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Social Justice Empowerment Program Handbook
Table of Contents
  1. Characteristics of UU congregations involved in successful social change ministry
  2. Integrating social justice into life of the whole congregation
  3. Role of congregation and board of trustees in social justice ministry
  4. How to structure social justice in local congregations
  5. Effective committees and task groups
  6. Social justice committee job description
  7. Create caring community for those who are involved in doing social justice ministry
  8. Ways of getting people involved in social justice programs
  9. How to motivate people to do social justice
  10. Financial resources for social justice program
  11. The social change cycle
  12. Structures for democratic decision making about social justice issues
  13. Voting method for setting priorities for social action projects
  14. Preparing an action plan
  15. Strategies for managing conflict in congregations about social justice issues
  16. Social concerns and the uua statements of conscience  process
  17. Bibliography
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  • Social Justice Empowerment Handbook

    CHAPTER 11: THE SOCIAL CHANGE CYCLE

     

    Too often social activists go into action without defining the problem, identifying alternative solutions, stating the goals, and thinking through strategies. And then they wonder why they are ineffective.

    The social change cycle is a step by step process which provides a method for developing an understanding of an issue and creating an action plan.

    1. Recognize an issue

    2. There are many issues in the world that call for people's attention. But we can't respond to all of them. The challenge for those doing social justice ministry in a congregation is to identify issues for which people feel strongly, so they will make a commitment to take action.

    3. Create a task group
    4. It is helpful if people do a group building process before they begin to work on an issue. This enables group members to define how they will work with one another. They can express their hopes and fears about the project. And, they can describe the resources which each of them brings to the tasks at hand.
       

    5. Define the problem to be worked on

    6. This step involves understanding why the issue that has been chosen is a problem. A problem is a situation or condition of individuals or groups that is considered undesirable for certain reasons.

      Often people go into action without understanding the issue they are responding to. That is why taking the time to define the problem may be the most important step in this process.
       

    7. State the goals and objectives

    8. The problem states the situation in negative, undesirable terms, while the goal states a positive, desirable situation. A goal is a declarative statement indicating a desirable procedure, process or relationship. It expresses what the group plans to accomplish.

      For example, if the problem is homelessness, the goal can be stated: to help homeless people achieve decent housing.

      The objectives for achieving this goal might be to: open a shelter for homeless people in the congregation; run a series of community forums on homelessness; or advocate with local politicians about new services for the homeless.
       

    9. Strategize ways of reaching your objectives

    10. A strategy is a series of group activities that are carried out to reach the desired objectives. It involves raising money, publicizing an issue, and identifying other people you want to work with.
       

    11. Go into action

    12. Now the group is ready to go into action.
       

    13. Celebrate and evaluate the action

    14. Evaluate what happened. What did you learn from the experience? What would you do differently next time?
       

    15. Plan for the next step
    The group has completed one action step. Now it is time to start planning the next one.

    AN EXAMPLE OF THE SOCIAL CHANGE CYCLE:

    This example comes from the Unitarian Universalist Peace Fellowship of the Delaware Valley in Philadelphia. It describes the process that the Peace Fellowship went through as its members addressed the issue of the Star Wars missile system.

    Choosing the issue: During the late 1980s the Reagan administration put forth the idea of building the Strategic Defense Initiative, called SDI or Star Wars.

    Defining the problem: SDI was an important part of the escalating arms race between the United States and the Soviet Union. The US government argued that it would protect the United States from a nuclear attack. Peace activists opposed the system for several reasons. First, it wouldn't work. Second, it would be a big boondoggle for the defense contractors. And third, it was a violation of the 1972 IBM Treaty.

    Goals and Objectives: The goal of this program was to stop the development of the SDI system and encourage negotiations with the Soviet Union to deescalate the arms race.

    The objective the group decided on was to invite Robert Bowman, one of the leading opponents of Star Wars, to the city for a community forum and appearance in the local media. Other ideas included the formation of a study group and lobbying congress.

    Strategy:

      1. Make arrangements with the speaker.
      2. Send out publicity for the event.
      3. Contact the media.
      4. Prepare refreshments for a reception.
      5. Raise $2,000 to pay for the speaker's fee and expenses.
    Subcommittees were organized to carry out these tasks.

    Go into action: Robert Bowman went to Philadelphia. He appeared on several radio talk shows. He did an interview with the Philadelphia Inquirer, and he spoke at a public forum attended by 200 people. The forum was held at the Unitarian Society of Germantown in Philadelphia.

    Celebrate and evaluate: The members of the group felt good about what they accomplished. A party was held at the home of one of the members a week after the event. People had a chance to be together in community to affirm what they had accomplished together.

    About one half hour was spent in evaluating what they did. People were asked to comment on what had gone well. They also talked about what they would have done differently if they were to do a similar event again.

    Plan: At the next meeting the group decided to continue to work on the issue of Star Wars. The next objective was to lobby with their legislators.

    SHORT AND LONG TERM PROJECTS

    There are important differences between short and long term projects/actions. We can react quickly to some issues and not others.

    For example, an earthquake or hurricane happens in some part of the world and people want to respond. On the next Sunday, you can take up a special collection during the worship service or gather clothing afterwards.

    In 1990, Unitarian Universalists had to respond very quickly to the prospect of a war in the Middle East. Iraq invaded Kuwait. The American government and the United Nations decided to go to war if the Iraqis did not leave Kuwait. Congress was going to vote on the issue. If people in our congregations wanted to make an impact one way or another on the congressional vote they needed to move fast.

    Yet, there are also cases where projects will not be successful unless people take a longer amount of time to think them through and implement appropriate actions.

    For example, support for the famous Roe v. Wade court case came out of a study group set up by the Women's Alliance in the First Unitarian Church of Dallas, TX. This group took over a year to study the issues concerning the availability of services for abortion. In the spring of 1970 the Roe v. Wade case was heard in Dallas, brought by attorneys Linda Coffee and Sarah Weddington. Both were recent law school graduates. Members of the congregation met them at the Fifth Circuit Court hearing. A loving supportive alliance was formed that enabled these young lawyers to bring this case to the Supreme Court.

    A second example of a long-term project comes from the All-Souls Unitarian Church in Washington, DC. The congregation decided in the late sixties to do something to provide housing for low-income people. A task force took two years to study housing programs, form an alliance with a community group, and develop an educational process for the congregation. This resulted in a multi-million dollar housing project.

    A third example comes from the congregation in Plymouth, NH. Members of the congregation became concerned about the fact that open space is lost because land is being gobbled up for development. They created a task force to study the situation for a year. At the end of their study process they decided to join with some other people in the state to start a land conservation trust program. They have played an important leadership role in their state.

     


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