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By: The Restaurant Opportunities Center of Michigan (ROC-Michigan) The Good Foo

By: The Restaurant Opportunities Center of Michigan (ROC-Michigan) The Good Food, Good Jobs Coalition Doing Development Differently in Detroit (D-4) Workshop Development Assistance Provided by: Colectivo Flatlander & the Praxis Project Good Food, Good Jobs Community Workshop Facilitator’s Guide A Popular Education-Based Resource for Community Organizers Funding Provided by: Communities Creating Healthy Environments (CCHE) 2 Framing T ools What Is Popular Education? Tips for Effective Facilitation Good Food, Good Jobs Workshop Workshop Backgrounder Workshop Agenda Welcome & Introduction Exercise/Icebreaker Goals for the Good Food, Good Jobs Workshop Ground Rules Teaching the Report Findings Indetifying Problems & Barriers to Good Corner Stores Stepping Forward, Stepping Back: Presenting the Report Findings Debriefing Findings: Large Group Conversation Moving to Action: Discussing of Next Steps Closing Exercise/Evaluation Special thanks to Pancho Arguelles of Colectivo Flatlander, the Praxis Project, and the National Network of Immigrant and Refugee Rights for his invaluable assistance in developing this toolkit. We are also grateful for the assistance of Allison Burkett of the Detroit Food Policy Council, Lynn Wiggins from Doing Development Differently in Detroit and the following students Miriam Bernstein, Michaela Goralski, Cassie Peabody, and Renée Schomp who assisted in drafting this toolkit. Finally, our deepest gratitude to the dozens of community volunteers and leaders who collected the community surveys as well as to the restaurant worker members of the ROC-Michigan Policy Committee who piloted and offered feedback on these exercises. This workshop is grounded in the principles of popular education. We believe that education should be participatory, develop critical thinking and engagement about relations of power, and should support people in organizing to change their lives. Good Food, Good Jobs Facilitation Guide T able of Contents 3 4 5 6 6 7 7 8 8 9 10 10 11 Acknowledgments: 3 1BRIDGE Project Workshop: Building a Race and Immigration Dialogue In the Global Economy (A Popular Education Resource for Immigrant & Refugee Community Organizers). What is Popular Education? Everyone has knowledge, and we can all educate each other. This understanding results in a shift from the ‘banking education’ model, where knowledge is placed in students’ minds like the filling of an empty bank account, to a mutual sharing of knowledge and experience. Popular education encourages active participation, to engage people in dialogues, fun and creative activities, and draw on the strength of our diverse cultures. We learn in many ways—by seeing, hearing, talking, doing, creating, or a combination of these modes. The ways in which we feel “safe” in a space depends on our own circumstances—our class, our race, gender, sexual orientation, age, immigration status, disability, and many other variables. As facilitators, we cannot remove these differences, but we can acknowledge their existence in order to open a space of more direct dialogue. Is clear about its agenda. All education reproduces a set of values, ideologies, and attitudes. Popular education is not neutral, but holds a commitment to liberation from oppression at its ethical core. Is accessible to all participants, and actively works to investigate and challenge ways that create unequal access to participation, such as language barriers, disability, and group dynamics. Connects our lived experiences to historical, economic,social, and political structures of power. When our personal experiences are placed in larger contexts and patterns of power, our personal realities are transformed. Investigates our multiple identities and experiences of inclusion and exclusion, oppression and privilege. Popular education is not about building tolerance, but about building respect, acceptance, equality, and solidarity. Develops new community leaders to build movements for social change. Popular education is a way to develop new leaders, who will in turn, develop other leaders. Results in action that challenges oppression, and help develop political spaces that are democratic and equal. Affirms the dignity of every human being. All popular education goes through a cycle: (1) see; (2) judge; (3) act; and (4) celebrate. Popular education is a process, not an event and should be connected to your overall campaigns and leadership development. 1 4 2This list is adapted from Building Immigrant Community Power Through Legislative Advocacy, A BRIDGE Project Workshop: Building a Race and Immigration Dialogue In the Global Economy (A Popular Education Resource for Immigrant & Refugee Community Organizers). Many of these points were adapted by the BRIDGE Guide with permission from the excellent discussion in Education for Changing Unions, by Bev Burke, Jojo Geronimo, D’Arcy Martin, Barb Thomas, and Carol Wall, which explores this topic in much greater depth. 