Thriving Communities: Working Together To Move From Poverty To Prosperity For All

Thriving communities
Working together to move from poverty to prosperity for all
A guide for public dialogue and problem solving

Thriving communities
Working together to move from poverty to prosperity for all
A guide for public dialogue and problem solving

thriving communities
This discussion guide was developed and produced by Everyday Democracy (www.everyday-democracy.
org, formerly the Study Circles Resource Center) and the Northwest Area Foundation (www.nwaf.org).
Designed as a tool for dialogue-to-change programs, this guide can help communities make decisions
about how they will address poverty. It is based on views and ideas that many different people hold, and is
a starting place for open and fair discussions.
This guide is based on research and experience — in understanding poverty, and in knowing how
people work together in communities. The research that underlies this guide includes a study of current
literature on poverty, a review of significant national survey work, focus groups, and interviews with
people in communities. The guide was tested extensively in a dozen dialogue-to-change programs with
more than five hundred people participating, overall.
For more information about Everyday Democracy and the Northwest Area Foundation, please see
page 39.
Thriving Communities: Working together to move from poverty to prosperity for all
is also available on Everyday Democracy’s web site at www.everyday-democracy.org
Writer: Brad Rourke

Layout and Design: OmniStudio, Inc.
© 2008 by The Paul J. Aicher Foundation and the Northwest Area Foundation
2 www.everyday-democracy.org Everyday democracy Thriving Communities

CONTENTS
INTRODUCTION
DISCUSSION SESSIONS
SESSION ONE — How Are We Connected to Our Community and to Poverty? . . . . . . . . . . . . . . . . . 7
SESSION TWO — A Vision for Our Community. What Does Poverty Look Like Here? . . . . . . . . . . . 9
SESSION THREE — Why is There Poverty in Our Community? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
SESSION FOUR — Reaching Our Vision and Reducing Poverty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
SESSION FIVE — Moving to Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
TOOLS TO SUPPORT OUR DIALOGUE

WHAT CAN WE DO? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
THE ACTION FORUM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
HOW TO MAKE AND USE AN “INFORMATION SHEET” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
TIPS FOR FACILITATORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
FOR MORE INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
ABOUT THE NORTHWEST AREA FOUNDATION

AND Everyday democracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Thriving Communities Everyday democracy www.everyday-democracy.org 3

INTRODUCTION
People in communities across America want to live Is This The Type Of Community
in a place where they have the chance to thrive. You Would Like To Be A Part Of?
This is true in all kinds of places: small towns,
Welcoming Healthy Prosperous
rural areas, urban neighborhoods, American Indian
reservations, and others. Peaceful Safe Exciting
Diverse Spiritual Fair
People talk about it in different ways. But when
Connected
they talk about what holds their community back,
one thing that comes up is poverty.
This discussion guide will help us talk about
Why Might a Dialogue-
to-Change Program Poverty is everywhere. It may look different in the kind of community we want to live in. No
Work for Us? rural places than it does in cities or suburbs. It community is doing well where there is poverty.
may look different on a reservation. But there If we work on getting rid of poverty, we can have a
People care. They want are things about poverty that look the same in better community. And, by working on making our
to make things better. all these places. community better, we can help reduce poverty.
Problems like poverty call These two important tasks go hand in hand.
Poverty may look different to each of us. A single
for many solutions.
parent may see the cost of housing in terms of Poverty affects us all. Even wealthy parts of the
It takes people from all how many jobs it takes to pay for a place to live. To community are touched by poverty. We need to
parts of our community a senior who lived through the Great Depression, share our vision of what kind of community we
to solve problems. poverty today may not look all that bad. For people want. We need to take action to change things so
When we all join in, we who live on tribal lands, losing their culture and that we all can thrive.
all win. land may be worse than lack of money. People new
When we talk face-to- to the United States may think life here is not as
face, we get to know hard as it was back home. For those who live in a
each other. Trust builds. community where almost everyone is poor, it is
We can come up with hard to imagine what life without poverty would
new ideas and plans. look like.

Why Use This Approach to Talk How a Small-Group Dialogue Works
about Poverty? In a dialogue, each session builds on the one
Some people may already be working on poverty in before it. This guide is a tool to help us look at What is a
our community. But to move ahead, more of us need poverty in our community and create change. Dialogue-to-Change
to be part of that work. In a dialogue-to-change Program?
program, we can learn what others are already doing Here’s how this dialogue works:
to overcome poverty. And more people can get Many dialogues will meet
involved. at the same time.
Session One: MEET EACH OTHER 8 to 12 people will be
This approach to community change brings together > Get to know each other. in each dialogue. They
small, diverse groups of people who meet several will come from different
times to think, talk, and work together to address > Talk about how we’re connected to groups in the community.
public problems, like poverty. The process works the issue. Groups will meet
best when many small dialogue groups happen all at together for five,
once, across a community. > Begin to look at poverty. two-hour sessions.
First, people look at how poverty has touched their Each group will use
lives; then, they talk about why they believe poverty Session Two: CREATE A VISION this guide.
exists. Finally, each dialogue group (or “study > Create a vision of a community where After the dialogues
circle”) works on ideas for action. everybody thrives. finish meeting, members
of all the groups will
When we work together this way, we can bring new > Talk about what poverty looks like here. meet together in an
life and ideas to existing efforts in our community. action forum.
We can also learn about needs that have not been 2 facilitators will lead
met. Together, we can figure out how to do even Session Three: STUDY THE PROBLEM
each group.
more. > Talk about why there is poverty here.
Someone will take notes
The goal is change in the community! for each group.
Session Four: FIND SOLUTIONS
> Talk about ways to reduce poverty.
Session Five: PLAN FOR ACTION

> Talk about the assets in our community.
> Talk about how to make our ideas from

Session Four happen.
The Action Forum

After the fifth session, we will all meet. We will
collect action ideas from all of the dialogues.
At this action forum, people can sign up to do
something or to learn more.

Poverty Can Be About More Than Money
There is no one definition of poverty that Many people think these numbers are too low.
everyone agrees on. And some think they are too high. In fact, federal
agencies cannot agree on a “poverty line.” Different
When people in communities talk about poverty, government offices use different numbers.
they often talk about things like:
Some people say that there are different kinds
Feeling hopeless of poverty, like being all alone, without the
Doing without support of family and friends. Or like not having
the skills to handle day-to-day life. Some people
Working more than one job, and still not
say poverty isn’t always about individuals. It can
making ends meet
affect whole communities.
Being on a downward path
Feeling ashamed to invite people over Others blame social forces we can’t control. Even
Sending kids to school hungry or with clothes people with good support networks and life skills
that don’t fit often don’t get equal access to jobs.
Being turned away even if you’re able to work This guide is designed to help our group talk about
Some people talk about poverty in terms of and reduce poverty in our community.
money. The U.S. Census says that in 2005, the
poverty line for a family of four was $19,350 per
year. For an individual, the poverty line was $9,570.
Living on less than this means living “in poverty.”

