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This Concept Map, created with IHMC CmapTools, has information related to: 2 PRACTICAL TOOLS COMMUNITY ENGAGEMENT, stanford centre for deliberative democracy ???? Introduction sets out the context The Deliberation The process to be used and your job in it Hard Decisions The key issue and policy options in the short term.Data to describe current benchmarks and an explanation of what could be done This includes what critics of this option would say Hard Choices: Fundamental Challenge, MACRO DESIGN ???? Goal 1: Cool tools — information people can use Goal 2: Build awareness and a sense of urgency for personal action Goal 3: Working through on a national scale to uncover common ground, INVOLVE ???? FROM MANIPULATION TO CONTROL, ASCENTUM Eight Principles of Public Outreach ???? 1 Do ask them to come together to talk about what we can do to ensure that our kids don’t move away because they can’t find jobs 2 Do recruit volunteers and ambassadors to get out and talk to people, organize phone banks, make presentations and speeches, and set up tables at highly trafficked events. 3 Do identify trusted ambassadors to explain why people should participate 4 Do design an outreach and communication strategy that incorporates multiple mediums 5 Do take the time to explain what will happen after your forum and how the public’s ideas will be addressed 6 Do create a system to monitor registrations that can adjust your strategies and tactics as needed 7 Do take steps to increase the likelihood that registrants will attend and assume that a significant number of registrants will not attend 8 Do consider creating messages and targeting participants in social networks and investigate the power of cost effective advertising using these medi, ???? ???? MACRO DESIGN, VIEWPOINT LEARNING ???? Stage I: Consciousness Raising Stage II: Working Through Stage III: Decision-Making and Resolution, IISD THEORY OF CHANGE ???? A DEMOCRATIC THEORY OF SOCIETAL CHANGE Change in societies proceeds from a cumulative, multilevel, open-ended process of continuous interaction among all actors who influence the course of events— citizens both in and out of government—as well as factors beyond their control. The question for citizens is how to conduct that process—to the extent of their capacities—in the public interest. This is a work in progress offered for comment. First, mindset may be the first element to address in a theory of change. RELATIONAL PARADIGM Second, citizens’ organizations may act as critical catalysts in a process of change. A small group of citizens together may have the capacity to initiate and organize change on their own. often they may turn to citizens’ organizations introducing change processes, training citizens in their use, and helping those citizens connect with others sharing their objective. Third is exploratory dialogue—first efforts to diagnose a problem and citizens’ capacities to deal with it. individuals talk with like-minded others about a problem they see as hurting their interests. We call this period “dialogue about dialogue.” It can produce three products: A judgment that action is needed. name it in human—not expert—terms that permit most of them to see their interests reflected in the name. A citizen’s decision to act. The tipping point from recognizing that something must be done to an individual's decision to act seems to lie in citizens' discovery of something they personally can do that they believe can make a difference and in their belief that others are likely to join them in such action. It becomes their own problem. This exploratory space also provides a face-saving venue to begin acquiring skills of collective work and testing others’ willingness and capacity for such work. Selection of an instrument for change. Together with a catalyst organization, citizens decide to use a particular instrument for change. They must choose an instrument suited both to their capacities and to the problem they have named. Then they must prepare themselves use it. Training is critical. They set a time and place to begin and invite participants. Fourth, citizens create a formal space specifically designed for their change instrument. As this wider circle meets, they work their way through a progression of tasks: (a) They broaden and deepen their diagnosis of the problem. (b) They probe and begin to transform their own relationships. (c) They develop the name of the problem they are addressing, probe its dynamics, begin to talk about possible approaches to dealing with it, and may come to some common sense of direction in which they might explore moving. This is the beginning of a strategy—the link between analysis and action. (d) They may decide to lay out a complex of steps that could begin to move in the desired direction and draw an