Advocacy Training Toolkit

  

Ethno-Cultural Council of Calgary (ECCC)

ADVOCACY TRAINING TOOLKIT:

Understanding and Combatting Racism and Discrimination (UCRD)

Hagir Sail

ADVOCACY TRAINING PROGRAM

 

INTRODUCTION

The present training program has been designed to support the Ethno-Cultural council of Calgary (ECCC) efforts to empower youth to advocate on their behalf or on behalf of others. People who know how to advocate effectively can lead to changes in attitudes, policies and opportunities as well as exercise their right to demand for changes or lend their voice to those who suffer from racism and discrimination.

 

PROGRAM ASSUMPTIONS

Meaningful and reflective learning experiences promote the learner elaborate existing meaning schemes, learn new meaning schemes, transform meaning schemes, or transform meaning perspectives.

Participants bring to the sessions prior experiences which constitutes the starting point for dialogue, reflection and eventually action. Engaging and challenging learning experiences should acknowledge learners’ perspectives and values

Learners are more likely to respond to a see-feel-change sequence rather than a rational process (analyze-think-change). Developing awareness of feelings and emotions in the reflective process is vital for promoting change.

Learning on an affective level can be threatening and emotionally charged, thus authentic relationships allow facilitators and learners to have questioning discussions, share information openly and achieve consensual understanding .

Educational programs result from the interaction of institutional priorities, people, tasks and events. Developing responsive education and training program involves flexibility to reformulate the process or implement necessary changes.

Acknowledging the voice of program stakeholders at individual, organizational and wider community level ensures solid support and success in the implementation of the program.

 

ADVOCACY TRAINING PROGRAM

 

DISCERNING THE CONTEXT

 

The Organization

The Ethno-Cultural Council of Calgary (ECCC) is a community-based organization that facilitates the collective voice of Calgary’s ethno-cultural communities towards full civic participation and integration through collaborative action. We do this by:

Advancing community based public policy solutions affecting all citizens

Promoting full civic participation of immigrants, refugees and ethno-cultural communities

Being a catalyst for all visible minorities and the community to gain greater understanding of the ethno-cultural issues affecting the community

Building capacity in the ethno-cultural sector.

 

Why the need for the program:

The Youth Engagement Project follows a broker model where youth are in the position to drive the change they want to see in their own communities. We are building a core group of ethno-cultural youth to be trained as brokers who will carry out community action plans that will cultivate community development and build the capacity of their communities.  We also work on creating a safe space (our Youth Hub) for the youth to discuss and share the issues and barrier they face on the day to day basis. The youth have identified the need to be empowered with knowledge on racisms, discrimination and how to be Canadian be without compromising their ethno-cultural background.  We found that many of the participants are toiling with their identity and what it means to be Canadian some have said

“I try to be more Canadian so I don’t practice my Filipino Culture so that I am not seen as less than “the Canadians. But I realized no matter how hard I tried I will always be different (Filipino)”- youth participant.

We hold sessions in which we discuss about racism and prejudice but also we discuss identity and the diaspora phenomena and how practicing ones culture does not make them less Canadian. We also learn positive practices on how to spread the awareness and to positively advocate for a more inclusive place of living.      

Target Program Participants

The target “youth” (government definition is 15-30 but from age 18 one is treated as an adult) between the ages of 18-30 (this is open to all ethno-cultural youth from new to multigenerational) because there are no programs for this age group. This is the age when one is creating themselves their ideals, principles and sense of identity and at the same time, this is when they face the barriers of being a visible minority or of ethno-cultural descent and not have the place of ability cope with it.  In the long run the more aware we become, the more we advocate and the effective we will be in bringing on the change.

  • DEVELOPING PROGRAM GOALS & OBJECTIVES

Program Goals

 

Promote changes within the community, social, public and private entities regarding issues and barriers facing ethno-cultural youth.

