 | The Circular Edition 10 November 2009 |
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The Circular
Edition Ten - November 2009
Australian Study Circles Network Pty Ltd
www.studycircles.net.au
Blog: http://australianstudycirclesnetwork.blogspot.com/
In this edition we look at the latest developments of the Australian Study Circles Network and review the activities of the two countries which have been instrumental in developing the study circle methodology for the last 130 years or so – North America and Sweden.
Briefly, study circles began in North America in the late 1870s; an offshoot to the Chautauqua Movement. By 1878 there were 15,000 ‘home study groups’. In 1893 Edvard Wavrinksy and later in 1898, Oscar Olsson from Sweden visited North America, saw study circles and took the methodology back with them. The growth of the study circle movement in Sweden was exceptional. By 1912 the Swedish government was funding nationwide study circle programs.
Interest in study circles in North America began to wane during this time, some say this was possibly due to the Great War and the Depression.
Meanwhile in Sweden the study circle movement grew to such an extent that in 1968 the Swedish Prime Minister Olof Palme would issue the now famous declarative statement: “Sweden is to a great extent a study circle democracy”.
In North America, after the Vietnam War, study circle activity started to re-emerge. Then in the 1980s, thanks to the work of Len Oliver and Paul Aicher, the Study Circle Resource Center, now the well established Everyday Democracy, was formed.
Both of these countries have a long history in the use and application of study circles. Fundamentally the ‘heart’ of the study circle is in both, although there are subtle differences in their approaches – but that’s another story.
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INSIDE
Studieforbundet Vuxenskolan
Studieforbundet Vuxenskolan (SV) was established in Sweden in 1967 after a merger of two organisations that were active in the non-formal adult education field.
SV is one of the leading non-formal adult education associations in Sweden, and the largest in terms of territorial coverage.
Today operations are divided into 19 districts and about 230 local branches which act independently on the basis of the needs in each region.
Throughout the country there are some 1,000 full-time employees. The branches have 25,000 study circle leaders representing a large field of expertise.
SV is rapidly becoming the leading local force in Sweden in areas such as culture, environment, social issues, international co-operation and democratic development.
See: http://www.sv.se/templates/SvStandardPage____9687.aspx?epslanguage=EN
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ASCN Becomes a Member Organisation of NCDD
The Australian Study Circles Network Pty Ltd has become a Member Organisation of the National Coalition for Dialogue and Deliberation, and by doing so endorses and abides by the Core Principles for Public Engagement launched earlier this year.
These Principles were established in consultation with the International Association for Public Participation, the Co-Intelligence Institute, and other leaders in public engagement.
The Core Principles are:
1. CAREFUL PLANNING AND PREPARATION
Through adequate and inclusive planning, ensure that the design, organisation, and convening of the process serve both a clearly defined purpose and the needs of the participants.
2. INCLUSION AND DEMOGRAPHIC DIVERSITY
Equitably incorporate diverse people, voices, ideas, and information to lay the groundwork for quality outcomes and democratic legitimacy.
3. COLLABORATION AND SHARED PURPOSE
Support and encourage participants, government and community institutions, and others to work together to advance the common good.
4. OPENNESS AND LEARNING
Help all involved listen to each other, explore new ideas unconstrained by predetermined outcomes, learn and apply information in ways that generate new options, and rigorously evaluate public engagement activities for effectiveness.
5. TRANSPARENCY AND TRUST
Be clear and open about the process, and provide a public record of the organizers, sponsors, outcomes, and range of views and ideas expressed.
6. IMPACT AND ACTION
Ensure each participatory effort has real potential to make a difference, and that participants are aware of that potential.
7. SUSTAINED ENGAGEMENT AND PARTICIPATORY CULTURE
Promote a culture of participation with programs and institutions that support ongoing quality public engagement.
More details at: http://www.thataway.org/?page_id=1442/
Dialogue to Change Orientation Workshops
Darwin (NT)
Mark Brophy and Mary Brennan delivered a presentation on the Montgomery County Public Schools Study Circle Program at the Australian Council for Educational Leaders Conference: Tipping Points - Courageous Actions Powerful Stories, at the Darwin Convention Centre on 26 September. Details at: www.acel.org.au
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Beechworth (VIC)
On Friday 30th October, Mark and Mary ran a one day Orientation Workshop on the Dialogue to Change Program at the Beechworth Neighbourhood House.
