(Critique in blue. Comments and/or insights desired.)
In this chapter, Agyeman employs a case-study approach of an organization to determine whether it is aligned primarily with EJP or JSP, how the two paradigms overlap in actual practice, and why an organization may evolve over time to become more oriented towards JS. The subject is ACE, a non-profit founded in Boston’s Roxbury neighborhood in 1993 with a mission of mobilizing the community (and identified Environmental Justice Population) to take charge of their own urban environment. ACE received a rating of 3 on Agyeman’s Just Sustainability Index.
Agyeman argues that in the 10 years between ACE’s founding and the time of the case study, ACE evolved from an EJP-identified organization to a JSP-identified one. The four criteria that signaled the shift are:
1) Widening the geographic area of focus from a local habitat (Roxbury) to a regional one (New England). ACE was originally formed to respond to issues affecting the residents of Roxbury, such as air-quality and bus-fare increases, but has expanded its scope and plans to become even more involved in regional action.
2) Growing from a reactive, “one crisis at a time” organization to a proactive, community-visioning and empowerment support system that uses participatory processes to identify problems that the community currently faces or is likely to face in the future.
3) Building coalitions that persist across unique campaigns and that create greater capacity in the entire system. ACE’s institutional and informal partnerships aren’t dissolved as issues are put to rest; instead, they nurture long-term relationships that are grounded in a sense of common purpose.
4) Employing increasingly sophisticated operational tactics (lobbying, legal, etc.) that help to distinguish ACE from more parochial organizations by emphasizing its ability to marshal resources and ensure its longevity.
ACE’s modus operandi is rooted in a platform of popular education and empowerment-practice. Popular education seeks to increase a community’s capacity for self-determination through education and outreach; empowerment-practice attempts to harness individuals’ competencies and skills to envision and implement a stronger community.
Without going into a full recap ACE’s history and campaigns, I will say that I was duly impressed by ACE’s ability to grow and stay true to its mission, as well as the clearly deliberate ways they have chosen to express their mission in everything that they do, from staff hiring to program selection. I was also interested in ACE’s timeline, which charted its “critical moments” since its inception and did a nice job of really showing how such an organization gains strength and momentum over time. Much like Ken Reardon’s explanation of the East St. Louis project, ACE’s timeline illustrates that even the most complex, best-organized grassroots movements are really a series of smaller moves that build-up and help to define and grow the organization.
Agyeman concludes that ACE began as an EJ organization and has since become a JS organization. I agree, and I agree with his reasons for making that assessment; I just kind of feel like, “so what?” I mean, ACE is what it is, and I don’t know how much value is added by definitively stating that it’s part of one paradigm or another: Whether it is identified with EJP or JSP doesn’t change its mission. I suppose it’s useful to make the distinction for outsiders who want to be able to point to a JS organization because they’re learning about JS (like we are), or to create a rubric for determining whether other orgs are JS, et cetera, but overall I feel like it’s a lot mental acrobatics, splitting of hairs, labored articulation—call it what you will—to arrive at the foregone conclusion that they are a great organization doing important work. Like so much of what we have read about thus far, I don’t question that the intentions are good or that the logic behind it isn’t solid, but I do feel that there is an incredibly prolific body of work out there that merely seeks to define, to categorize, and to theorize, without much overture toward real action. Does anybody else feel this way, as well? I’m actually quite torn about it, like maybe I’m only seeing half of the picture, and if I could see the other half then I would somehow feel more satisfied, or be able to at least connect the inputs with some outputs.
Sunday, September 16, 2007
Chapter 4: Just Sustainability in Practice
Having read Chapter 3, “Just Sustainability in Theory”, it made sense to continue with Chapter 4, “Just Sustainability in Practice.” This section of the book takes five sustainability category issues, and within each section sites 3 examples of organizations that receive the highest just sustainability ranking (on a scale from 0 to 3). The majority of organizations sited are able to combine the practice of increasing sustainability while at the same time incorporating historically disenfranchised segments of the population so that economic and educational opportunities are increased. The five categories examined are: land-use planning, solid waste management, toxic chemical use, residential energy use, and transportation planning.