Develop advocacy leadership for oneself or on behalf of others

 

Program Objectives

 

Participants attending the Workshop on Advocacy will be able

to frame their advocacy issue

to develop an action plan

to implement their action plan

 

Information on non-measurable and unanticipated achievements for participants and the ECCC are specified in Table 1.

 

Objectives focused on participant outcomes

 

Measurable achievements

 

 

Intended achievements

 

Participants will be able

·         to frame their advocacy issue

·         to develop an action plan

·         to implement their action plan

 

Unanticipated achievements

Participants will be able

·         to  articulate their advocacy issues appropriately

·          to write well-thought action plans

·         to get self-advocacy  results in the short term

 

Non measurable achievements

·         to feel  better equipped to self-advocate

·         to become an active self-advocate

·         to invite other people to become self-advocates

 

·         to reach a key audience of decision-makers

·         to set up a network of advocates

·         to suggest other useful tools to the self-advocate kit

·         to become a volunteer education leader/presenter

Objective focused on operational outcome

 

Measurable achievements

ECCC will be able

·         to empower advocates

 

 

 

ECCC will be able

·         to get valuable feedback on the use of the toolkit

·         to set up an active network of advocates

Non measurable achievements ·         to strengthen their presence in the community ·         to get support on how to effectible and constructively hold discussions on racism and discrimination

Table 1. Participant and operational objectives

 

  • DESIGNING INTRUCTIONAL PLAN

The present instructional plan meets the stated program learning assumptions and objectives.  To ensure learning outcomes are achieved, the plan states the underlying objective for each selected learning experience as well as the appropriate transfer-of-learning instructional techniques (Table2)

Learning activities were selected to tap into the affective and cognitive side of learning as well as building a community of learning among participants.

Session

Duration

What we will discuss

Impact

Session 1

Let’s talk: TRIO Broker Training

7 hours

1.       Participants – trained in brokering

2.       Participants will contribute to program design BBEC

3.       Youth have ability to disseminate/broker (i.e. facilitate/referral/information gathering) between service providers and community members

4.       Develop a youth toolkit

 

Sessions  2 & 3

 

Let’s talk: Voice Activation

2 hours (each)

1.       Participants will be  – trained in Voice Activation

 

·         Methods/skills/techniques to relieve stress, (build capacity as leaders) communications

·         Discussion on representation in Arts and target audience (e.g. high arts/low arts)

·         Connections with Theatre Calgary – tickets to upcoming events – more access to shows

Connection to Calgary Congress with Equity in the Arts – conversation on how to get more representation within the arts community

Session 4 

Let’s Talk: Racism

2 hours Participants discussion on racism and systemic forms of discrimination

·         Learn about racism and discrimination and clarify concepts

·         Generated broader discussion in families and communities

·         Provided a platform to share experiences of racism

Norming process – shared identity

Session 5 – Let’s Talk: Privilege and rights  continued dialogue, included privilege/rights 2 hours

 

• Continuing form  the previous session

• Understanding the differences between privileges and rights

 

• Understanding underlining factors and root causes for racism and discrimination

Session 6 –Let’s Talk: Planning Ahead P.1  2 hours strategic planning session on mission vision of the program

·         Forming process – developing a formalized group.

·         Planning ahead and co-developing the program to fit out needs now that we have a grasp of the basics

Session 7 – Let’s Talk: Community action plan 2 hours The group will brainstorm together on a community action plan

putting the learning into action

 

Session 8

Let’s Talk: Planning Ahead p.2

2 hours ·         Planning the next stages of the program and how to move forward. The program was also evaluated at this session. ·         Clearly defined the plans for moving forward with the program.

 

Table 2. Instructional Plan


 

  • DEVISING TRANSFER-OF-LEARNING PLANS

 

To ensure the take up of the workshop contents and its practical use, the program will provide assistance to participants well after it is completed. Participants who need some kind of guidance about who to contact or still to have to gain confidence in using their advocacy skills will benefit from follow-up sessions and networking. Volunteer educators/mentors from collaborative institution will be responsible for these activities. Follow-up sessions will be conducted through both online and in person; whereas, online networking will take place in eight weeks’ time.