Session One Session Two Session Three Session Four Session Five
meet each other create a vision study the problem find solutions plan for action
SESSION ONE
How Are We Connected to Our Community and to Poverty?
Goals For This Session
In this first session we will get to know one Facilitator Tips
another, talk about what is important to us, and > Get to know each other.
see how we want to work together. This session has four parts. Use the amount of
> Talk about how we are
time suggested for each as a guide. You don’t
connected to the issue.
PART ONE have to cover every question in the session.
Choose the ones that you think will work best
> Begin to look at poverty.
Getting Started (30 minutes) for your group.
Read the introduction to the group. Or ask if Collect ideas for action
someone is willing to read parts of it aloud.
This tells us what a dialogue is, and how it From the start, participants may come
might help. up with ideas about what to do to reduce
The facilitators will explain how they work. poverty. Ask the recorder to keep a list of
They are not teachers. A dialogue is not a Action Ideas, and add to it from one session
class. It’s a place for the group to talk and work to the next. (Please see note-taking tips on
together. The facilitators help make sure the page 33.)
Facilitator Tips
talk goes well and is useful. They do not Post the list where everyone can see it.
take sides. Help the group work
Assure the group that they will talk more
Most sessions usually take about 2 hours. If well together
about action ideas in sessions four and five.
the group agrees, we can choose to talk longer. Help everyone feel
There are many questions in each session. We welcome. Be sure each
do not have to cover every question. person has a chance to
We need to create some ground rules to help speak and to hear the
our dialogue work better. Here are some ideas. other group members.
Are there rules you would like to add? Talk Some people find it
about them. easier than others to
talk about this subject.
Give everyone room
Sample Ground Rules and time to get
Listen to one another. Treat each other Stick to the issue. No name-calling. comfortable with
with respect. If you talk about people who are not here, the issue.
Each person gets a chance to talk. don’t say their names. Ask for volunteers to
One person talks at a time. Don’t cut people off. Some of what we talk about will be very read out loud rather
personal. We will not tell these stories to than going “around the
Speak for yourself. Don’t try to speak for
other people, unless we all say it is OK. circle.” Be prepared to
“your group.”
do this yourself, if no
It’s OK to disagree. If you feel hurt, say so and Help the facilitator keep things on track. one volunteers.
say why.

PART TWO PART FOUR

Facilitator Tips
About Ourselves (30 minutes) Thinking Back (15 minutes)
For Part Two
Each person in the dialogue will answer Our group will talk about these questions:
Some groups may find these questions:
it useful to talk about 1. What did you learn in this session?
the story of their 1. Who are you? Where were you born? Where did 2. What stories touched you or surprised you?
community as well you grow up?
3. Why is it important for everyone to have a
as their personal 2. Where do you live now? chance to thrive?
connection to the issue. 3. Why did you come today? What concerns you?
If so, it may be helpful
4. What do you hope this program will lead to?
to begin Part Two with For the Next Session:
these questions:
PART THREE Think about what you like about living in our
1. W
hat is the story
community. Find some examples. What would it
of our community?
Ties to Our Community be like if that happened more often?
What was it like in
the past? and to Poverty (45 minutes)
2. W
ho are we now? Our group will talk about these questions:
Facilitator Tips
What kinds of events
have shaped this 1. What is our community like now? Who lives here? In Closing
community? What is it like growing up here these days?
2. What do you like about living in this community? Thank people for coming and sharing.
If you use these
questions, Part Two will What’s going well? What’s not going so well? Remind your group that it is very important
require more time. 3. Describe a time when you, or someone close to for everyone to attend every session.
you, struggled to make ends meet. What was it Briefly explain what will be discussed
like? How did others react? next week.
4. What does it look like in this community when
people are doing well? What does it look like
when people are not doing well?

SESSION TWO
A Vision for Our Community.
What Does Poverty Look Like Here?
In Session One, we talked about our connections

Facilitator Tips
to the community. We also talked about what it > Create a vision of a
looks like when people aren’t doing well. This session has three parts. Use the amount community where
of time suggested for each as a guide. You everybody thrives.
In this session, we will talk about how we would
don’t have to cover every question in the
like our community to be. We will also talk about > Talk about what poverty
session. Choose the ones that you think will
what poverty looks like here. looks like here.
work best for your group.
In Part Three, you will need the Information
PART ONE Sheet prepared by the steering committee.
See page 25 for additional information.
What Good Things Did We See? Post the notes from the first session where
(15 minutes) everyone can see them.
Ask the recorder to list major themes from
Think back over the time since we last met. Talk
this session on large sheets of paper so
about these questions:
everyone can see them. (Please see note-
1. When you looked for things you like about living taking tips on page 33.)
here, what did you see? What would it be like if Save the notes so that you can refer to them
those things happened more often? in later sessions.
2. Did you see anything that surprised you? Collect ideas for action
As participants come up with ideas about

how to reduce poverty, ask the recorder
to add them to a list of Action Ideas. Group
members may also mention things that
the community is already doing to reduce
poverty. List these under Things We Are
Already Doing. Remind the group that they
will use these notes when they talk about
action ideas in sessions four and five.

PART TWO
Facilitator Tips
A Vision for Our Community
For Part Two (60 minutes) Things You Might Find in a
Thriving Community
Encourage everyone to Imagine a place in the community where almost
come up with their own everyone goes. Maybe it’s a main road, or a park. Opportunity — Everyone has an equal
words in addition to the Think of a public place. It’s a place that visitors are chance to succeed. There are local resources
ones listed in the box. likely to see. It’s also a place that school buses and opportunities for all.
Ask the people in the pass each day.
Respect — People treat each other fairly.
group to try to choose They allow others to live the way they
their top three ideas Imagine that we will build something (like an
want to.
before you divide them archway or a statue) that stands for the things we
like about our community. We want to carve some Order — Things run smoothly. People do
into smaller groups.
words into it — words of hope. what they are supposed to do.
Remind everyone that
Safety — People feel secure. They aren’t too
these words are about We need to find words to describe our vision of worried about crime or drugs. They don’t
how we would like the our community when it is thriving. think their things will be stolen or damaged.
community to be. But
it’s OK if some of the Prosperity — The community is growing
There is only room for four or five words. Our
words describe things and the economy is strong. Businesses are
group has to come up with these words.
as they are now. successful, and there are plenty of jobs that
Look at the box, Things You Might Find in a pay enough.
Ask participants in
the small groups to Thriving Community. It has some ideas for Health — People are healthy. And it is easy
talk about what the words that might go on a statue. The facilitator to get to good health care.
ideas and words may ask someone to read the ideas out loud. Diversity — There are all kinds of people in
mean to them. 1. What words would you like to carve into our the community. They come into contact with
Let participants know statue? As a group, we will brainstorm some each other often. They can all work together
they do not have to words to add to this list. and help each other.
cover every question in 2. Once our list seems long enough, we will stop Spirituality and Culture — People feel
their small groups. and think for a moment. Which three matter connected to something larger than
Don’t worry if the large most to you? themselves. They understand their culture
group cannot reach and keep it alive in their day-to-day activities.
agreement on what People take pride in who they are.
words to include.