Those who attended represented committee of management members and workers from Beechworth Neighbourhood House, Mt Beauty Neighbourhood House, Myrtleford Neighbourhood House and King Valley Learning Exchange together with members of local communities. Adult Learning Australia Inc (ALA) was also represented.
It was a positive day with people acknowledging their improved sense of how the Dialogue to Change Program operates including the time and efforts needed for planning to ensure world best practice is achieved in this unique method of community engagement.
Participants actively engaged in some of the adult learning methods that underpin study circles. The Workshop was supported by DEEWR, ALA and Adult Learners' Week. The Australian Study Circles Network Pty Ltd appreciates their continuing interest in study circle methodology. |
Our friends at Everyday Democracy are always busy producing valuable information on community wide study circle programs.
In this YouTube clip: Tip of the Day - Organize Before Dialogue - Carolyn Abdullah, Program Director explains the necessity and importance of giving careful consideration and time to the organising phase of a Project.
Her experiences echo those of ours:
"We often receive calls from community members requesting facilitator training to just get the dialogue started now: The first thing we say is slow down ... if you don't stop and do the upfront organising work, you won't have the kind of diversity of views and opinions that you want in your dialogues".
To see the full clip:
http://www.youtube.com/everydaydemocracy#p/a/u/1/3n8PnssGIUo
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Below is an extract from an excellent article by Sally Campbell and Amy Malick from Everyday Democracy on organising community wide study circle programs.
Study circles, on the surface, sound like any number of other community engagement processes - focus groups, community meetings - that have been used over the years to get input. The difference lies in the amount of preparation that goes into the planning; the use of prepared materials and the follow-through that comes after.
Study circles can be used to talk about a single, identified issue, but they also can be used to identify the issues that are most important to a community. Either way, study circles are really looking at different types of change - collective and policy.
If people have a good experience in the dialogue, then they usually come away at least with a personal change. Beyond that is collective change, which might lead to formation of a new task force or more involvement. And beyond that is a change in policy. If change is achieved at all levels, that's how you move things forward.
The most time-consuming part of the process is in the organisational phase. That's where a core group representing the community sets goals for the study circles, frames the discussion, recruits facilitators and identifies all the people who need to be present at the discussion table. This can take three months or more.
Two facilitators are needed for each study circle: one to serve as leader and the other to serve as back-up and recorder. They don't need to be experts on the subject matter but they need to be able to remain neutral during the discussion. If the true study circles model is followed, then dates are selected for four sessions, usually spread over the course of four weeks.
Work at the four sessions is divided as follows:
Discussion guides based on various viewpoints that people in the community might have about the issue are developed. These viewpoints are designed to get people thinking and talking, not to influence their stance on a particular issue.
For example, if the issue was on student achievement, the viewpoints presented might include:
1. Students need to have the basic skills in reading, writing and mathematics.
2. Students need to develop their job skills.
3. Students need to become responsible people.
4. Students need the skills for everyday life.
5. Students need to be prepared and ready to learn for a lifetime.
6. Students need the skills to be good citizens.
7. Students need to have a well-rounded education.
Each of the seven views would have supporting statements with which participants might either agree or disagree. By discussing their differences, participants should be able to envision some action steps that could be taken.
The four-week approach allows participants time between meetings to reflect on what they've heard and think about suggestions for change.
What's the down side?
While the study circle concept is adaptable to differing community needs, and has shown excellent results in a number of settings, the process is not achieved without caution areas and sticking points.
The challenging part about organising study circles is that, while it doesn't take a lot of money, comparatively speaking, it does take time.
That time commitment comes at the beginning of the process as participant groups are identified and invited, issues are identified and possibly refined, materials are prepared and facilitators are trained. This means more organising and planning than what normally goes into many public engagement strategies. But if communities really want to have meaningful partnerships they need to commit the time and staff to make it an on-going part of how the community does its business.
The need to communicate to participants ahead of time the nature of their commitment to carrying out ideas that come from the circles is also important. For example, in a school, those in authority need to spell out just what they can do, or what they cannot do - like delegating personnel and budget decisions, at the start of the process. As long as decision makers commit in good faith to considering and working on solid ideas, then that is all that's needed.
Unfortunately, on rare occasions, officials can go through the study circle process, giving the appearance of involving everyone, when actually they had no intention of following up on the ideas.
The better the organisers can adhere to study circle core principles, the better the outcomes.
Source: http://www.everyday-democracy.org/en/Article.353.aspx |
A Swedish Approach to Learning
Reprinted from Quest Issue Four, Summer 2009
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Looking at the OECD report about literacy studies, people asked us about Sweden.