 

  • SELECTING FORMAT, SCHEDULE & STAFF NEEDS

 

The format selected for the training program is that of a four-hour morning workshop with a break (Table 3).

 

 

ADVOCACY  discussion Session SCHEDULE

             

Time                  Content

 

06.00 pm – 06:05pm      Introductions

06.05 pm – 7:45pm:       Advocacy Needs and discussions

07.45pm – 8:00pm         Feedback/reflection

 

 

Table 3. session schedule

 

The program designer will also act as a session facilitator and program evaluator, and also in charge of registering participants, arranging facilities and getting handouts.

 

  • BUDGETING, MARKETING & COORDINATING FACILITIES

 

ECCC as sponsoring institution will be responsible of budgeting and promoting the workshop. They will also coordinate the facilities at the most appropriate venue taking into account the number of participants and accessibility.

 


  • FORMULATING EVALUATION PLANS
  • Outcomes Harvesting: Using multiple data sources, engages participants in evaluation process and provides indicators into how the program is contributing to achieving key outcomes. By employing this method we will attempt to capture the role of the broker model and the establishment of the hub space in increasing youth engagement and sense of control over their action plans. This is a very participatory evaluation method that requires guidance throughout the process. The Programs and Policy Manager, supported by the Youth Coordinator, will guide this process.
  • Pre and post program surveys with brokers to measure knowledge of community engagement practice, confidence engaging other youth, leadership skills and sense of community connections.
  • Pre and post tests with youth who attend the first pilot delivery of the training developed by the brokers.
  • Pre and post-tests with youth who engage in the Council and action plans to gage sense of engagement, community connection and perceptions of ability to act and change the issues they are addressing.
  • Most Significant Change (MSC) narrative tracking with the five brokers and a small group of program participants will allow us to document increase in connections and inclusion, gauge its sustainability to capture participants’ perspective on the change achieved.
  • Quantitative outputs will also be tracked as indicators of programmatic success, including: # of youth trained as brokers, # of youth engaged in program events, # of youth who return for multiple forms of engagement, # action plans developed and implemented etc.
  • Discussion paper and presentation detailing learnings around engaging youth through a broker and hub model.
  • Training program for ethno-cultural youth brokers.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

REFERENCES

Advocating Change Together (2008). Self-Advocacy Quick Guide. St. Paul, MN: ACTSelf-Advocacy Resource Network. Retrieved from http://www.selfadvocacy.org/docs/ACT_QuickGuide2008.pdf

Cafarella, R. (2002). Planning Programs for Adult Learners: A Practical Guide for Educators, Trainees, and Staff Developpers. San Francisco, CA: Jossey-Bass

Ginsberg, M. & Wlodkowski, R. (2009). Diversity and Motivation: Culturally Responsive Teaching in College. San Franciso, CA: Jossey –Bass.

Mezirow, J., Taylor, E. & Associates (2009).  Transformative Learning in Practice. San Francisco, CA: Jossey-Bass.

Peterson, D. (n.d.) If you had a magic wand, what would you change. About.Com: Continuing Education. Retrieved from http://adulted.about.com/od/icebreakers/qt/magicwand.htm

Self-Advocate Coalition of Kansas (n.d.). What is Self-Advocacy? Training Modules in Power Point . Cicero, NW: Program DevelopmentAssociates. Retrieved from http://www.sackonline.org/SACK_Training_Modules.html

The Riot (n.d.). Gifts N’ Giving Jabbers: A game for self-advocates. n.pl. Human Services     Research Institute. Retrieved from http://www.aucd.org/docs/add/sa_summits/Gifts-N-Giving-Jabbers.pdf

Wikipedia (2011). Self-Advocacy. Retrieved from http://en.wikipedia.org/wiki/Self-advocacy