Now, you will form groups of three or four. PART THREE

In your small group, talk about:
1. What do the words mean? What Does Poverty Look
2. Which ideas matter most to you? Like Here? (45 minutes)
3. H
ow would others feel about them? We have talked about our vision, but we still have
4. W
hat ideas would you like to add? poverty here.
5. Try to come up with a list of three words
that your group can agree on. Look at the list of ideas under Our
Community Vision. As a whole group,
Return to the whole group and talk about your talk about these questions:
ideas. Together, we will try to agree on five
words to carve on the statue. 1. In our community, who might think that this
1. Each small group will read their words and vision seems out of reach? Why?
say what they mean. 2. How much poverty is there in our community?
2. Which ideas are alike? Which ideas are What does it look like when you see it?
different? 3. How does poverty make it hard to have the kind
3. T ry to agree on five words for your statue. of community we described in our vision?
(The facilitator or recorder will list them
on a piece of paper labeled Our The steering committee for this program has
Community Vision.) put together an Information Sheet on how our
community is doing.
4. Which other words do you want to save
for later?
1. What do you think of these facts?
5. How do you feel about this list of ideas? What stands out?
6. I magine what it would be like to live in a 2. What does this information tell us?
place like this.
For the Next Session:

Think about the words we chose for our statue.
See if you can find some examples of these ideas
in the community.
Facilitator Tips
In Closing
Thank people for coming and sharing.

Remind your group that it is very
important for everyone to attend
every session.
Briefly explain what will be discussed
next week.

SESSION Three
Why is There Poverty in Our Community?
Goals For This Session In Session Two, we talked about our vision for the Facilitator Tips
> Talk about why there is community. We also talked about what poverty
poverty here. looks like. This session has two parts. Use the amount
of time suggested for each as a guide. You
Now we will look at why there is poverty in don’t have to cover every question in the
our community. session. Choose the ones that you think will
PART ONE Post the notes from other sessions where
everyone can see them.
Getting Started (15 minutes) Ask the recorder to list major themes from
this session on large sheets of paper so
1. What examples of our community vision did everyone can see them. (Please see note-
you find since our last meeting? What gave you taking tips on page 33.)
hope? Why?
Save the notes so that you can refer to them
2. What made you sad or upset? Why? in later sessions.
Later, we will talk about solutions. But before we Collect ideas for action
can figure out what to do, we need to know why
poverty is a problem here. As people come up with ideas about how to
reduce poverty, ask the recorder to add them
to the list of Action Ideas. Group members
may also mention things that the community
is already doing to reduce poverty. List these
under Things We Are Already Doing. Remind
the group that they will use some of these
notes when they talk about action ideas in
sessions four and five.

PART TWO Why is There Poverty?

Here are some things people say about what Facilitator Tips
Why Is There Poverty Here? causes poverty:
(105 minutes) For Part Two
Poverty has many faces. People have many views View #1

Read the views. Then
about what causes it, and why it stays with us. One Some people say: Bad Things Can Happen.
refer to the list of
view cannot tell the whole story. People can get sick or hurt. Health insurance,
questions in Discussing
even when people can get it, doesn’t cover all
the Views.
Here are some different views about why there is the costs. And medical bills can push a person
poverty. You may agree with some of them. Or, you or a family into poverty. What if you lose your job
may disagree. or get divorced? Or what if there’s a disaster,
like a tornado or hurricane? When things like Discussing the Views
Someone will read the views out loud. this happen, it is hard to make ends meet. These questions will
help you talk about
We will use the questions in the Discussing the View #2
the views.
Views box to help us talk about them. Some people say: Poor Education.
Some schools don’t teach students the skills
Which views are
We will talk about solutions later. For now, if you they need to get a job and hold it. Students drop
closest to your own
think of a way to reduce poverty, ask the facilitator out or fail. Then, they get lost in poverty.
(you may agree with
to write it down on a list of Action Ideas. more than one)? Why?
View #3
Some people say: Low Wages. Think about a view
Some jobs don’t pay enough. People work hard. you don’t agree with.
Many hold two or more jobs. But they can’t Why would someone
make enough to cover costs. And they can’t be agree with that view?
sure that their jobs will last. Many women get Try to come up with
paid less than men doing the same job, but they reasons to support
still have to support families. Lots of people that view.
who work are still in poverty.
Do some of these
View #4 views surprise you?
Some people say: Racism. Why?
Some people and structures in our society have
kept people down because of their skin color Which views conflict
and ethnic group. People of color are more with each other?
likely to be in poverty. And for people of color, it
What view would you
can be even harder to get out of poverty. Banks,
like to add?
bosses, and real estate agents may treat people
of color unfairly. And there are structures and If we want to achieve
unwritten rules that make it more likely they our vision, which views
will be poor. are most important to
work on?

View #5 View #10

Some people say: No Jobs. Some people say: Economic Inequality.
In some places there just aren’t enough jobs, We don’t like to admit it, but our country is
Discussing the Views and so many people fall into poverty. There may divided into classes. Not everyone has the same
not be housing, shops, or cell-phone service. amount of money, land, or resources. Some
These questions will
That means they can’t attract new businesses. people live in poverty. Others are rich and
help you talk about
And some businesses move out and take jobs have success just because they were born into
the views.
with them. This happens in a lot of places. wealth. And then there are those in the middle.
Which views are Rigid class structures make us think that we
View #6 cannot do anything about poverty.
closest to your own
Some people say: Greed and Selfishness.
(you may agree with
In some places, a few powerful people control View #11
more than one)? Why?
what happens in the community. They just Some people say: Lack of Support.
Think about a view look out for themselves, and take care of People need more than money to succeed. They
you don’t agree with. their friends with jobs and favors. This keeps need job training, a car or bus line, child care,
Why would someone everyone else down and hurts community spirit. or just moral support. Some seniors may need
agree with that view? People stop helping each other. help with everyday things like getting food or
Try to come up with moving around. Some need help to get over
View #7 addictions or depression. Without support from
reasons to support
Some people say: Cut Off From Culture. family, friends, and the community, it is hard to
that view.
Poverty and other problems come when get out of poverty.
Do some of these communities lose their connection to cultural
views surprise you? values. Many people try to stay connected to
Why? their past. But it is hard when society tries to
rob them of their culture. For the Next Session:
Which views conflict
Think about these views on what causes
with each other? View #8 poverty. See if you hear them from others
Some people say: Bad Public Policy. in the community. Who has these views?
What view would you Some public policies can keep people from
like to add? trying to stand on their own. Some policies,
If we want to achieve like welfare, just let people “work the system.”
Facilitator Tips
our vision, which views There are also policies that are unfair to certain
are most important to groups of people. So, those people are more In Closing
work on? likely to live in poverty. Sometimes, government
plans that seem like good ideas don’t work well, Thank people for coming and sharing.
or have bad side effects. Remind your group that it is very
View #9 every session.
Some people say: Not Being Responsible.
Some people just don’t try. They don’t look
next week.
hard enough for jobs, or refuse to work. And
they don’t make the most of resources, like job
training. They drop out of school. They turn to
drugs, gambling, alcohol, or crime.