I really enjoyed reading this chapter, because it reminded me that the theories about which we are learning really do have practical and successful applications. I especially appreciated the mention of groups that were able to organize to prevent municipalities from constructing detrimental structures in already disadvantaged communities (examples being the transit village in Oakland, California and the Green Institute in Minneapolis, Minnesota). This is similar to what Professor Reardon discussed in class, however, the community group in East St. Louis was able to alter city plans so that a transportation center would be running through the neighborhood. They were able to spot an opportunity (increased transportation to higher paying jobs) and press the city to change their original plans so that their community would not be left behind.
What I really like about Chapter 4 is that throughout the section there were several mentions of the education processes that go into creating more just sustainable practices. There really is a lot of government and non-profit programs that help citizens live more environmentally conscious, but not enough people are aware of them. For instance, the Los Angeles Bus Riders Union has “begun a Student Pass campaign to simplify the process for students applying for student transit passes and to lower their costs.” Another example is Communities for a Better Environment in Oakland, which helps Californians to become more informed abut energy issues and potential threats to the community. Not only does education help people to become more aware of their environment, but it also provides an opportunity for people to bridge gaps and communicate with each other in socially healthy ways.
I really enjoyed reading this chapter, because it reminded me that the theories about which we are learning really do have practical and successful applications. I especially appreciated the mention of groups that were able to organize to prevent municipalities from constructing detrimental structures in already disadvantaged communities (examples being the transit village in Oakland, California and the Green Institute in Minneapolis, Minnesota). This is similar to what Professor Reardon discussed in class, however, the community group in East St. Louis was able to alter city plans so that a transportation center would be running through the neighborhood. They were able to spot an opportunity (increased transportation to higher paying jobs) and press the city to change their original plans so that their community would not be left behind.
What I really like about Chapter 4 is that throughout the section there were several mentions of the education processes that go into creating more just sustainable practices. There really is a lot of government and non-profit programs that help citizens live more environmentally conscious, but not enough people are aware of them. For instance, the Los Angeles Bus Riders Union has “begun a Student Pass campaign to simplify the process for students applying for student transit passes and to lower their costs.” Another example is Communities for a Better Environment in Oakland, which helps Californians to become more informed abut energy issues and potential threats to the community. Not only does education help people to become more aware of their environment, but it also provides an opportunity for people to bridge gaps and communicate with each other in socially healthy ways.
The Sustainability Discourse
The sustainability discussion has typically focused on matters of impact reduction, or eco-efficiency. Ecological modernization has been the term used to make processes more efficient, reducing resource use and waste. As a result, the issue has been largely about scientific and technological solutions rather than system-wide solutions. This has led to a “sustainability gap,” where economic, social, and political issues have been left out, resulting in a large “equity deficit.” In order to make a real transition towards sustainability, there must also be social sustainability, as a sustainable society cannot be so without involving social, political, equity, and other relevant issues.
Agyeman explains how weak the United States has been, in terms of policy and understanding, in doing sustainable development. While the Clinton Administration had a desire to pursue it somewhat aggressively, it has strong political and social barriers. The current administration, on the other hand, has assumed that sustainable development is not a U.S. issue but one for other countries, and so has decided to fund developing nations to claim its promotion of sustainable development. Meanwhile, the United States continues to be responsible for the consumption of 25% of society’s resources and roughly 25% of the world’s impact on the environment, though it has less than 5% of the world’s population. Clearly, sustainable development in this case must heavily involve politics if it is going to be done.
Despite this large political barrier, many cities in the United States have taken sustainable development seriously. San Francisco, among the best examples of just sustainability, has focused its efforts on equity, equitable pollution distribution, community participation, and resource use and waste reduction. Many cities are seeing the tremendous benefit of smart growth and community equity and vibrancy. Where sustainable development has at least been approached, there are more involved citizens, a less politically apathetic government, and a move towards environmental impact reduction. While there are is still a long way to go, these cities are setting the examples of what has to be done socially and politically in order to achieve just sustainability.
On a different note, Greening of the City showed the importance of making the city green to achieve sustainability. It makes clear that green itself can be unsustainable if the design is done incorrectly. Rather, greening of the city is an essential component for social improvement, economic savings, and natural connections between humans and other forms of life. Greening of the city aims to improve aesthetics, create social opportunities for community engagement, reduce pollution and enhance the city climate, and reduce energy costs.
Agyeman explains how weak the United States has been, in terms of policy and understanding, in doing sustainable development. While the Clinton Administration had a desire to pursue it somewhat aggressively, it has strong political and social barriers. The current administration, on the other hand, has assumed that sustainable development is not a U.S. issue but one for other countries, and so has decided to fund developing nations to claim its promotion of sustainable development. Meanwhile, the United States continues to be responsible for the consumption of 25% of society’s resources and roughly 25% of the world’s impact on the environment, though it has less than 5% of the world’s population. Clearly, sustainable development in this case must heavily involve politics if it is going to be done.
