Community Engagement as a learning tool for Education for Sustainable Development

Observation

To help me understand why having the community involved in decision making is a form of learning I read through the reference provided in GSE 827, Effective Engagement: Building relationships with community and other Stakeholders, Book One, An Introduction to Engagement (2005) by the Department of Sustainability and the Environment, Victoria. I also read the journal article by Martha C Monroe, Annie Oxarart, Lauren McDonell and Richard Plate (2009) entitled Using Community Forums to Enhance Public Engagement in Environmental Issues.

After reading these two texts I have discovered the following about ‘learning’:

• The process of learning outside the formal sector of education is different. Within the formal sector the educator has a captive audience, education within the community involves the educators seeking their intended learners.
• Although the term ‘Community Engagement’ does not immediately provide visions of learning, the processes involved in ‘community engagement’ are processes of learning. For example, as mentioned in previous blog, the NSW Quality Teaching Framework (DET, 2003) sets out three elements of learning and within these elements there are dimensions of the type of learning that should be occurring in schools. Some of these dimensions involve accessing background knowledge, participation of all learners, conversations about concepts are sustained, criteria is explicit, learners are engaged, strong support is offered by the teacher and learners direct their activities . Similarly, if we look at what the Department of Sustainability and Environment, Vic (2005) suggest is involved in effective Community Engagement, they state for a project to be successful it must have clear objectives, build consensus, be transparent, have information appropriate to audience capabilities, foster collaboration, build trust with community, foster participation, and build a feeling of ownership of decisions amongst community members. Although they use different language, the concepts are similar.
• Being aware of community knowledge and building upon community knowledge is important (Monroe et al 2009). This is similar to Friere (2003) of ‘problem-based’ learning. Learners are seen to bring with them to new learning experiences background knowledge. Through my learning to be a teacher, it is important to be aware of background knowledge and how to build from background knowledge as it makes the difference to whether or not understanding is created. If community knowledge is not known and acknowledged, I would suggest there is a great chance of community members becoming disengaged due to lack of understanding as well as a feeling that those who are trying to engage the community are not serious about the community being involved in the decision making process (Department of Sustainability and Environment Vic 2005).

Implication

I have realised that although the concepts of learning are similar in Community Engagement as they are in teaching in the formal sector, the role of the educator is vastly different.

In the formal sector the development of understanding within learners is the main goal. However, with Community Engagement, the main goal is coming to a decision about an issue within the community (Department of Sustainability and Environment Vic 2005) and as a result of the community being involved in the decision making process, community members gain new knowledge or knowledge is built upon (Monroe et al 2009).

Action

I think I need to learn more about how to be a community educator. While the skills I have are suited to an audience of five to twelve year olds they are not suited to an audience of community members. Below I have placed the models provided by the Department of Sustainability and the Environment, Vic (2005) and Monroe et al (2009) . I have adapted the model from the Department of Sustainability and the Environment Vic (2005) to show how it is a built upon process.
I believe by referring to these models I will be able to see how I can use the skills I already have and adapt them when working with communities.

Figure One: IAP2, adapted from Department of Sustinability and the Environment, Victoria (2005)

Figure Two: Taken from Monroe et al (2009) Shows the process of using a community Forum.

Monroe M C, Oxarart A, Mcdonell L and Plate R 2009 Using Community Forums to Enhance Public Engagement in Environmental Issues Journal of Education for Sustainable Development 3(2): 171-182.

Department of Sustainability and Environment Victoria 2005 Effective Engagement: Building relationships with community and other stakeholders- Book One: Introduction to Engagement The Community Engagement Network, East Melbourne.