Introduction
Chapter 1 — Overview
A — Social Action’s Role & B – US College Social Action
C — Benefits of Social Action & D – Bringing into Classroom
Chapter 2 — Developing a Social Action Class
A — Academic Course vs Co-Curricular & B — Prerequisites
C — Creating a Social Action Syllabus
D — Teaching Style & E — Classroom Norms
G — Building Campus & Community Allies
H —The Role of Place & I —Each Semester vs Every Year
Chapter 3 — Launching Student Campaigns
B — Students Choose Their Issue
G — Research: Historical Overview, Power Mapping, & Target Analysis
Chapter 4 — Campaign Planning, Implementation, and Evaluation
A — Timeline & Campaign Plan B — Campaign Implementation: "Series of Actions" Begins C — Campaign Execution & Case Studies D — Campaign Evaluation E — Day of the Final: Campaign Notebook & Group Presentation
Chapter 5 — Where to Go From Here
A — Next Semester B — Mainstreaming Social Action C — Social Action Internship Program D — Pipeline to Jobs & Graduate School E — Status of Current Campaigns F — Impact of Social Action on Former Social Action Students
Social action has played a major role on college campuses. This chapter discusses the history of social action on campus, its benefits, and why it is necessary to bring social action ino the classroom. This chapter also discusses how to overcome and deal with the challenges of a teaching a social action course.
Central to social action is that we "teach and do social action". That is, we move away from a traditional way of teaching about change to an active-learning model that is transformative. The below mage, which used to be in the Institute but was removed because of time contstraints, brekas out the difference between traditional and active learning:
Questions
- Why does social action interest you?
- How do you think social action will enhance your teaching?
- What course (or co-curricular experience) will you be teaching social action in?