Despite this large political barrier, many cities in the United States have taken sustainable development seriously. San Francisco, among the best examples of just sustainability, has focused its efforts on equity, equitable pollution distribution, community participation, and resource use and waste reduction. Many cities are seeing the tremendous benefit of smart growth and community equity and vibrancy. Where sustainable development has at least been approached, there are more involved citizens, a less politically apathetic government, and a move towards environmental impact reduction. While there are is still a long way to go, these cities are setting the examples of what has to be done socially and politically in order to achieve just sustainability.
On a different note, Greening of the City showed the importance of making the city green to achieve sustainability. It makes clear that green itself can be unsustainable if the design is done incorrectly. Rather, greening of the city is an essential component for social improvement, economic savings, and natural connections between humans and other forms of life. Greening of the city aims to improve aesthetics, create social opportunities for community engagement, reduce pollution and enhance the city climate, and reduce energy costs.
Saturday, September 15, 2007
ch. 4: Just Sustainability in Practice
This chapter (ch. 4, "Just Sustainability in Practice") of Agyeman is an extension of chapter 3, "Just Sustainability in Theory" and provides examples of issue categories in sustainability, and examples of how organizations in different cities have approached these issues. Agyeman provides the following points in the material:
"Despite the somewhat depressing overall picture, there are national environmental and sustainability membership organizations in the United States that are beginning to engage with the emergent JSP." The Just Sustainability Index was created to chart the current status of just sustainability discourse and provide a relatively "accurate" picture of an organization's commitment to the JSP by examining both "mission" and "program" issues. Throughout the chapter, Agyeman provides examples of organizations with sustainability concerns and practices that score a ""on the JSI (this is the highest score). A "3" is scored based on the criteria that the, "Core mission statement relates to intra- and intergenerational equity and justice and/or justice and equity occur in same sentence in prominent contemporary textual or programmatic material." Agyeman also notes that based on a conducted survey, more than 30 percent of selected national environmental and sustainability membership organizations had a JSI of "0," meaning that their core mission statements had no mention of justice or equity. "Ideas of sustainability and environmental justice are being applied together, and in practice, in different locations and contexts. Many are based on multistakeholder partnerships..." Agyeman provides three examples of organizations/implemented programs within each of five issue categories. These categories are land use planning, solid waste management, toxic chemical use, residential energy use, and transportation planning. The main point of tension within each category are as follows: Land-use planning: geographic segregation of both people and land utility, decreased social mobility; solid waste management: recycling facilities are not a welcome land use; toxic chemical use: right-to-know concept, toxic use reduction, Precautionary Principle, and clean production; residential energy use: "investment necessary to increase environmental efficiency of existing homes and reduce the ecological impact of new home construction is often seen as incompatible with affordability goals;" transportation planning: "large-scale highway projects have had a significant impact on minority and low-income neighborhoods while facilitating increased automobile use and emissions by wealthier suburban residents." "There are a minority of national environmental and sustainability membership-based organizations in the United State that show a state concern for equity and justice within the context of their work..." There are, however, several international organizations that have a JSI of 3. Some positive news is that the representative examples presented in each of the five issue categories are samples of local/practical initiatives: "Perhaps it is because they are smaller organizations, not large national membership-based organizations, that they can be more locally responsive to the needs of diverse communities."
This reading has a strong, clear, and relevant connection to the class and concept of greening cities. It is important to understand the issues at hand, and why certain attempts at addressing them may or may not be successful; such as large organizations with little concern for equity versus small/local operations that directly address problems at hand and can give attention to several groups of individuals. Also, it must be kept in mind that green cities are wonderful in theory, but are they sustainable in practice? Do they contribute to crumbling social structures, or help to strengthen them?
I was thrilled with the examples given in this chapter, especially because some presented are seen as controversial. This helps to eliminate the all-too-idealistic feeling of saving the world by making cities greener, and acknowledges the real and current problems that are created by living in complex societies. Although these small examples do not give some instruction as to how to implement similar operations, they do provide some examples for creative solutions.
