Cultivate Toolkit
In this beginning stage, we start with gaining an understanding of who we are as a group and identify and make clear the totality of experience each stakeholder brings to the codesign process. This stage is about creating a shared understanding of who we are, what roles and expertise we bring, and what are the potential obstacles that we anticipate in working together.
This toolkit includes community events and workshop activities to build relationships and trust among stakeholders. These tools can be used sequentially or not at all.
Objectives
Make power visible. Assess the power dynamics within the groups to better understand power imbalances.
Learning Space Setup
Invite participants to sit in a circle that allows everyone to see and hear each other.
“First I try to make a circle so the issue can’t escape.” - Paulo Freire
Materials
Post-it poster paper, Post-it notes, notecards, markers, and other writing utensils.
Mapping Opportunities/Community Assets
Every school and community has collective knowledge and resources to solve its own problems. Community asset mapping allows participants to take inventory of the gifts, skills, and capacities of the school and community’s residents. As the saying goes, “Those closest to the problem are closest to the solution.” In these next two activities, participants will reflect on the opportunities and community assets available to improve their school and students’ learning experiences.
For this first part, make sure everyone is comfortable and sitting in a circle so everyone can see each other. Use a “talking piece” to make sure everyone has space to share their stories.
Mapping Opportunities
What are the current stories of those closest to the problem? (Invite participants to share a story related to the identified “pain point”. If the problem impacts students, consider pausing here until you can invite students to this work.) The facilitator should summarize each story on a piece of notebook paper to reference later.
After everyone has shared their story regarding the “pain point,” break the whole group into small groups. Each small group will spend time reflecting on the “new story” they would like to tell about their school. Each group should identify a note-taker to capture the new story they want to work towards. Each small group will use the questions below to create a new story, a counter-narrative. Read the following questions out loud and ask each participant to take 5 minutes to reflect and take notes on their own before sharing with their small group members.
What is the new story we would like to tell?
Who is impacted in this new story?
How does this new story promote equity and justice?
After taking time to individually reflect, each small group member should share their thinking (1-2 mins) and work together to create a new story, a counter-narrative (15-20 mins). After each group has created a new story, a volunteer from each group will share this new story (1-2 mins). The workshop facilitator will summarize the big ideas on a “New Story” poster. The group should then work to identify common themes.
Mapping Community Assets
In order to make this “New Story” or counter-narrative a reality, it’s important to find and document the community assets available to solve the “pain point” and improve school experiences. Community asset mapping allows participants to take inventory of the gifts, skills, and capacities of the school and community’s residents.
As participants discuss each of the following questions, the facilitator should take notes on the “Community Assets Worksheet” below.
What knowledge and skills exist within this group that will help solve this problem (create a new story)?
What outside community/neighborhood groups: cultural, nonprofit, business, and activist organizations can support us in this work?
What physical spaces, tools, and resources exist in this school and our community that can support us in this work?
If participants are new to the community or live outside the community, the group may need time to research these questions before mapping assets.
Power Analysis
Community asset mapping is the basis for a power analysis. Together they work to assess the causes and solutions to a problem, concern, or need. The following diagram should be drawn on the “Power Analysis” poster paper.
Write the “pain point” the group selected at the top of the “Power Analysis” poster.
Diagram the school community. Who and what makes up the community? List all the people and specific things you see in your school community inside the circle (admin, teachers, students, curricula, standardized tests, etc).
Which elements of the community contribute to the “pain point”? Look at the list and highlight or circle the different entities that influence and/or increase the issue.
Systems are complex and contain many interconnections. This complexity means that there are also many starting points (openings) to solve a systemic issue like the “pain point” already identified. Where are the cracks (openings) to begin the work of redesigning the system or creating something new?
Identify the larger systems at play that have a direct influence on the community and place them on the arrowed lines around the circle.
What is the relationship between those elements within our community and the larger systems at play? List those relationships below the diagram to refer back to later.
Now that the systems have been identified, what is the relationship between those systems? How do they affect each other? Indicate this on the diagram by drawing an arrow connecting the systems.
Complete the following Power Chart to identify who the codesign research process will impact and who holds power within the school system to create change. The activity will help participants identify who has the power to impact their work.
Who is impacted by the problem?
Who has power in our school community?
Who makes the decisions that affect the immediate situation?
Who makes decisions that determine what those individuals do and say?
What is that power? What kinds of informal influence or formal power do they have?
Potential Allies? Who are potential allies in an attempt to solve the problem/achieve the desired outcome?
Assess Toolkit Conclusion
These activities can be used within or among stakeholder groups. The information collected during this Assess Workshop can be used to create a Profile that will guide their internal innovation research process.
Inspiration + Credit:
Anyon, J. (2014). Radical possibilities: Public policy, urban education, and a new social movement. Routledge.
Take Action; Create Change - National Latino Council