'You don't have better schools in Sweden than we have,' the other countries said.
'We now have what you have. So why are the results for adults better in Sweden than in our country?'
The only thing we can find that was different in Sweden than in the other participating countries was this popular-based system for continuous studying.
Lifelong Learning Conference, 1998 Britton Morsonvalen, Swedish National Council of Adult Education. http://www.lifelonglearning.co.uk/conference/d1-bm.htm
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The following is an Abstract of a presentation given at the Lifelong Learning Conference in Europe in 1998 by Britton Morsonvalen, a member of the Swedish National Council of Adult Education. Her thesis remains extremely relevant as we aim to improve the overall participation in education in the Australia of today.
The key point in this article for us is that the non formal study circle is just as important, if not more important, than the formal education and training available to us. Much of Sweden’s success can be attributed to study circles.
If we want a literate, clever, equal society where everyone gets the opportunity to share and learn, we need alternative learning opportunities for people – such as study circles.
We have also provided a couple of recent key quotes from academics in Australia that support the need to look for new ways of learning.
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All young people in Sweden go to school until they are 18 or 19 years old. In the last 3 years of upper secondary school the students can choose to study either professionally oriented course programmes or more theoretically oriented course programmes.
After completing the courses, many of them go on to study at colleges and universities, but if the student for some reason has not completed his or her upper secondary training, he or she has the possibility to do so at adult education centres run by the local council or at one of the 147 folk high schools in Sweden.
Folk high schools are independent schools for adults. They arrange courses at primary school level, upper secondary school level and at college level. Most folk high schools are owned and run by charities and bear the stamp of the ideas that their organisations advocate.
At folk high schools the students are not given any grade but each folk high school can give certificates to the students for further studies at colleges and universities, provided that a student has fulfilled the requirements and reached the level of knowledge which can be compared to other corresponding types of education.
The folk high schools are better than other educational establishments at reaching society's high priority groups, like physically and mentally challenged students, immigrants and those with short term education.
This is best explained by the fact that the courses and the activities are particularly well suited for the target groups. There are more teachers per students than in other educational establishments. There are smaller groups and much consideration is given to the individual student's experience and knowledge in the classroom.
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The most recent Adult Literacy and Life Skills Survey support findings of the previous survey, that there are links between low literacy and numeracy skills and social exclusion.
At a time when re-engaging Australians who are socially, culturally or economically marginalised is on the political agenda, it is important to develop approaches that increase the availability, access, take-up and outcomes of adult literacy and numeracy education and training.
Previous research has shown that a social capital approach can do this.
A new social capital paradigm for adult literacy: Partnerships, policy and pedagogy. 2009. Jo Balatti, Stephen Black, Ian Falk at: http://www.ncver.edu.au/research/proj/nl06003.doc
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In recent years we have had many unemployed in Sweden. The government has allotted extensive resources to the educational system in order to offer all those without a job the possibility of studying as an alternative to unemployment. Currently we run a five year adult education programme, mainly geared towards the unemployed, but also towards other adults who lack the qualifications for university or college studies.
The ambition and goals are that everyone who wants to should be able to supplement their earlier short formal education. A basic condition for success with any adult learning programme is the financing of studies. The study grants from society must be on the level of the unemployment benefit otherwise they will not choose studies.
Another important condition is the free choice of a student to select the direction and the type of the schooling. In Sweden the adults can choose between starting at a folk high school, at an educational association, at the council's adult education programmes, advanced professional training and special labour market training, or all the courses arranged by private companies.
It seems that it is not enough to offer special education for adults even if the choice of courses is large and varied. Something more is required. In Sweden this 'more' that will give constant stimulus and lust for learning and understanding is called study circles and culture groups.
Three out of four Swedes take part in these voluntary study circles and pay for them out of their own pockets at least once in their adult lives. About 20% of all Swedes participate in a study circle or a culture group every year.
The study circle gives no formal competence, but the aim of participants is to increase the knowledge about the chosen subject or study area, to get to know other adults, to improve their participation in associations, to strengthen idealistic commitment or to start a local project.
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The better outcomes for … Scandinavian countries can be partly attributed to a higher value placed on children and family life than in other Western countries.
Equality is a paramount social value which needs to be constantly reinforced in policy and in practice.
A particularly strong 'civil society', with deeply embedded ethical values, high levels of interpersonal trust and an advanced degree of 'civic literacy underpin' the Nordic nations' achievements.