SESSION Four
Reaching Our Vision and Reducing Poverty
In Session Three, we talked about causes Facilitator Tips > Talk about ways to
of poverty.
reduce poverty.
This session has three parts. Use the amount
In this session, we are going to talk about what we of time suggested for each as a guide. You
can do to reduce poverty. don’t have to cover every question in the
session. Choose the ones that you think will
PART ONE
Post the notes from other sessions where
everyone can see them.
Getting Started (10 minutes)
1. What did you hear in the community since our
last meeting? Did anything surprise you?
PART TWO
Facilitator Tips
Making a Difference (80 minutes)
For Part Two
The following is a list of ways to reduce poverty.
We will talk about each one, and come up with our The “approaches” in
own ideas. this part help people
look at the big picture,
(For more ideas, please look at What Can We Do? while also giving us a
on page 23.) chance to see specific
examples of how to
Someone will read each approach out loud. Use
reduce poverty. Record
these to talk about how we might reduce poverty in
new action ideas on
our community. If you know about other examples
the Action Ideas and
of action, be sure to tell us.
Things We Are Already
Doing sheets. We’ll talk
The facilitator will write down our action ideas as
in more depth about
we come up with them.
action ideas in Part
On each page, there is a box labeled Questions to Three of this session.
Discuss. These questions will help us talk about
these approaches.

Ways to Reduce Poverty Approach #2

Create more and better jobs.
Approach #1
Questions to Discuss
Focus on early childhood, youth, A person who supports this approach might say:
We can use these and schools. We need to help business, and get rid of unfair
questions to help us talk taxes and rules. Everyone benefits when people
about the approaches: A person who supports this approach might say: are working. We need to create more jobs that pay
More young people live in poverty than adults. enough so people can take care of themselves and
Which approaches When people grow up in poverty, they are more their family.
appeal to you and likely to stay in poverty. We need to stop this cycle.
why? What doubts do To prevent poverty later in life, we must meet our Here is what is happening in other places:
you have? Concerns? children’s basic needs. We must make sure that
What is already going they have enough food, good schools and health A town held an “entrepreneurship showcase”
on in our community care, and strong role models. — a special event to create interest in business
that reflects these and help local people start up new businesses.
Here is what is happening in other places:
approaches? A foundation gives money to local credit
Which approaches Schools give low-cost, healthy meals to children unions. These credit unions make loans to local
might help us get every day. businesses.
closer to our vision? Some groups are calling for a law that promises
Some states offer free health insurance for
How would this young people. a higher minimum wage. This way, people can
approach help us earn enough to live on.
In some places, people call on officials to
address poverty in One town got more people to visit their area.
provide equal funding for schools in wealthy and
our community? They got the word out about how good the
poor neighborhoods.
hunting was in the region, so people would
In one tribe, adults mentor youth and pass on travel there.
important skills for life.
Some towns and cities help people who just
A group of counties shares ideas about how came to this country. They help people who
to take care of very young children so they can have skills (like doctors or plumbers) get
learn what works best. certified so they can do their work, here in
One school works hard to welcome new the United States.
families of all different cultures. For example, Some towns try to keep taxes low. They make
the principal goes door-to-door to invite them sure that new businesses know about all the
to community meetings. benefits the town offers.
One town asks youth to serve on the board of
education. Another town has a “youth council.”
This way, young people help make the decisions
that affect them.
Some states give more money to WIC (“food
stamps” for Women with Infants and Children),
Head Start, and other early childhood programs.

Approach #3 Approach #4
Help people meet their urgent needs. Join with others to create change.
A person who supports this approach might say: A person who supports this approach might say:
We need to make sure that no one goes hungry. Some people in the community don’t want to work
Everyone should have a safe place to sleep. together. We need to find better ways to bring
Everyone needs basic services. If there are more people together to deal with conflict and to face
services for people who need them, we all will be hard issues. We need to find more ways for people
better off. to unite and work for new, fair policies. If we do
this, we all will be better off.
A community center started a food pantry. They
donate food to people in need. In many places, people get together to write
On one American Indian reservation, they letters and make phone calls to elected
started a shelter in an unused building. It gave officials. They want new policies and ideas.
homeless people a place to sleep in the winter. In one community, neighbors joined with
Many towns have programs that deliver meals to the police to fight crime. They made a deal.
seniors at home. If you report a problem, you do not have to
give your name.
A health care center helps people who don’t
have insurance. They help those who can’t One area created a co-operative buying group
speak English. They teach people how to get so people can get better prices for health care.
welfare. They even give out food. One town tries to help Native Americans and
A community group makes a list of all the local other community members make peace. They
resources for people who are in need. The list run special programs for all area third-graders.
shows where to go for help. They also hold a program at a powwow each
September.
A tribal government helps people pay their fuel
bills and rent. In one community, people join together in
small “Circles of Support” to help individual
families and connect them with the rest of the
community as they work to get out of poverty.
Some neighbors are helping older people get
food, like Meals on Wheels. They also help them
find services and fill out forms.

Approach #5 Approach #6
Build assets and hold onto them. Fight racism.
Questions to Discuss A person who supports this approach might say: A person who supports this approach might say:
Assets can be people or skills; they can also be Racism hurts everyone and keeps some people in
We can use these
money or things we own. We can use assets to poverty. It affects jobs, loans, housing, arrests, and
questions to help us talk
help ourselves and each other. Taking care of each schooling. Native Americans, African Americans,
about the approaches:
other is an asset. For example, you can use your Hispanics and Latinos, Asian Americans, and
car to drive someone who needs a ride, or to visit others face racism and unfairness every day.
Which approaches
a sick person. Some assets can be handed down in We must end the practice of racism, by people
appeal to you and
families, or from group to group. and by institutions.
why? What doubts do
you have? Concerns? Here is what is happening in other places: Here is what is happening in other places:
What is already going
on in our community One group started a program that helps people In one town, a group paired families from
that reflects these buy and repair their own cars. different ethnic groups. They shared child care,
approaches? A Native American group brings families rides, and job hunting. They helped each other
Which approaches together to build — and own — their own and got to know each other.
might help us get homes. One community focused on places with
closer to our vision? In one town, people wanted to support local higher poverty levels, dropout rates, and
How would this businesses. They started a “Buy Local” unemployment. They made plans to improve
approach help us movement. They found that keeping money in those “target areas.” In three years, 29 new
address poverty in the area helped everyone. businesses were added and violent crime
our community? A local foundation and neighbors started a dropped by 18%.
“lending circle” program. It helps people get A group in one town worked with a local hospital
credit to start a business of their own. People where no one on staff could speak Spanish.
work on their plans in small groups and the group They asked hospital leaders to hire Spanish-
decides when each plan is ready for funding. speaking staff to help Latino patients. The
In one state, the government helps people fill hospital agreed, and hired translators to work,
out tax forms, for free. They teach people how day and night.
to get refunds such as the Earned Income Tax
In one community, a group worked with bankers
Credit (EITC). In other places, community
to get them to change lending practices that
groups help people fill out tax forms.
were unfair to people of color. Several of these
bankers convinced the banks they worked for to
stop unfair lending practices.
A group in one city helped the public talk about
how segregation is linked to gaps in housing
and education. They raised money to promote
a positive image of people who live in low-cost
housing. They also got more funding from the
state for low-cost housing.

