Public Achievement

Comment

Comment by Ellen Tveit on April 19, 2010 at 11:28am

Rowdy kids and failed agendas...what did you do when your high expectations as a PA coach bumped up against the real world?

Here's a reflection by a PA coach working with middle schoolers in Milledgeville, Georgia.

Comment by Harry Boyte on April 5, 2010 at 10:30am

We've been thinking and working this year a lot on the implications of "public work" for Public Achievement, in a consumer culture where young people rarely have the opportunity to contribute, or to be productive, or to show what they can do to help impact the world. The basic message in a consumer society is "go shopping," that creates an illusion, not the real thing.

One dimension of the importance of public work is that it raises the question, how can we learn to name and act powerfully on our passions and interests, our "why," in a culture where things seem inconsequential and pretend.

Dennis Donovan and I have organized our organizing class with undergraduates this spring around this question: how can young people develop the skills and power to be contributors to the public world we all share, the commonwealth, rather than simply consumers of the commonwealth. Students have read a lot on the hidden problems of the culture -- violence and bullying among girls, the loss of many men's feelings that their work has meaning and public impact, the way a "consumer mindset" has infiltrated into friendships and even families, etc. Students also read a great book by a young organizer, Stephen Smith's Stoking the FIres of Democracy, which they have loved. He stresses the importance of being real, finding one's "why," and learning how to take risks.

One consequence is that when the students turned in their organizing papers on something they want to change, almost all named issues that are rarely discussed much -- stereotyping, violence, drugs, alcohol use, racism, anorexa, the lack of much meaning in education, etc. After describing the culture of wild drinking in her community, one student wrote that "it sounds like the bad club of a cheesy high school...but this is not only a phase, or a small group of rotten eggs, it is what is "normal."

I have been moved and shaken by the power and passion of these undergraduates. The challenges they -- and we all -- face seem immense, if we are going to create a sane, healthy, productive society. But they are also inspiring in their determination, as they have learned stories and skills of organizing for change.

Comment by Albert Kastrati on November 3, 2009 at 8:40pm

Hi again from me,
This post is for Mr.Donovan so sir read this please.
I had the pleasure to speak with the prime minister of my country and I told him about the experiance in Macedonia 2006.We are really interested to bring the same project in our contry,so please let me know how could we talk about this ,is it possible to bring your group here to help our students like u helped me or it is not.
My e-mail is akastro@live.com so if there is any possibillity talkin in telephone ore something please let me know by sending me a message in my e-mail.
Respect for all of you.It was a pleassure working with you. Thank you

Comment by Shelly Robertson on September 6, 2009 at 8:28am

Kira,

When we work from the IPP model, we look at Problems as Probletunities. With every problem there is an opportunity. However in reflecting on your question regarding the use of Appreciative Inquiry it resonates with Power and Interest. Identifing assets and building an appreciation for what we already have foundationally in place to do public work is a needed piece in the process. This year we are holding a Regional Issue Convention and two ideas were planted from your question and the Dalton Sherman, "Do you believe in me?" you tube video. First before moving into Issue Panel where youth and adults from the region will share stories, good such as the Summer Survival Program in Worth County and Accessible Healthcare for the Homeless through a mobil unit PA team RAH, to foster care and workforce issues, to sessions to identify through brainstorming and coming up with a Issues statement in a research session, we will use Appreciative Inquiry as an Ice Breaker, so to speak, session, focusing on the exploration and discovery of " what is right with the world" Dewitt Jones, National Geographic Photographer, recognizing the best in people and the region or world around us. Also recognizing and appreciating what they as individuals bring to public work and places. We will wrap up the end of the day with this focus as well. One thought, eyes, ears, voice, hands, feet are all points we can use to build appreciation for what we bring. Your statement of asking youth and adults to remember hopes for their school and community and what they want to perserve, are helpful for us to consider as framing questioins for the day. Thanks for your post I appreciated the value it added and the challenge it posed to me and the process of Issues, Problems, Projects.
We often use appreciative inquiry when power mapping. Identifing stakeholders interest in an Issue. I just had a session with college students who were not happy with a Professor. They felt they were unprepared as Seniors at this time to become social workers. The issue we mapped was "unprepared SW professionals" When power mapping they could identifiy the common interest and appreciate that, student affairs, the dean of the college, the department head, and even this Professor would want them to be successful as they enter their field of Social Work.

Comment by Kira Pasquesi on September 4, 2009 at 2:51pm

Moving from Issue...to problem...to project. Public Achievement, and many other forms of community organizing, operates out of a deficit model. This year I am trying to incorporate aspects of appreciative inquiry into our program based out of Colorado College. We are asking students to remember their hopes for their school and community and what they want to preserve as they explore problems. I would like to utilize stories as the main tool for this inquiry. Has anyone had any luck infusing appreciative inquiry into their PA curriculum or coach lessons? I would appreciate any advice or feedback on the use of appreciate inquiry vs. a deficit model and how they can interact. Best of luck this academic year and thank you for your compassion and dedication!

Comment by Bibi Hudaykuliyeva on June 15, 2009 at 12:21pm

I enjoyed a lot to read all your experience in Public Achievement. During my professional affiliation in Center for Democracy and Citizenship at the University of Minnesota, I have also a great opportunity to participate in online interviews organized among experts and youth involved in the world wide Public Achievement network. I was impressed with all successful stories that interviewers shared with us. It would be great to gather all this stories in one Public Achievement successful stories’ web page that will provide written information as well as video materials about realized PA creative work. Definitely, something different happen in the mind of people when they are reading successful experience that makes them believe: “I can do it too.”

Totally agree with the words that “… Public Achievement makes real in the world "yes we can.."

Comment by Harry Boyte on June 9, 2009 at 7:24pm

This is a powerful and important discussion of the larger meaning of Public Achievement. I've been thinking of this a lot -- especially as I read the insights and stories across our network.

In an important way, it seems to me that Public Achievement makes real in the world "yes we can," the central theme of the Obama campaign that inspired a nation. We're continuing to interact in a number of ways with the administration, but if this confidence in our collective capacities is to become real -- across the world -- everyday citizens will be the ones who make it real.

Maybe we should think about how PA groups can be the seeds of local "yes we can" (or "civic agency") chapter and groups, that reflect a philosophy that the people will have to gain the skills and confidence to take action on the challenges we face -- and institutions and professionals will need to reconceive themselves as the partners, facilitators, and students of the general citizenry.

Comment by Kim Carter on June 9, 2009 at 6:25pm

Ellen et al,
What a worthy goal - PA concepts part of every school day, integral to the culture of teaching and learning, part of how teachers work within their professional community - and with families and community members! Imagine!!

Comment by Ellen Tveit on June 9, 2009 at 3:31pm

Sarah and Frank,
Thanks for sharing what's going on in Denver. Charla's plan to use what she has learned coaching Public Achievement to make change in the public education system underscores the fact that PA is more than a program, more than a youth civic engagement tool. Can you imagine what the world would be like if teachers such as Charla were able to make PA concepts - and practice developing civic and organizing skills - part of every school day, and part of how they worked within their professional community?
Ellen

Comment by Dennis Donovan on June 9, 2009 at 11:51am

Thank you Michael Kuhne and students for sharing your reflections with us. It is clear that Public Achievement has had a powerful impact on you. At a time when people feel helpless, we see once again how PA can build civic agency in people.

Thank you Sarah and Frank for your update. I remember Carla when she came to Minneapolis as a Freshman. She "got it".

Keep up the good work.

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