Community Action

What is Community Action?

 refers to collective efforts

done by people directed toward
addressing social problems.
 community action can take the
form of community engagement
and solidarity.
 the changes brought by the
community action can be
understood by learning social
change.
Content
1. Community Engagement
2. Solidarity
3. Citizenship
4. Social Change
 1. Community Engagement

 Refers to the process of

developing partnership and
sustaining relationships with
people by common interest for the
purpose of working for the
common good.
 sponsors from partnership may
include organized groups,
agencies, institutions, or
individuals.
 Community Engagement on Educational
Context
 Refer to the initiatives and processes through which the educational
institution cater to issues relevant to community.
 This engagement also enrich the teaching experience of educational
institution.
1. Service Learning
2. Community outreach
3. Community Engaged research
 Service Learning
 Service learning projects are a collaborative
effort between community and students.
 Students that have undergone service
learning are more likely to engage in
activities that promote civic engagement.
 This students are most likely to have higher
levels of empathy and sympathy, lower level
of delinquency, more likely to be interested
in world events, and more likely to talk
about politics.
 Community Outreach
 Refers to the voluntary services done by students,
faculty, school, and alumni in response to social
problem in a community, this is usually done to
improve members quality of life.
1. Community Service – a one-way initiative from
the one who devotes time and resources to the
community
2. Community Development – require a relationship
with the community in order the outreach will
happen.
 Community Engaged Research
 A collaborative process between
faculty and student in order to
conduct research.
 this is geared toward the
strengthening the academic
discipline of the school and
finding solution to a specific
community problem.
 Levels of Community Engagement

 There are different appropriate levels of

community engagement depending on the issue
on the community, objective of engagement,
and the decision of who among the community
stakeholders should be involved.
 Levels are:
1. Information
2. Consultation
3. Involvement
4. Active participation
1. Information
 is a one way relationship on
disseminating information to
members via social media,
traditional media, and mass
media
 it also includes more active
measures to dissiminate
information through community
education and community
campaign awareness activities
2. Consultation
 involves obtaining
sponsors approval for a
particular initiative.
 it seeks to interact with
the communities for
the purpose of getting
feedback without
direct participation.
3. Involvement
 enlisting volunteers,
sponsors, and
consumers.
4. Active participation
 allows the involvement of members in
planning and implementation.
 it emphasizes community knowledge,
agency, control, and ownership,
which are defined as the ideal
outcomes and drivers of community-
centered development.
 Modalities of Community Engagement

 There are diffirent modalities(strategies) of community

engagement. These strategies are dependent on the level of
readiness and maturity of both parties to decide on what
type of community engagement strategy they want to
employ.
 There are 3 types:
1. Transactional
2. Transitional
3. Transformational
1. Transactional
 a one-way community project that come
from service provider to the community.
 include volunteer work, free
consultatancy services, philanthropic
cash donations, skill transfer, and giving
of technical support.
 in this modality the interaction with the
community is occasional, service comes
on a need per need basis, and the
service provider has full control of the
community engagement.
2. Transitional
 a two way community project
brought about by the process of
consultation and collaboration
between the service provider and
the community.
 the community members are
involved in the process but the
community project management is
still decides by the sponsors.
3. Transformational
 a two-way community
projects that can leave
everlasting effect to the
community.
reflection paper
 make a reflection paper on the documentray you will be watching.
 Answer the following questions:
1. What is the modality used in the documentary and;
2. as a Student, what are the plans you can think of to lessen the
problem present in the documentary.
 Solidarity
 unity or agreement of feeling
or action, especially among
individuals with a common
interest; mutual support
within a group.
 Solidarity often entails with
people who are oppressed,
marginalized, or vulnerable.
 Sectors in our country that are
oppress
1. Rural Poor (landless farmers, peasants, and fisherfolks.)
2. Urban Poor (laborers, workers from informal economy.)
3. Migrant workers
4. Poor children, youth, women, elderly.
5. Person with disabilities
6. Prisoners and inmates
7. Victims of disasters
In working with the said sectors, solidarity values the
principle that there is strength in numbers. Hence, solidarity
entails working with the vulnerable, oppressed, and
marginalized sectors to face a social problem and
collectively work for their emancipation. This means that
solidarity requires action, not just approval or lip service
support.
 Goals of Solidarity
1. Health for All
2. Education for all
3. Good governance for all
4. Economic Justice for all
5. Climate and Environmental justice for all
 Health for All
 Health – a state of complete
physical, mental, and social well
being and not merely the absence
of disease or infirmity.
 Every human being is entitled to
the highest enjoyment of health
possible.
 Education for all
 bringing the benefits of education
to every citizen in society.
 Access to education is viewed as a
fundamental human right and not as
a privileged.
 Good governance for all
 This pertains to capacitating local
communities and institutions to
manage their own welfare, security,
political wellbeing, and cultural
preservation in order to bolster
citizenship.
 Economic Justice for all

