among the executive, legislative, and judicial branches of government 9. Autonomy of local government units 10. Maintenance of honesty and integrity in public service and taking positive and effective measures against graft and corruption

39. Aside from the aforementioned State principles and policies, another central feature of the Philippine Constitution is the Bill of Rights. The Bill of Rights enumerates the Filipino people’s basic rights and liberties, which no one, not even the government, is allowed to violate or infringe upon. Some of the rights granted by the Constitution are the following:

40. 1. Due process of law and equal protection 2. Right against unreasonable search and seizure 3. Right to privacy 4. Freedom of speech, of expression, and of the press 5. Freedom of religion 6. Liberty of abode and travel 7. Right to information on matters of public concern 8. Right to form unions and associations for purposes not contrary to law 9. Right to a just compensation when private property is taken for public use 10. Freedom of access to the court

41. Are you one of those in the lead role in your community to do a cause? How did you do it? (If not yet share a story of anyone you know in your community and tell how he/she do it.)   2. If you have the chance to choose other citizenship, where is it? And if you prefer to stay as a Filipino despite have chances, why? THANK YOU FOR WATCHING DLP Activity / Exercise