The Nordic countries are real places; they are in the OECD club of countries comparable to Australia; they have not disappeared; they are not alien; they are on this planet.
To study those countries is not to stray into the realm of astronomy, or science fiction.
Andrew Scott, Keynote Address at the Research Alliance for Children and Youth Conference, 2009 http://www.aracyconference.org.au/Wed%20KA2%201200%20Scott.pdf
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There as many potential subjects and motives for participating in a study circle as there are participants.
There are 11 different education associations in Sweden and each of the study organisations has its own ideological outlook for all the study circles and cultural activities.
The functions carried out by educational associations from folk high schools are subsidised by the government but are not controlled by it.
The participants take part in the activities of their own free will. No one can force the lust for studies but at best it can grow at a natural age or from childhood.
Free and voluntary adult educational activities which everyone can take part in and which are based on the participant's own interest and needs - that is the most important thing we think in Sweden.
Available on line at: http://www.lifelonglearning.co.uk/conference/d1-bm.htm
News on Deliberative Dialogue in the US
Everyday Democracy and the Kettering Foundation have released a research report that provides insights on how public engagement activities can grow into a diverse, ongoing practice.
Sustaining Public Engagement: Embedded Deliberation in Local Communities was written by Harvard University researchers Archon Fung and Elena Fagotto.
In the report, they argue that the most successful civic engagement efforts not only address particular public issues such as school redistricting, domestic violence, or racism, but also improve the quality of local democratic governance.
"Those who build institutions and practices of public engagement often work at two levels," according to the authors. "Not only do they address urgently felt needs in their communities, but, although they may not have intended it, they also improve the machinery of democratic self-government."
The insights found in the report are grounded in case studies of initiatives in Kuna, Idaho; Portsmouth, N.H.; Kansas City, Kan.; Montgomery County, Md.; and communities in Connecticut, West Virginia, South Dakota and Hawaii. The case studies draw upon different approaches to public deliberation, including National Issues Forums, community-wide study circles, and several other locally designed initiatives.
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Despite all the research that has been done on public deliberation, and despite all the evaluations conducted by local projects, most of us struggle to concisely explain what kinds of outcomes can be expected from this work.
Martin Carcasson's new paper deals with the complexity of the question (there are many different kinds and levels of potential outcomes), and explores ways to develop, run, and report on deliberative events to identify and better achieve important outcomes. Beginning with the End in Mind: A Call for Goal-Driven Deliberative Practice has been published by the (CAPE) at Public Agenda.
To view this paper visit: http://www.publicagenda.org/files/pdf/PA_CAPE_Paper2_Beginning_SinglePgs_Rev.pdf
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A Kennedy School of Government working paper summarises the research findings of Michael Neblo, Kevin Esterling, Ryan Kennedy, David Lazer, and Anand Sokhey, who took a closer look at citizens’ motivations for taking part in deliberative projects. These scholars used two large, representative samples to explore both attitudes and actual behaviour. Their two main findings:
1) that willingness to deliberate in the U.S. is much more widespread than expected; and
2) that it is precisely people who are less likely to participate in traditional partisan politics who are most interested in deliberative participation. They are attracted to such participation as a partial alternative to ‘politics as usual.’
To learn more information or view the entire report, visit: http://web.hks.harvard.edu/publications/workingpapers/citation.aspx?PubId=6772
New online magazine: Civic Engagement: Public Service, Personal Responsibility
The School of Public Affairs and Administration at Rutgers-Newark has begun publishing a new magazine entitled, Civic Engagement: Public Service, Personal Responsibility.
It features stories about people in public service, volunteer opportunities, resources, and personal reflections.
The inaugural issue is available at: http://spaa.newark.rutgers.edu/Civic%20Engagement%20Sept%20-Oct%20%202009.pdf
Looking for Support
The Australian Study Circles Network has several projects in the initial organisational stages.
If you live or work in, or near the communities listed below, or your organisation services these communities, and you want to be involved - please contact us, as we may have a Dialogue to Change Program initiative in your area soon!
Perth (WA) Broome (WA)
Sydney (NSW) Mt Beauty (Vic)
Gippsland (Vic) Mt Eliza (Vic)
Canberra (ACT) Darwin (NT)
www.studycircles.net.au
Blog: http://australianstudycirclesnetwork.blogspot.com/
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Contributions and enquiries to:
Mark Brophy mark.brophy@studycircles.net.au
Australian Study Circles Network Ptd Ltd
ACN 139 605 468
Site updated 8 March, 2010
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