This semester, I am back teaching a class that has, over the years, been one of the most rewarding experiences in my academic career: Advanced Advocacy and Community Practice.
It’s controversial, I know, this idea that advocacy can be ‘taught’. I view social work practice the same way, though. Can we really ‘teach’ practice? Absent the context in which to apply the skills and the knowledge?
I view this class, then, as part building blocks–exposing students to some of the components of advocacy practice and, perhaps even more importantly, the resources to which they can turn when they need guidance and assistance in navigating advocacy–and part semester-long pep talk, since I see reluctance to tackle advocacy as, itself, one of the biggest reasons that more social workers haven’t successfully integrated advocacy into their work.
What I love about this course is the moment–maybe as part of practicum, maybe as part of a class assignment, maybe in the course of a class discussion or online discussion board–when students begin to identify as advocates.
Their language begins to change, often, as advocacy becomes ‘something that I do, as part of being a social worker’, instead of something vague and foreign and threatening.
To get there, we do fairly traditional academic exercises: readings, discussions, guest speakers, written assignments.
But I also do a lot of mentoring, even more than I do in my policy courses, and certainly more than students would normally see, as part of graduate study. It is my hope that, as a result of the semester, they not only have a better sense of what needs to go into an advocacy practice, and how to do those things, but also at least one real example of what trying to be an advocate, as a social worker, looks like…as part of their journey to figure out what it could, and should, look like for them.
My plan for this semester is:
- Help students craft their own definition of ‘advocacy’, so that they can begin to articulate where and how it fits into their social work practice. There’s a real benefit in having these conversations at this point in their nascent careers, when their overall practice is, itself, an evolving work in progress.
- Critically examine the realities of nonprofit social service agencies as locations for advocacy, so that students have as few illusions as possible about the advantages and disadvantages of their organizations as venues for social change.
- Encourage self-awareness, one of an organizer’s greatest tools in the long slog that is working for justice.
- Articulate how being a ‘social work advocate’ is different than other professions’ pursuit of social change, with particular emphasis on helping students navigate the ethical dilemmas that often arise for macro practitioners.
- Sharpen students’ skills in social problem analysis and, especially, ‘cutting’ issues–while we teach problem analysis from an academic perspective in other courses, students usually have little experience translating their concerns into issues that have a real chance of making it onto the public agenda. This is certainly as much art as science, but we need to help them see that problems aren’t necessarily ‘problems’, just because we think they are bad.
- Confront power–our own, our clients’, systems’, our targets’…I spend time in just about every class I teach helping my students become more comfortable with power, and power analyses, because no one wins when we pretend that our power doesn’t exist…or, conversely, that it is sufficient.
- Expose students to real examples of what community organizing and mobilization looks like, which, admittedly, is the hardest piece to replicate in an artificial classroom environment. I try through using readings that bring in different perspectives, copious use of very generous guest speakers, and some film representations.
- Build frames, because so much of advocacy rests in how we communicate about what our communities need, and why it is in our collective interest to deliver it. This is usually students’ favorite part of the semester, because it’s fascinating to learn new things about how we think about what we think we know…and why.
- Prepare students for participation in coalitions, often their first opportunity to experience community efforts in action and, unfortunately, often a rather disappointing one.
- Engage in legislative advocacy, which I intentionally put towards the end of the course, because it’s often the first (and sometimes only) way that students think about ‘advocacy’, and I want to break them out of that more narrow conception of the forms social change can take.
- Discuss and experience electronic advocacy and the influence of the rise of social media on how people identify as ‘community’ and how they organize themselves.
- Make plans for integrating advocacy into practice, including (new this semester) assessing students’ current organizations’ advocacy capacity.
Ultimately, the proof is in the pudding, so to speak. While most of the students I’ve taught in this course in the past 5 years have not gone on to be full-time advocates, I believe that they are more politically and macro-engaged than most, although that certainly cannot be causally inferred from their time in my class, since they have to identify as interested in advocacy in order to opt in (and they’re awesome, it should be said, especially since many of them are regular readers!). At some point, it would be cool to do some research about the impact of academic offerings like this. For now, it’s a bit of a walk of faith; I build the best experience I can, promise to walk beside them, and hope that the journey is a fruitful one.
From the outline above, what do you think is missing? What do you wish you had known as you had embarked on your advocacy career, that could have been taught in class? What kinds of experiences are most important for new social workers who hope to have a macro impact? Where would you like to see instructors build these in?
Third-order Engagement: Friends don’t let friends advocate alone
While I admit that I’m slow to getting around to try out all of the really exciting tools that I learn about on Beth Kanter’s blog, it’s a very fertile place for new ideas about revolutionizing nonprofits, and it’s the first blog I make a point to check in on when I want to be challenged and reconnected to the field.
Often, posts about technology in nonprofit organizations lead me to think, also, about offline applications of the same concepts, which is exactly the case with this post from this archived post about “third-order engagement.”
The idea, after all, isn’t very high-tech: People are more likely to get excited about something that their friends are excited about. And they’re more likely to be receptive to messages that are conveyed by those with whom they already have a strong relationship.
As the blog post describes, this makes sense for for-profit companies that are learning to facilitate consumers sharing information about products with friends who might want to buy them, too, as well as for nonprofit organizations that can see big dividends when they make it easy for donors and others to find out how their friends are engaged with the same organization, too.
And, of course, it has important advocacy implications.
Are our advocacy efforts set up to make it easy for people to “invite” friends to take a stand with them (with talking points that someone new to the effort can relate to, and engaging actions that people will find enjoyable, and explicit assistance to help people approach friends about the cause)?
Are we investing heavily in our strongest advocates’ potential to bring in new activists, rather than pushing out all of the asks ourselves? Are we moving people from engagement to leadership, and encouraging them to bring their friends along with them? Are we recognizing advocates’ successes in enlarging the pool of the committed, as a “win” in itself? Do we actively solicit new contacts from our current cadre, and do we use technology (databases, social networks) that allow advocates to find other friends and to connect relationally with other activists?
Do we spend at least as much time cultivating a grassroots base as we do trying to mobilize that base towards specific targets?
And, as advocates ourselves, do we make sure that our friends understand why we’re engaged in specific causes, and what that work means for their own lives, and how they can play a part in the effort with us? Do they know that they are welcome, and needed, and valued?
The explosion of social media, and their expansion into every aspect of life, illustrates the fundamental truth that we are relational beings.
That’s true in our social change work, too.
No one should be advocating alone, especially not in this connected age, when so many messages and issues are competing for attention.
After all, when we take a stand, wouldn’t we rather not stand alone?
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Posted in Analysis and Commentary
Tagged advocacy, community organizing, technology