"Despite the somewhat depressing overall picture, there are national environmental and sustainability membership organizations in the United States that are beginning to engage with the emergent JSP." The Just Sustainability Index was created to chart the current status of just sustainability discourse and provide a relatively "accurate" picture of an organization's commitment to the JSP by examining both "mission" and "program" issues. Throughout the chapter, Agyeman provides examples of organizations with sustainability concerns and practices that score a ""on the JSI (this is the highest score). A "3" is scored based on the criteria that the, "Core mission statement relates to intra- and intergenerational equity and justice and/or justice and equity occur in same sentence in prominent contemporary textual or programmatic material." Agyeman also notes that based on a conducted survey, more than 30 percent of selected national environmental and sustainability membership organizations had a JSI of "0," meaning that their core mission statements had no mention of justice or equity. "Ideas of sustainability and environmental justice are being applied together, and in practice, in different locations and contexts. Many are based on multistakeholder partnerships..." Agyeman provides three examples of organizations/implemented programs within each of five issue categories. These categories are land use planning, solid waste management, toxic chemical use, residential energy use, and transportation planning. The main point of tension within each category are as follows: Land-use planning: geographic segregation of both people and land utility, decreased social mobility; solid waste management: recycling facilities are not a welcome land use; toxic chemical use: right-to-know concept, toxic use reduction, Precautionary Principle, and clean production; residential energy use: "investment necessary to increase environmental efficiency of existing homes and reduce the ecological impact of new home construction is often seen as incompatible with affordability goals;" transportation planning: "large-scale highway projects have had a significant impact on minority and low-income neighborhoods while facilitating increased automobile use and emissions by wealthier suburban residents." "There are a minority of national environmental and sustainability membership-based organizations in the United State that show a state concern for equity and justice within the context of their work..." There are, however, several international organizations that have a JSI of 3. Some positive news is that the representative examples presented in each of the five issue categories are samples of local/practical initiatives: "Perhaps it is because they are smaller organizations, not large national membership-based organizations, that they can be more locally responsive to the needs of diverse communities."
This reading has a strong, clear, and relevant connection to the class and concept of greening cities. It is important to understand the issues at hand, and why certain attempts at addressing them may or may not be successful; such as large organizations with little concern for equity versus small/local operations that directly address problems at hand and can give attention to several groups of individuals. Also, it must be kept in mind that green cities are wonderful in theory, but are they sustainable in practice? Do they contribute to crumbling social structures, or help to strengthen them?
I was thrilled with the examples given in this chapter, especially because some presented are seen as controversial. This helps to eliminate the all-too-idealistic feeling of saving the world by making cities greener, and acknowledges the real and current problems that are created by living in complex societies. Although these small examples do not give some instruction as to how to implement similar operations, they do provide some examples for creative solutions.
Friday, September 14, 2007
new resource
From a valuable Australian website http://www.sustainability.murdoch.edu.au/main.html, with excellent case studies
CITIES AS SUSTAINABLE ECOSYSTEMS Principles and Practices
Shipping Rates
Author/Editor: Peter Newman, Isabella Jennings
Price: $35.00
Format: Paperback | 296 Pages | 7 x 10 | Tables. Figures.
You may prefer the Hardcover edition.
Publisher: Island Press
Series:
Subject:
ISBN: 1-59726-188-2
Pub. Date: 11/30/2007
***Status: Available in the Fall
or call 1-800-621-2736
Modern city dwellers are largely detached from the environmental effects of their daily lives. The sources of the water they drink, the food they eat, and the energy they consume are all but invisible, often coming from other continents, and their waste ends up in places beyond their city boundaries.
Cities as Sustainable Ecosystems shows how cities and their residents can begin to reintegrate into their bioregional environment, and how cities themselves can be planned with nature’s organizing principles in mind. Taking cues from living systems for sustainability strategies, Newman and Jennings reassess urban design by exploring flows of energy, materials, and information, along with the interactions between human and non-human parts of the system.
Drawing on examples from all corners of the world, the authors explore natural patterns and processes that cities can emulate in order to move toward sustainability. Some cities have adopted simple strategies such as harvesting rainwater, greening roofs, and producing renewable energy. Others have created biodiversity parks for endangered species, community gardens that support a connection to their foodshed, and pedestrian-friendly spaces that encourage walking and cycling.
A powerful model for urban redevelopment, Cities as Sustainable Ecosystems describes aspects of urban ecosystems from the visioning process to achieving economic security to fostering a sense of place.