Approach #7 PART THREE

Invest in basic community resources.
What Are Our Best Action Ideas?
A person who supports this approach might say:
(30 minutes)
Many communities lack basic resources. We need
good roads, reliable electric service, medical care, Let’s think about some of our ideas for action.
and cellular phone coverage for businesses and Review and add to the list of action ideas:
emergencies. We also need more people who
can be community leaders. If we develop these We have made lists of action ideas as we talked
resources, then everyone in the community will about many ways of reducing poverty.
be better off. 1. Take a look at the list of action ideas. What ideas
would we like to add?
2. Think about things that you can do on your own,
One rural town is working with the state to have things you can do with other small groups of
its own housing authority to create affordable people, and things that the whole community
housing for low-income people. could do, maybe even with government. Look at
page 23 for more ideas.
Another town is making sure bus routes go
where workers live. 3. How many different ideas can we come up with?
A local group convinced a nursing home to Narrow down the list of action ideas:
convert some units for assisted living, which
Let’s begin to narrow down the list. We will do this
allows residents to be more independent. They
again in the next session. First, we will combine ideas Questions for
also got a construction firm to build a new
that are nearly the same. Then, we will think about Setting Priorities
assisted living center. This helps older people,
our community vision and how to make it happen. Talk
whose income makes up almost a third of the 1. What five or six
about the Questions for Setting Priorities.
town’s economy. ideas seem most
A town worked with a local group to create real and useful?
For the Next Session:
new jobs for people who had lost their farms. 2. Who would work
Now some farmers use their skills to build and Think about these ideas. Choose one approach with us on these
repair large windmills. and see if you can find it in the community. ideas? Are they
Some places think of local leaders as basic Think about the approaches. Choose one approach things we can
resources. They set up programs to recruit and and see if you can find it in the community. really get done?
train both community and elected leaders. 3. Have they worked
A number of government agencies have teamed before? What
up to offer “one-stop” help for people to find other communities
jobs and get other services. This makes it easier Facilitator Tips are trying them?
for people to get the services they need.
In Closing
Thank people for coming and sharing.

Remind your group that it is very
every session.
next week.

SESSION five
Moving to Action
Goals For This Session In this session, we will move to action. First, Facilitator Tips
> Talk about the assets in we will look at the assets we have.
our community. This session has five parts. Use the amount
> Talk about how to make

PART ONE of time suggested for each as a guide.
our ideas from Session Label a new flip chart Community Assets and
Four happen.
What Are Our Community Assets? post it.
(30 minutes) Prepare an Our Community flip chart
To begin our discussion today, we need to make ahead of time and post it. There should be
a list of our assets. Every group and every person four categories: Vision; Assets; Promising
has them. We can use our assets to deal with hard Approaches; and Priority Action Ideas.Refer
issues like poverty. to the note pages from previous sessions.
Community Assets
You won’t be able to fill in the Priority
Assets can be things or Use these questions to find out about our Action Ideas, but you can fill in the rest
people. They are the things community assets: from earlier sessions.
that people have or use to Post your sheets labeled Action Ideas and
help themselves and each 1. What are some things you know a lot about? Things We are Already Doing.
other. For example, you 2. What are some talents or skills of other Today, your group will narrow down a list of
can use your car to drive members in this dialogue? How about other action ideas to present at the action forum.
someone who needs a ride, people in the community? (Please see note-taking tips on page 33.)
or to visit a sick person. 3. What groups do you belong to? How can Some ideas may not end up on that list. Tell
they help? people that they will have a chance to add
Some communities have their own ideas at the action forum.
a culture of taking care of 4. What groups in the community affect those in
one another. This is an asset, poverty? How can they help?
too. Assets can be handed 5. What assets do we have — like land, buildings,
down in families or from space, tools, or even money?
group to group.
The facilitator will write our answers under
Community Assets.

PART TWO PART THREE

Facilitator Tips
Connecting Our Action Ideas with Setting Our Priorities for Action
Our Assets (35 minutes) (25 minutes) For Part Three
Look at our list of Community Assets. See if any Look again at our list of ideas for action. Now we Some groups may get
assets link up with our action ideas. are going to narrow it down to a few ideas we can bogged down here.
work with. Then, we will come up with our final list They may get stuck
For example, one action idea may be: “Start an for the action forum. thinking about big
after-school program.” Here is how we could change projects
connect this to some assets: 1. Which ideas are easiest to get done? instead of things that
2. Which ideas might help people get out of can be done within
Problem: Young children are home alone after
poverty and stay out of it? the community.
school.
3. Pick two or three ideas that seem useful and Remind people to focus
Asset: A group of grandmothers gathers for
ask yourself the following questions: on things they can do.
coffee each afternoon.
a. What would it take to make this happen? This includes things
Asset: A senior center has great space that they might do alone or
nobody uses in the afternoons. b. What community assets could we use to move
with groups of people.
this idea forward?
We can link these three things together. We have c. What would our next steps be?
a place to hold an after-school program for young
people. And there are grandmothers who can d. What kind of support do we need to take
watch over them. these steps? Who else could we link up with?
4. Choose up to three action ideas to take to the
Think about other kinds of links you can come up action forum. We should choose ideas that
with. Doing this will lead to more ideas and remind are not too big, or hard to do. Write these
you of new assets. ideas under Priority Action Ideas on Our
Community flip chart. They should be things
we can do on our own, or in groups. People from
other groups will also be bringing their ideas to
that meeting.

PART FOUR PART FIVE
Getting Ready for the Action Wrapping Up (15 minutes)

Forum (15 minutes) Thank you for taking part in this dialogue. You
When the dialogues end, we will all meet at the are making a difference in the community. Please
action forum. We will share our ideas and sign up discuss these questions:
for action groups. We may want to write a report
for public officials, leaders, the media, and others. 1. What has surprised you?
2. Has your thinking changed about these issues?
Look at the box on page 24, A Sample Action If so, how?
Forum Agenda. The facilitator will explain what
3. How will you stay involved in addressing poverty?
will go on at this meeting.
4. Is there anything you will do differently because
Choose someone to speak for your group at the of this dialogue?
action forum.
Please look at the Community Assets flip chart. Facilitator Tips

These are some of the things we have talked about
over the last sessions. We will review them with In Closing
the facilitator to see how far we have come. See if
Thank people for coming to the dialogue
there is anything you would like to add.
and for working to make a difference in
the community.
Ask if anyone has questions about the
action forum.
If the date has been set, tell your group
where and when the action forum
will take place. Let them know how
important it is for them to come!
Thank you for working to reduce poverty in our community.