2 Tips for Effective Facilitation Listen to your group, and flow with how they are feeling. Good listening includes checking for non-verbal cues, such as body language. Develop ground rules as a group. Ground rules can be an effective way to develop an atmosphere of trust and respect; you can refer to them later in the workshop. Equalize participation. Encourage a variety of participants to report back from small group discussions and in large group discussions. Watch for power imbalances and point them out (for example, if men are overshadowing women.) Be flexible with your agenda—there may be moments where an activity goes on for too long. Be willing to cut an activity; the workshop may be stronger. Ensure that logistics are taken care of well before the workshop, so they don’t disrupt the agenda. If possible, find someone who is not facilitating to handle them. T ake breaks when needed, or use energizing activities. If you don’t schedule breaks when they are needed, participants will often “take breaks” by disengaging. Encourage participation by asking open-ended and clarifying questions, creating space for participants to speak up. Give everyone the benefit of the doubt, and avoid making assumptions. Summarize key points and highlight points of agreement. Repeat a statement back to a participant to clarify what s/he has said; connect points of agreement between participants to demonstrate a common thread after it has been stated by the group. Don’ t fish for the “right answers;” if there are important points that you want to make, be sure to state it, instead of trying to lead participants into giving you the answer. If you would like to draw out the “teaching points” from a discussion, use questions to develop some of the points—and chart out the different points raised by participants on easel paper. After the discussion is finished, highlight the points raised, and if all the teaching points have not been covered, add them to the list. If you are charting responses to a discussion on easel paper, be sure to record all statements made by participants—if you are selective about what you record, it implies that their point is not important. Allow participants to “pass” on an activity. Giving participants the option to pass conveys a message of respect for participants to choose their level of involvement. Expose yourself as a learner, particularly after you have established rapport with a group. Don’t be afraid to say “I don’t know,” but instead, use it as a moment for the group to figure out what new information they need to discover. If a participant raises a point that is new to you, say so; it communicates to participants that what they have to share is valuable and important. Facilitators play a key role in creating a positive and respectful learning environment for participants, and for making sure that a workshop creates and develops new learning and knowledge for participants through activities and discussions. Here are some tips: 5 Good Food, Good Jobs Workshop: Backgrounder In 2011, dozens of community volunteers conducted surveys of corner and grocery stores with liquor licenses in Detroit, documenting food safety and sanitation in these establishments. The survey results were published in a research report, Unequal Access that accompanies this toolkit. This toolkit is an attempt to provide communities with a way to engage their members and leaders around the report’s findings and to determine specific actions steps they would like to take in light of its findings. • Create an open space for participation and trust for dialogue on three levels: (1) people’s experiences should be shared in dialogue with one another; (2) the experience should be put in context; (3) place our common experience into action that will transform the root causes of the problems we are facing as a community and simultaneously transform ourselves. • Connect the information and findings in the Unequal Access report to people’s lived experiences. • Win the campaign and build the organization and our leadership base • What is our ideal vision of a neighborhood food retail store in our community? • What are some of our experiences of accessing food in our community? How do our experiences differ from our ideals? How do our experiences differ based on the types of neighborhoods we live in? (i.e. racial and income characteristics, number of children) • What are some of the barriers and root causes of these differences and of the gaps between our experiences and our ideals? • What is our vision for creating change and what are some steps we can take together to uploads/Litterature/ roc-facilitator-x27-s-guide.pdf