Facilitating learning for social change

The 'Facilitatiing learning for social change (FLASC)' initiative was established with the aim of facilitating more effective learning for social change through a better understanding and integration of theory, experience and practice of reflection and learning. Activitites included a dialogue which took place through e-fora and an international workshop in the Spring of 2006. The workshop report aims to show how we need to share learning and build knowledge collectively, in order to enrich society everywhere, for the benefit of all. It covers the workshop background and process and goes on to look at key outcomes of the event as well as how to move forward from such an initiative.

You can download a copy of the workshop report here.

What is a Community of Practice?

'Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavor: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope.'

Communities of Practice: The Organisational Frontier by Etienne Wenger is a good introduction

This blog posting also highlights some important aspects of communities of practice.

For other interesting views about communities of practice, click here.

The importance of the Third Place

Ray Oldenburg in his book The Great Good Place demonstrates why informal public gathering places are essential to community and public life. He argues that bars, coffee shops, general stores, and other "third places" (in contrast to the first and second places of home and work), are central to local democracy and community vitality. By exploring how these places work and what roles they serve, Oldenburg offers placemaking tools and insight for individuals and communities everywhere.

According to the Carnegie Trust Oldenburg identifies eight characteristics of ‘third’ spaces that are particularly relevant to the needs of activists from dispersed rural communities:

1. Neutral Ground: In conurbations, there is a critical mass of humanity who share interests and therefore who can choose to meet up. If rural areas are to benefit from the rich and varied association of inventive and entrepreneurial people, there needs to be neutral ground where they can meet up: somewhere where individuals can come and meet up with like minded participants.
2. Leveller: Acceptance and participation is not dependant on an individual’s status at work (such as professional community development worker) or in society (parish or community council chair or landowner). There are no formal criteria for membership.
3. Conversation is the Main Activity: and humour is valued. Where the past experience of many participants will be of lectures or seminars where they are talked at, in third spaces conversation is spirited, engrossing and there is a sense of genuine inquiry.
4. Accessibility & Accommodation: Third places are easy to access and are accommodating to those who come along. They keep long hours and conversation may continue into the early hours. Activity is not rigidly structured.
5. The Regulars: A cadre of regulars who attract newcomers and who give the space ‘mood’ and set the tone of conviviality. Eden Foundation is particularly good at this – mixing and matching individuals who they imagine will get on and have interests in common.
6. A Low Profile: Third places are without pretence and are comfortable and homely. Much conversation happens around a large table, accompanied by good food.
7. The Mood is Playful: Word-play, wit, frivolity are normally present. Food and music seem to be an important ingredient as is a sense of place.
8. A Home Away from Home: Home like, easy, warm, a feeling of ‘rootedness’

The cutting Edge

The Eden Project in Cornwall, a Rural Action Research Partner of the Carnegie Trust, is in the process of creating a new informal learning space, the Edge, for some of the great voices of the age – artists, writers, scientists and musicians - to work with communities and families and share the best ideas they have for improving their lives and environments, now and in the future.

The Edge woud seem to meet the criteria that Oldenburg highlights for informal 'third place' learning spaces

Rural Community Carbon Network

The Rural Community Carbon Network is organised by RuralnetUK and raises the awareness of the actions that rural communities can take in response to the climate change challenge. It builds on existing, isolated community action and supports other rural groups who wish to take collective action by providing access to an online panel of community experts, good practice toolkits and a mentoring service linked to a small grants programme. The Rural Community Carbon Network will link up existing groups with nascent ones for peer-to-peer support and knowledge transfer.

Want to know more? Download this pdf.

Sustainable Community Action

My attention was drawn to the excellent Sustainable Community Action wiki earlier this week. It has a massive amount of information. As Phil Green, the founder of the The Sustainable Community Action, points out the wiki offers "integration, synthesis and synergy across at least 4 dimensions'':

• Place - from the whole earth to local communities and whatever intermediate levels may be useful
• Topic - environmental, social and economic well being - personal and community options
• Type of content - information, news, comment, images, etc., and most importantly,
• Openness to all - all stakeholders, and in particularly those that traditional and establishment initiatives tend to leave out - ordinary citizens and communities.

If you are interested in sustainability check it out. If you have time, maybe you can add information to the Ireland/Northern Ireland pages.

Learning and Teaching for Transformation

The Learning and Teaching for Transformation (LTT) initiative should be of interest to anyone involved in capacity building for sustainable rural development.

'The initiative aims to enhance the capacity of higher learning institutions
to develop and deliver effective education programs that contribute to a wider
transformation of individuals, institutions and society. It is especially
relevant to those involved in the preparation of individuals for engagement
in fields such as development, governance and citizenship, and within
sectors that aim to bring about personal and social change. It advocates
forms of learning that are grounded in the principles and practices of
participatory development and action research, and seeks to encourage these
forms through the sharing and generation of both theory and practice.'