WHAT CAN WE DO?
Poverty is a big problem. There are many ways Think about some of the action ideas we talked
to begin. Different people and groups can work about in Session Four. Where do they fit in here?
together. One person can take action. In some
cases, the whole community or government
should take the lead. All of these steps can fit
together to create change.
On our own, we can… With our neighbors, or in small groups,

Help people directly. we can…
Notice that some people look OK on Mentor young people.
the outside but are not getting by. Remember we all have something to offer.
Buy from local businesses. Call for affordable housing.
Write letters to the editor or Donate food to the food pantry.
town council. Help someone who needs child care.
Learn more about poverty and talk Volunteer to build or repair homes.
to others.
Talk together about what we think should be done.
Offer jobs that pay enough to
live on. Plant community gardens for food and beauty.
What else? What else?
As a community, or with government, we can…

Get the state to support local credit unions. Start a “neighborhood watch” program.
Work to stop abuse of drugs and alcohol. Make sure people get services they need.
Teach youth how to budget and how to Help people pay fuel bills.
handle money. Work to preserve or expand programs
Work to make sure that new businesses provide for the poor.
decent wages and benefits for employees. Help people fill out tax forms.
Hold an event that shows our area is a good place Stop unfair lending.
to do business.
Provide shelter for the homeless. What else?

THE ACTION FORUM
Dialogues lead to action and change in many To move these ideas forward, people form action
ways. One way to do this is through an action groups or task forces. Some people may join
forum. This is a large-group meeting at the end of these action groups. Some may choose to help in
a round of dialogues. Ideas from all the dialogues other ways. In dialogue-to-change programs that
are presented at the action forum. There are usually continue over time, more and more people get
several action ideas that many people support. involved, and many kinds of action occur.
A Sample Action Forum Agenda (1 to 3 hours)

1. Social time: Refreshments, Entertainment, 4. Moving to Action
Gallery Walk (time to read summaries from oderator identifies the most common
M
each circle posted around the room) themes for action and invites participants to
2. Welcome and Introductions sign up for an action group or task force.
oderator welcomes everyone and
M People choose action groups, and sign up.
introduces sponsors. L eader for each action group collects
Review agenda. names, and sets a date for the first
meeting.
T alk about the effort in
the community. P eople sign up for facilitator training, or to
help organize future dialogue-to-change
T hank facilitators and other key programs.
volunteers.
5. Closing remarks
3. Reports From the Dialogues
Closing remarks. (Describe how the
representative from each dialogue speaks
A action efforts will be tracked and tied to
for a few minutes. This person summarizes further organizing.)
key issues or concerns, plus major ideas
for action. ext steps. (Include plans for another
N
round of dialogues, celebration, or
• Be sure to include vision and check-in meeting.)
community assets.
Thanks to all.

HOW TO MAKE AND USE AN “INFORMATION SHEET”
Many programs develop “information sheets” The United States Census Bureau has good
to use along with their discussion guides. An profiles of many communities, all the way down to
information sheet should provide objective ZIP code in many cases: factfinder.census.gov.
information about how the issue is playing
out in your community. It can cover a range of Here are a few other sites on the Internet that
information — from general to specific. can provide statistical information on poverty in
communities. Also, look at the section, For More
A good information sheet paints a picture of Information on page 34.
the community and the issue, and provides
basic facts and a framework for the discussion. A merican West (organization preserving
It should include: heritage of 22 western states provides
information on Native Americans): www.
data that describe the community as a whole; americanwest.com/pages/indians.htm#genres
d ata that illustrate the situation or issue B ureau of Economic Analysis Regional Facts:
under discussion; www.bea.doc.gov/bea/regional/bearfacts/
information about what is already being done in C ommunity Information Resource Center,
the community to address the issue. Rural Policy Research Institute (RUPRI):
Get a few people together to think about what kind www.circ.rupri.org
of information should be in your fact sheet. Be ataPlace (Fannie Mae Foundation):
D
sure this group is diverse and represents many www.dataplace.org
points of view. Don’t forget to include seniors and I ndex of Native American Resources on the
young people in this process. Internet (maintained by an individual):
Keep the information simple, clear, easy www.hanksville.org/naresources/
to understand, and brief — two or three I ndian Health Service: www.ihs.gov/
pages, at most. Provide enough data (facts) nonmedicalprograms/ihs%5Fstats/Statistical_
to frame the discussion. But don’t overwhelm Databases.asp
people. Be sure the information is balanced and L inks from Talks with Wolves (organization
objective, and relates directly to the issue. Don’t working in Native American and African-
use too many words. Simple graphics — such as American cultures):
pie charts or bar graphs — are a good way to get www.nyct.net/~twwolves/links.html
complex information across. You can also use ational Center for Education Statistics
N One Last Thing
newspaper articles or official documents. Always “The Condition of Education”:
say where you got the information. nces.ed.gov/programs/coe/ After you have collected
Try to include more than just economic orthwest Area Foundation Indicator
N all of your information
data. It is easy to find economic data. It is harder Website (information on Northwest states): and you are ready to
to find information that tells the real story. Poverty www.indicators.nwaf.org put your fact sheet
can be about more than money. There are other together, ask: “What is
.S. Census Bureau. Every state has a federally
U
resources that people need. Some of this will really essential to the
funded data center to help in finding state-
take detective work in the community. Don’t discussion?” Resist the
specific information. A list of them is here:
be discouraged if it is hard to find some of the temptation to include
www.census.gov/sdc/www/
information, or if you have to piece it together. everything!
Just try to create a very broad picture.
Things You Can Include in an Information Sheet
Here is an example of what to include in an information sheet. It is based on materials created by a

community that used this guide in a dialogue-to-change program:
emographics — Census data on age and

D Children — Information on immunization
gender for the community and the county, rates and school attendance. Information on
including numbers from past years to show child abuse and neglect, juvenile offenses in
how things are changing. the last year.
E mployment — Information on employment dult/Family — Percentage of adults who
A
and job trends in the area. live alone compared with the national norms.
E conomic Conditions — Which industries are Methamphetamine and other drug use, and
doing well and which are struggling. Income other information.
distribution, including how many families are Cultural Issues — Some communities may
below the poverty line (broken down by age), want to include information about cultural
how much is spent on Women, Infants, and connections. For instance, in Native American
Children (WIC), Temporary Assistance for communities, what percentage of residents
Needy Families (TANF), the Crop Disaster speak their tribal language? Do people have
Program, and other programs. access to traditional ceremonies there? What
Health — Birth and death rates for the area. percentage of enrolled tribal members attend
western churches?
This is not the only way to create an information sheet. There are many kinds of information.
You may want to include some of these ideas. You may also want to add to this list, or choose other
information. You may also want to make charts or graphs to show some of the information. This will
make it easier to see and understand.