Peter Newman is professor of city policy and director of the Institute for Sustainability and Technology Policy at Murdoch University in Perth, Australia. He recently completed a Fulbright scholarship, which he spent at the University of Virginia studying sustainability initiatives in the U.S. He is the author of Sustainability and Cities (Island Press, 1999).
Isabella Jennings is a graduate student in the School of Environmental Science at Murdoch University. Her past and current research is related to the cities as sustainable ecosystems idea.
CITIES AS SUSTAINABLE ECOSYSTEMS Principles and Practices
Shipping Rates
Author/Editor: Peter Newman, Isabella Jennings
Price: $35.00
Format: Paperback | 296 Pages | 7 x 10 | Tables. Figures.
You may prefer the Hardcover edition.
Publisher: Island Press
Series:
Subject:
ISBN: 1-59726-188-2
Pub. Date: 11/30/2007
***Status: Available in the Fall
or call 1-800-621-2736
Modern city dwellers are largely detached from the environmental effects of their daily lives. The sources of the water they drink, the food they eat, and the energy they consume are all but invisible, often coming from other continents, and their waste ends up in places beyond their city boundaries.
Cities as Sustainable Ecosystems shows how cities and their residents can begin to reintegrate into their bioregional environment, and how cities themselves can be planned with nature’s organizing principles in mind. Taking cues from living systems for sustainability strategies, Newman and Jennings reassess urban design by exploring flows of energy, materials, and information, along with the interactions between human and non-human parts of the system.
Drawing on examples from all corners of the world, the authors explore natural patterns and processes that cities can emulate in order to move toward sustainability. Some cities have adopted simple strategies such as harvesting rainwater, greening roofs, and producing renewable energy. Others have created biodiversity parks for endangered species, community gardens that support a connection to their foodshed, and pedestrian-friendly spaces that encourage walking and cycling.
A powerful model for urban redevelopment, Cities as Sustainable Ecosystems describes aspects of urban ecosystems from the visioning process to achieving economic security to fostering a sense of place.
Peter Newman is professor of city policy and director of the Institute for Sustainability and Technology Policy at Murdoch University in Perth, Australia. He recently completed a Fulbright scholarship, which he spent at the University of Virginia studying sustainability initiatives in the U.S. He is the author of Sustainability and Cities (Island Press, 1999).
Isabella Jennings is a graduate student in the School of Environmental Science at Murdoch University. Her past and current research is related to the cities as sustainable ecosystems idea.
Guidelines for leading discussions
GUIDELINES AND TIPS FOR LEADING READING & REFLECTION-BASED DISCUSSIONS
PREPARING FOR AND STARTING THE DISCUSSION:
Read the reading for the week and the blog entries for the week's readings in search of engaging themes, questions, or dilemmas that seem critical to what we are doing in the course and what we need to do to effectively create sustainable cities in this country. Consider introducing the discussion topic with a thought-provoking question (or short statement or quotation) that addresses one of these significant issue or dilemmas - and that stimulates people's creative thinking and engagement with it. (Have another stimulating question handy, if needed). You can even do this a day in advance through the blog to warm things up.
Alternatively, summarize for the group the main concerns and interests that came up in the blog reflections and let the group decide what it wants to focus on.
A third option is to warm up the conversation in pairs, triads, or small groups
with the same approach you were going to use in the large group or with a more specific topic or task suited to a smaller unit, e.g. apply the readings & reflections to improving a real or imagined urban situation and then share in the large group.
Be clear about the goals of the conversation. Among other things, they could include:
• Group Learning - to learn collaboratively (from each other and together) about an aspect of the readings you think participants will really care about.
• Resource Sharing - to discover new approaches from each other & together
• Engagement/Application- to engage people in the relevance of the material to enhancing their lives, their professional development, and their community
• Hope/Empowerment - Bonus (may not be possible in a short session): thoughtful, heartfelt conversations about issues that really matter to people, can build, hope, empowerment and sustainable community.
Your primary role is to facilitate and support the group in having a substantial and satisfying conversation where as many members as possible participate and interact. (Ideally, for the group to experience itself as a creative, self-regulating system or “learning community”).
Creating a relaxed, trusting and inclusive atmosphere (not a rushed, heavily task-oriented feeling) is essential to the success of the conversation.