 Enabling people, especially the

poor, the disadvantaged and
youth from growth processes to
contribute and benefit from
the growth of the economy.
 Climate and Environment Justice
 This refers to the fair
treatment and meaningful
involvement of all people in the
development, implementation,
and enforcement of
environmental laws.
 Goal is to focus on the
environment and find solution
to the problem.
The said advocacies are not exhaustive, but they reflect
major issues that concern many developing countries in the
world today, including our country. Such advocacies are
possible areas of solidarity depending on the interest, time,
talent, and resources a person can commit.
 What are the core message of the video?
 What advocacies were the videos campaigning for?
 Choose eight goals from the Sustainable Development Goals and
explain concrete ways on how you can express solidarity with your
chosen goals.
 Citizenship

 Refers to full membership in a

community in which one lives,
works, or was born.
3 Dimension of Citizenship
1. Legal - a citizen that enjoys civil, political and
social rights.
2. Political – a citizen that actively participate in
society’s political institution and system.
3. Identity dimension – actively shapes his/her
cultural identity and must display pride, loyalty,
and love for his/her own country.
These dimension fuel one
another, and usually attainable
by lifelong citizenship
education.
 Citizenship Education In the
Philippines
 In the Philippines, every Filipino is expected to be a good
citizen based on core Filipino values that are considered
integral components in nation-building.
 The core Filipino values can be derived from the preamble
of the 1987 Constitution, which states that:
 Preamble
We, the sovereign Filipino people, imploring the aid of Almighty
God, in order to build a just and humane society and establish a
Government that shall embody our ideals and aspirations, promote
the common good, conserve and develop our patrimony, and secure
to ourselves and our posterity the blessings of independence and
democracy under the rule of law and a regime of truth, justice,
freedom, love, equality, and peace, do ordain and promulgate this
Constitution.
 Core Filipino Values
based on the Preamble, the core Filipino values are:
1. Pagkamaka-Diyos - Faith in almighty god
2. Pagkamaka-Tao - Promotion of common good, truth,
justice, freedom, love, equality, peace
3. Pagkamaka-Bayan - Securing the blessings of democracy
and blessing of the law and government
4. Pagkamaka-Kalikasan - Conservation and development
of our environment
 These core Filipino values are the bases of Filipino
citizenship within the dimension of national identity.
They set the anchors of Filipino identity as defined by
the nation state - that is, the “Philippines for the
Filipinos”.
 Citizenship education in our country requires every
Filipino to know the highest law of the land, the 1987
Constitution. The constitution enunciates state
principles and policies such as the following:
 Highest Law of the Land
1. Sovereignty of the people
2. Renunciation of wars as an instrument of national
policy
3. Supremacy at all times by the civilian authority
over military
4. Enjoyment of the blessing of democracy
5. Service to and protection of the people as the
prime duty of the government
 Highest Law of the Land
1. Inviolable separation of church and state
2. Protection of rights of workers and welfare
3. Check and balance
4. Autonomy of local government units
5. Maintenance of honesty and integrity in public
service and taking positive and effective measure
against graft and corruption
 Bill of Rights
The Bill of Rights enumerate the Filipino people’s basic
right and liberties, which no one, not even the
government, is allowed to violate or infringe upon.
1. Due process of law and equal protection
2. Right against unreasonable search and seizure
3. Right to privacy
4. Freedom of speech, of expression, and of the press
 Bill of Rights
5. Freedom of religion
6. Liberty of abode and travel
7. Right to information on matters of public concern
8. Right to form unions and association for purpose not
contrary to law
9. Right to a just compensation when private property is
taken for public use
10. Freedom of access to the courts
 Citizenship Education
 Understanding the Philippine Constitution is an obligation of
Filipino citizens so that they may invoke their lawful rights.
 Knowledge of these rights prevents an individual from invading
other rights, reminds him/her responsibilities to the nation, and
afford him/her the opportunity to demand from the government
to fulfill its sworn commitment to the filipino people.
 Citizenship Education takes the form of:
1. CAT
2. NSTP
 1. CAT - Citizenship Advancement Training