ever-widening circle of citizens into engaging the problem. In this space, as they work their way through these tasks together, they learn to create a cumulative agenda; to talk analytically and empathetically; to relate differently by collaborating and thinking together rather than confronting; to create a common body of knowledge. They develop capacities to become boundary-spanners in communities— both practical skills as agenda-setters, speakers, analyzers and relational skills in bridging deep human divides. These are the capacities they need as political actors. They learn to design change together by developing a scenario of interactive steps for bringing divergent elements of a community together—at least in complementary action—to deal with problems that affect them all. Fifth, citizens build networks as they increasingly engage others. In order to influence the larger environment, they need to connect with other like-minded-groups and engage elements of the larger community. Sixth, as citizens implement an action plan in broadening circles, they constantly take stock. In an open-ended political process, citizens cannot necessarily know at the beginning exactly what the process will produce. Each concrete step forward may make possible achievements that were not possible before. An active citizens’ group becomes a participant in the political process of continuous interaction and change among the elements of the body politic. Continuous evaluation of progress together deepens their relationship— their capacity to make mid-course corrections and to tackle new problems or opportunities as they arise. Judging progress—evaluating—requires a framework that fits what they are doing. This theory of change can provide such a framework up to a point. The framework that describes the change process they have chosen can provide a fuller framework. Those who have chosen Sustained Dialogue can use the five-stage process to reflect on their progress. Their own design of a scenario of interactive steps with its stated objectives will provide a further framework. The concept of relationship may be a useful analytical tool where changing destructive relationships is an objective. The framework must be a continuing part of their process in advancing their work. A democratic theory of societal change can transform random acts into the purposeful conduct of a political process. Power is the capacity to influence the course of events. Citizens can generate the power to accomplish their goals when they see themselves as capable actors in the process of continuous interaction that propels change., KETTERING THREE CORE HYPOTHESES three hypotheses that guide the questions we are asking. Our workshops and experiments test the propositions that democracy requires: Citizens who as “sovereigns” can make sound decisions about public issues Citizens who can act together to deal with their problems, beginning in their communities Citizens who can align the work of the institutions created to serve them with work done through civic initiatives THE ELEMENTS OF PUBLIC ENGAGEMENT, RIGHT QUESTION PROJECT ???? Microdemocracy: individual citizens using essential democratic skills to participate effectively in their encounters with public agencies., INVOLVE ???? TOP DOWN /BOTTOM UP, E - DEMOCRACY FORUMS ,BLOGS WIKIS ????, ASCENTUM Eight Principles of Public Outreach ???? 1 Don’t invite people to attend a forum to talk about regional economic competitiveness in the global economy. 2 Don’t build your outreach strategy around flyers, newspaper listings and email blasts. 3 Don’t just send anyone into the community to reach out and recruit participants 4 Don’t limit your communications to one or two mediums. 5 Don’t assume that people will show up because the topic is important. 6 Don’t assume all of your outreach strategy will be effective. 7 Don’t plan on everyone attending who signed up. 8 Don’t ignore social media and social networks in your outreach strategy., IAP2 AN ENGAGEMENT SPECTRUM ? ????, E - DEMOCRACY FORUMS ,BLOGS WIKIS ???? How does it work? Community members gather online by joining a forum and agreeing to the civility rules. Imagine we are sitting around a table talking to real people with respect. The forum description and charter sets the important geographic scope for the exchange (be it for a neighborhood, rural area, city, etc.). Participants post and read messages via e-mail or the web. Forums may be conveniently "followed" via Facebook Pages, Twitter, a web feed, a daily e-mail digest as well as by e-mail or this website. Each forum has a dedicated volunteer Forum Manager who facilitates the forum an enforces the rules. This helps keep the forum on track and worth your time., NCDD tHE FULL RANGE OF PUBLIC ENGAGEMENT BRANDED APPROACHES ???? PRINCIPLES OF DEMOCRATIC ENGAGEMENT, ???? ???? LEARNING CURVE