Participate but don’t dominate- If you have experience and expertise in the area being discussed, it's OK to let people know you are a resource and to respond as one when it seems especially helpful to the conversation. Be sure, however, NOT to become the center of the conversation. Similarly, if you have perspectives you'd like to share on the topic, participate respectfully and sparingly as a member of a circle, but don’t use your role as discussion leader to dominate and direct the conversation.
+++++++++++++++++
DURING THE DISCUSSION:
Note: It’s hard for one person to do all of these functions well, so divvying up tasks with a co-leader is a great way to go. Either way, do you best and that will be fine.
Model the openness, respectfulness, inclusiveness and engagement you'd like to see happen in the conversation.
Read the group energy and people’s “body language” to sense what it needs next and to see if hidden issues, disagreements, or misunderstandings need surfacing and clarification.
Summarizing- Sense if and when it may be helpful to summarize where the conversation is going part way through, or near the end, but avoid giving your slant about what it all means.
Inclusion- Choose whether to use a “go-around” or anyone-goes/”popcorn” discussion format. If using the latter format, notice over time who is not speaking at all and draw them out by asking for comments from those who haven’t spoken yet.
If someone keeps dominating the conversation, you can: state clearly that we want to hear from as many members as possible, and/or turn to others and draw them out, and/or, gently but firmly ask that person to give others a chance to speak.
Drifting Conversation- If the group seems to wander off in many directions incoherently, you can:
a) Remind people of the main theme and ask them to come back to it. b) Summarize (or ask the group or a group member to summarize) the major thread(s) of the conversation so far, and invite people to build on it (them)them or move on to the next piece that seems appropriate. c) Gently but firmly rein in the 1 or 2 members who may be derailing the focus.
Airy conversation- If the conversation feels nebulous and abstract, remind people of the special opportunity they have to learn from each other’s experiences, resources, connections, etc.
Closing - Optional, very satisfying: Use the last 5 minutes to do a short (20 second or one sentence each) go-around on what people got from the discussion and/or what’s an action step they’re going to follow-up on/try on, when they get back home or back to work.
Thanks for eagerness to share leadership and learning!
Elan
PREPARING FOR AND STARTING THE DISCUSSION:
Read the reading for the week and the blog entries for the week's readings in search of engaging themes, questions, or dilemmas that seem critical to what we are doing in the course and what we need to do to effectively create sustainable cities in this country. Consider introducing the discussion topic with a thought-provoking question (or short statement or quotation) that addresses one of these significant issue or dilemmas - and that stimulates people's creative thinking and engagement with it. (Have another stimulating question handy, if needed). You can even do this a day in advance through the blog to warm things up.
Alternatively, summarize for the group the main concerns and interests that came up in the blog reflections and let the group decide what it wants to focus on.
A third option is to warm up the conversation in pairs, triads, or small groups
with the same approach you were going to use in the large group or with a more specific topic or task suited to a smaller unit, e.g. apply the readings & reflections to improving a real or imagined urban situation and then share in the large group.
Be clear about the goals of the conversation. Among other things, they could include:
• Group Learning - to learn collaboratively (from each other and together) about an aspect of the readings you think participants will really care about.
• Resource Sharing - to discover new approaches from each other & together
• Engagement/Application- to engage people in the relevance of the material to enhancing their lives, their professional development, and their community
• Hope/Empowerment - Bonus (may not be possible in a short session): thoughtful, heartfelt conversations about issues that really matter to people, can build, hope, empowerment and sustainable community.
Your primary role is to facilitate and support the group in having a substantial and satisfying conversation where as many members as possible participate and interact. (Ideally, for the group to experience itself as a creative, self-regulating system or “learning community”).
Creating a relaxed, trusting and inclusive atmosphere (not a rushed, heavily task-oriented feeling) is essential to the success of the conversation.
Participate but don’t dominate- If you have experience and expertise in the area being discussed, it's OK to let people know you are a resource and to respond as one when it seems especially helpful to the conversation. Be sure, however, NOT to become the center of the conversation. Similarly, if you have perspectives you'd like to share on the topic, participate respectfully and sparingly as a member of a circle, but don’t use your role as discussion leader to dominate and direct the conversation.
+++++++++++++++++
DURING THE DISCUSSION:
Note: It’s hard for one person to do all of these functions well, so divvying up tasks with a co-leader is a great way to go. Either way, do you best and that will be fine.
Model the openness, respectfulness, inclusiveness and engagement you'd like to see happen in the conversation.
Read the group energy and people’s “body language” to sense what it needs next and to see if hidden issues, disagreements, or misunderstandings need surfacing and clarification.