TIPS FOR FACILITATORS
A dialogue facilitator does not need to be an Explain the purpose of the

expert on the topic being discussed. But the dialogue, and help the group set
facilitator should be the person best prepared for ground rules.
the discussion. This means:
At the beginning of the dialogue, remind everyone
Understand the goals of the dialogue. that the purpose is to work with one another to
Be familiar with the subject. look at the issue in a democratic way. Also remind
them that your role is to remain neutral, keep the
T hink ahead of time about how the discussion
discussion focused, and guide the conversation
might go.
according to the ground rules.
P repare questions to help the group consider
the subject. Start with the basic ground rules listed in Session
One, then ask participants to add their own ideas.
If you are well prepared, it will make it easier for
you to give your full attention to how the group is
acting and interacting, and to what individuals in Stay aware of and assist the group
the group are saying. process.
Here are a few more tips: R emember, your main role is to help the group
stay focused on the subject.
elp the discussion flow by keeping track of
H
Stay neutral! how the participants are communicating with
The most important thing to remember is that, as each other — who has spoken, who hasn’t
a facilitator, you should not share your personal spoken, and who needs more time to make a
views or try to push your own agenda on the issue. point. Make sure everyone gets a fair hearing.
You are there to serve the discussion, not to join it. C onsider splitting up into smaller groups.
This will help put people at ease.
elcome everyone and create a friendly and
W
nly interfere with the discussion if you
O
relaxed atmosphere.
have to. Don’t allow the group to turn to you
ell-placed humor is usually appreciated. But,
W for answers.
make sure you do not offend anyone or make
R esist the urge to speak after each comment
hurtful jokes.
or answer every question. Let participants
respond directly to each other. Always be
thinking about how to move the discussion
forward.
nce in a while, ask participants to sum up the
O
most important points that have come out in
the discussion.
R emember that some people are uncomfortable
reading out loud. Don’t go “around the circle”
reading passages; instead, ask for volunteers.

on’t be afraid of silence! People sometimes
D Ask open-ended questions that
need time to think before they respond. Try don’t lead to easy answers.
counting silently to ten before you rephrase the
question. This will give people time to collect Open-ended questions are questions that can’t be
their thoughts. answered with a quick “yes” or “no.” They push
people to think about why they believe what they
on’t let anyone take over the conversation;
D
do. Open-ended questions also encourage people
try to involve everyone.
to look for connections between different ideas.
R emember this is not a debate. It’s a group
dialogue. If participants forget this, don’t Get familiar with the following questions. They are
hesitate to ask the group to help re-establish a great resource during any dialogue.
the ground rules.
Keep track of time!
General questions:
What seems to be the key point here?
Help the group look at various
points of view. Do you agree with that? Why?
What do other people think of this idea?
ake it clear to participants that you will never
M
take sides on the issue; your role as a facilitator hat would be a strong case against what you
W
is to be fair and act neutral. just said?
se the discussion guide to help participants
U hat experiences with this can you share with
W
consider a wide range of views. You might ask the group?
participants to consider a point of view that C ould you help us understand the reasons
hasn’t come up in the discussion. Ask the group behind your opinion?
to think about the advantages and disadvantages hat do you think is really going on here? Why
W
of different ways of looking at an issue or is that important?
solving a problem.
How might others see this issue?
A sk participants to think about the concerns
o you think others in the group see this the
D
and values that underlie their beliefs.
way you do? Why?
elp participants identify common ground, but
H
How does this make you feel?
don’t try to force agreement.

Questions to use when there Close with a summary of the
is disagreement: discussion and set the stage
What do you think s/he is saying? for the next meeting. When the
What bothers you most about this?
dialogue is over, be sure to provide
time for evaluation.
What is at the heart of the disagreement?
How does this make you feel? ive people a chance to talk about the most
G
important thing they got out of the discussion.
hat experiences or beliefs might lead a
W
You might ask them to share new ideas
reasonable person to support that point
or thoughts they’ve had as a result of the
of view?
discussion. Ask:
hat do you think is really important to people
W • What are the key points of agreement and
who hold that opinion? disagreement about today’s session?
What is blocking the discussion? • What have you heard today that has made you
hat might you be willing to give up in order to
W think, or has touched you in some way?
come to some agreement?
I f you will be meeting again, remind the group of
What don’t you agree with? the readings and subject for the next session.
hat do you find most convincing about that
W I f the groups are meeting because they hope to
point of view? have an impact on community decision making,
hat is it about that position that you just
W be sure to document what happens in the
cannot live with? discussions. In many dialogues, participants
Could you say more about what you think? record common concerns and points of
agreement and disagreement, as well as ideas
What makes this so hard? for action steps.
hat have we missed that we need to
W A fter the last session, provide some time for
talk about? the group to fill out a written evaluation. This
allows participants to comment on the process
Questions to use when people are and give feedback to the facilitator.
feeling hopeless:
Say a little about how that makes you feel. Thank everyone for their
Is there any hope? contributions!
C an the problems that you are talking about be
solved in any way? How?

Working with Multicultural Differences
Be aware of the ways that cultural Decision-making styles

differences show up when people • In some cultures, managers delegate
from different cultures interact: responsibility for decision making to
an assistant.
Communication styles
• In some cultures, people value being able
• Verbal communication — shades of meaning to make decisions themselves.
differ (even in the same language) from one
culture to another. Volume: shouting may • Sometimes, group decisions are made by
mean a person is excited, not angry. majority rule.
• Non-verbal communication: facial • Sometimes, groups make decisions

expressions and body language; personal by consensus.
space (seating arrangements matter!); Approaches to “knowing”
sense of time; touching.
• People in some cultures learn by measuring,
Attitudes toward conflict and counting — quantifying things.
• In some cultures, people deal with • In other cultures, “knowing” comes from
conflict directly. experience and intuitive reasoning.
• In other cultures, face-to-face conflict is
embarrassing, and people prefer to work
things out quietly, perhaps in writing.
Approaches to completing tasks

• People have different notions about time and
relationship building. In some cultures, more
value is placed on getting down to work first,
and building relationships along the way.
• Other cultures start by building relationships;
then, people are ready to work together to
complete the task.
Working with Multicultural Differences
Adapted from an essay, “Working on Common Cross-Cultural Communication Challenges,”

by Marcelle E. DuPraw and Marya Axner in Toward a More Perfect Union in An Age of Diversity.