DepEd Order No. 50, series of 2005 – aims to enhance the

students social responsibility and commitment to the
development of their communities and develop their ability
to uphold law and order as they assume active participation
in community activities.
1. Military Orientation
2. Community Service
3. Public safety and Law Enforcement Service
Military Orientation

 Provides learning
opportunities for the
students to gain
knowledge, and
understanding of the rights
and duties of citizenship
and military orientation
with focus on leadership,
followership, and
discipline.
Community Service

 Refers to any activity that

helps achieve the general
welfare and betterment of
life of the members of the
community or the
enhancement of its
facilities.
Public safety and Law Enforcement Service

 All programs and activities are focus on maintaining

peace and order and public safety and compliance with
laws.
 2. NSTP - National Service Training Program

 Is a program aimed at enhancing civic consciousness and defense

preparedness in the youth by developing the ethics of services
and patriotism while undergoing training in its 3 program
components.
 its various components are designed to enhance the youth’s
active contribution to the general welfare - R.A. No. 9163
 3 Components:
1. ROTC
2. LTS
3. CWTS
ROTC - Reserved Officers Training Corps

 A program institutionalized under section 38 and 39 or

R.A no. 7077 designed to provide military training to
tertiary level students in order to motivate, train,
organize and mobilize for national defence
preparedness.
LTS - Literacy Training Service
 A program designed to train students to become teacher of
literacy and numeracy skill to school children, out of school
youth, and other segments of society in need of services.
CWTS - Civic Welfare Training Service

 Activities contributory to general welfare and the

betterment of life for the members of the community or the
enhancement of its facilities, especially those developed to
improving healtj, education, environment,
entrepreneurship, safety, recreation, and morals of the
citizenry.
What is the purpose of CAT and
NSTP?
 The National Service Training Program (NSTP) A program aimed at
enhancing civic consciousness and defense preparedness in the youth
by developing the ethics of services and patriotism while undergoing
training.
 Students participates in working toward the common good and in
preparing them to be concerned with the political affairs of the
country.
 Social Change
 alteration of social interactions, institutions, stratification
systems and elements of culture over time.
 Could be manifested in the rise and fall of civilization,
changes in function of institution, changes in statuses and
role of people.
Micro and Macro
 Micro – subtle alterations in daily social interactions.
 Macro – gradual transformation that occurs on a wide scale.
Social change can be brought about
by different factors. Internal and
External
Internal Factors
 Differences that occur in the norm, values, and beliefs of
people from different ages, gender, social class, caste,
psychosocial characteristics, ethnicity and race, that often
produce tension and conflict.
External Factors
 Things that are beyond human control like, demographic,
cultural, political, and economic.
Demographic Factors
 Changes in the number of composition of people in the
community brought by variations in fertility rate, mortality
rate, and migration.
Cultural Factors
 Changes that occur in the elements of culture due to
cultural diffusion, fission and convergence.
Political Factors
 Changes that occur in the political structure and system of
society due to either reformist or radical.
Economic Factors
 Changes that occur in the economic structure due to
modernization.
 Modernization – transformation from traditional society to
secular, urban, and industrial society.
 Theories on Social Change

1. Evolutionary
2. Cyclical
3. Functional
4. Conflict
5. Symbolic Interactionism
Evolutionary
 the survival of the fittest.
Cyclical
 Cycle of birth, maturity, decline, and death.
1. Ideational – appeals to mind and spirit
2. Idealistic – balance of faith, science as the source
of truth.
3. Sensate – dominated by hedonism
Functional
 a community always operate on a equilibrium.
Conflict
 Conflict = Change
Symbolic Interactionism
 As people interact with one another, Society
Change.