Summarizing- Sense if and when it may be helpful to summarize where the conversation is going part way through, or near the end, but avoid giving your slant about what it all means.
Inclusion- Choose whether to use a “go-around” or anyone-goes/”popcorn” discussion format. If using the latter format, notice over time who is not speaking at all and draw them out by asking for comments from those who haven’t spoken yet.
If someone keeps dominating the conversation, you can: state clearly that we want to hear from as many members as possible, and/or turn to others and draw them out, and/or, gently but firmly ask that person to give others a chance to speak.
Drifting Conversation- If the group seems to wander off in many directions incoherently, you can:
a) Remind people of the main theme and ask them to come back to it. b) Summarize (or ask the group or a group member to summarize) the major thread(s) of the conversation so far, and invite people to build on it (them)them or move on to the next piece that seems appropriate. c) Gently but firmly rein in the 1 or 2 members who may be derailing the focus.
Airy conversation- If the conversation feels nebulous and abstract, remind people of the special opportunity they have to learn from each other’s experiences, resources, connections, etc.
Closing - Optional, very satisfying: Use the last 5 minutes to do a short (20 second or one sentence each) go-around on what people got from the discussion and/or what’s an action step they’re going to follow-up on/try on, when they get back home or back to work.
Thanks for eagerness to share leadership and learning!
Elan
Recommended Books for Additional Reading
Here's a recommended booklist, starting with sustainable communities and broadening out from there. Please add your own favorites to the resource sharing section. List of great websites coming soon.
Sustainable Communities - Resources
Toward Sustainable Communities: Resources For Citizens and Their Governments, Mark Roseland
Ecocities: Building Cities in Balance With Nature. Richard Register
Green Urbanism: Learning from European Cities T. Beatly
Creating a Life Together: Practical Tools to Grow Ecovillages & Intentional Communities, Diana Leaf Christian
Ecovillage at
Sustainable Community: Learning From the Cohousing Model, Graham Meltzer
Gaviotas: A Village To Reinvent The World, Alan Weisman
Sustainable Communities and The Challenge Of Environmental Justice, Julian Agyeman
The Key to Sustainable Cities: Meeting Human Needs, Transforming Community Systems, Gwendolyn Hallsmith
Superbia: 31 ways to Create Sustainable Neighborhoods, Dan Chiras and Dave Wann
The
Natural Capitalism: Creating Industrial Revolution, Paul Hawken, Amory B. Lovins and L. Hunter Lovins
Plan B 2.0: Rescuing a Planet Under Stress and a Civilization in Trouble, Lester Brown
Cradle to Cradle: Remaking the Way We Make Things, William McDonough and Michael Braungart
Biomimicry: Innovation Inspired by Nature, Janine M. Benyus
Ecological Literacy: Educating our Children for a Sustainable World, Stone, Barlow, Ed.
Hope's Edge: The Next Diet for a Small
Promise Ahead: A Vision of Hope and Action for Humanity's Future, Duane
Our Ecological Footprint: Reducing Human Impact on the Earth, Wackernagel &Rees
Sharing Nature’s Interest: Ecological Footprints as an Indicator of Sustainability, Nicky Changers, Craig Simons, Mathis Wackernagel
Fostering Sustainable Behaviors: An Introduction to Community-Based Social Marketing, Doug Mckenzie-Mohr, William Smith
Radical Simplicity: Small Footprints on a Finite Earth Jim Merkel
Getting a Life: Strategies For Simple Living Based on Your Money or Your Life Jacqueline Blix and David Heitmiler
Stuff: The Secret Lives of Everyday Things, John C. Ryan and Alan Thein Durning
The World Café: Shaping Our Futures Through Conversations That Matter, Brown, Isaacs, Et Al.
Turning To One Another: Simple Conversations To Restore Hope to the Future, Margaret Wheatley
Finding our way: Leadership for an Uncertain Time, Margaret Wheatley
Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life, Jon Kabat-Zinn
Coming to Our Senses: Healing Ourselves & the World Through Mindfulness , Jon Kabat-Zinn
Coming Back To Life: Practices To Reconnect Our Lives, Our World, Joanna Macy
Nonviolent Communication: Create Your Life, Your Relationships and Your World in Harmony With Your Values, Marshall Rosenberg
Ecopsychology: Restoring the Earth, Healing the Mind, Roszak, Gomes, Kanner
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