Helping multicultural groups Working with interpreters:
function well: Remind interpreters that their job is to
Make people feel welcome. At the beginning, translate accurately, not to add their
give participants time to share information own opinions.
about their culture. Give interpreters written materials ahead of
• Ask them to bring something to the dialogue time, and go over the process with them.
that helps people learn about their culture. Make sure the interpreter feels comfortable
• Ask people to tell the story of their letting the facilitator know if s/he needs
name/their whole name/all of their names. more time.
Give each person an equal amount of time. Speak in short sentences and keep ideas
Think about how your own culture simple. (This gives the interpreter time to
and communication style is affecting the catch up.)
conversation. You may need to ask the Pay attention to the interpreter. Even if you
questions in a different way. don’t speak the language, you can tell if s/he
Set a tone of unity. Help people see their is translating everything, or not.
similarities as well as their differences. After every session, ask interpreters to
Help people understand that there is no one translate ground rules and notes that were
“right way” to communicate. posted on newsprint.
• Help group members appreciate different
communication styles. Talk together about
things like body language and personal space,
about traditions of listening, and speaking out.
Avoid stereotyping. Cultural norms don’t apply to
all the individuals within a culture.
Help the group understand that no one can
represent his or her entire culture.
Try to build empathy and understanding among
group members, but remind them that no one
can know exactly how it feels to be in someone
else’s shoes.
After a couple of sessions, ask participants how
culture affects the way they view the exercises
and ideas that come up in the discussion. —
After the group develops a list of options for
action, ask about the role of culture and race in
developing and carrying out the options.

Working with groups where literacy is a concern
A t the start, give a simple explanation of how A void using jargon or acronyms. When these
the dialogue will work, and tell participants terms come up and people look puzzled, ask:
the goal of each session. (Each time you meet, “What does that mean?”
restate the goal of the session.) I n between sessions, check with participants to
I f the people in your group can’t read, or have make sure they know that what they have shared
trouble reading, limit your use of the is very important to the group.
flip chart. ive people extra time to collect their thoughts
G
I f participants are required to fill out forms, before they talk. Remember, this may be the
assign someone to ask the questions and fill out first time they have spoken in public, and/or in a
the forms with/for them. different language.
B e prepared to read aloud to the group, if C onsider putting people in small groups, but
participants are uncomfortable doing that. don’t separate people by language groups.
A sk people to rephrase or summarize to make (You may need more than one interpreter
sure everyone understands. per dialogue.)

Note-taking Tips
Every dialogue needs a recorder — someone to How to do it:

take notes. This person’s job is to listen carefully,
keep track of the big ideas that come up, and list Capture big ideas and themes, not every word.
them, in categories, on large sheets of paper so Use the words of the speaker as closely
everyone can see them. as possible.
If there are two facilitators for your group, they Check with the group to make sure your notes
can take turns recording. are correct.
If a volunteer takes notes, make sure it is not Some groups organize their records this way:
the same person each session. (The recorder is • Areas where we agree
too busy to take part in the discussion.) • Areas where we disagree
Note taking serves many purposes: • Areas that are mixed

• Action ideas
It helps group members stay on track and move • Things we are already doing
the discussion along.
Write neatly so everyone can read the notes.
It provides a way to capture the wisdom and
Save the notes so that you can refer to them
common themes that develop in the discussion.
in later sessions.
Notes from all the dialogues in your program
After each session, share the notes with the
can be turned into a report that summarizes
program organizers so they can follow
what you have done.
your progress.
Caution: People should talk to each other,
not to the recorder.

FOR MORE INFORMATION
This guide is meant to help communities begin to Center on Budget and Policy Priorities:
take action. In your dialogue-to-change program, www.cbpp.org
you created a community vision, talked about Works at federal and state levels on fiscal
why poverty exists in your community and what it policy and public programs that affect low- and
looks like, and discussed approaches to reducing moderate-income families and individuals.
poverty. Here is information about organizations Conducts research and analysis to inform public
and resources that can tell you more about poverty debates over proposed budget and tax policies,
and help you take action. and to help ensure that the needs of low-
income families and individuals are considered
Resources to learn more about in these debates.
poverty and to take action The Heartland Center for Leadership
Development: www.heartlandcenter.info
American Enterprise Institute for Public
Focuses on leadership training, citizen
Policy Research: www.aei.org
participation, community planning, facilitation,
Focuses on preserving and strengthening what
evaluation, and curriculum development.
it calls the “foundations of freedom” (limited
Its programs and publications stress the
government, private enterprise, vital cultural
critical role played by local leadership, as
and political institutions, and a strong foreign
communities and organizations build capacity
policy and national defense) through scholarly
for sustainable development.
research, open debate, and publications.
The Heritage Foundation: www.heritage.org
The Brookings Institution: www.brook.edu
Formulates and promotes conservative public
Focuses on independent research and
policies based on the principles of free
innovative policy solutions.
enterprise, limited government, individual
Carsey Institute, a research institute freedom, traditional American values, and a
at the University of New Hampshire: strong national defense.
www.carseyinstitute.unh.edu
Dr. John Iceland (University of Maryland)
Supports policy research that informs policy
poverty links page: www.bsos.umd.edu/socy/
makers and practitioners engaged in increasing
jiceland/poverty1.html#Links
opportunities for social mobility, and building
A collection of poverty research and
healthy, sustainable communities.
information, including Dr. Iceland’s work, as
Annie E. Casey Foundation: www.aecf.org well as links to many other poverty websites,
Seeks to restore the strong connections research centers, and government sites.
between vulnerable families and the
circumstances vital to building stronger families
and more supportive neighborhoods.
Cato Institute: www.cato.org
Seeks to broaden the parameters of public
policy debate to allow consideration of the
traditional American principles of limited
government, individual liberty, free markets,
and peace.

Joint Center for Poverty Research Poverty and Race Research Action Council:
(Northwestern University / University of www.prrac.org
Chicago): www.jcpr.org Links social science research to advocacy in
Supports academic research that examines order to address problems at the intersection
what it means to be poor and live in America. of race and poverty.
Concentrates on the causes and consequences Project Money: www.projectmoney.org
of poverty in America and the effectiveness of Works with people to help them achieve their
policies aimed at reducing poverty. financial goals and learn how to deal with their
Kirwan Institute for the Study of Race and money. Project Money is also hosted by Project
Ethnicity: www.kirwaninstitute.org Read at the San Francisco Public Library.
Seeks to deepen understanding of the causes Public Agenda, poverty and welfare reform
of and solutions to racial and ethnic disparities issue guide: www.publicagenda.org/issues/
and hierarchies. Focuses explicitly on Ohio and debate.cfm?issue_type=welfare
the United States, but also on the Americas as a Public Agenda stimulates meaningful public
whole, and on the larger global community. debate with its “Choicework” discussion guides,
MDRC, a nonprofit social policy research which present three or four different points of
organization focusing on low-income issues: view about how to address a particular issue.
www.mdrc.org Public Agenda does not advocate one approach
Seeks to learn what works in social policy and to over another, but seeks to clarify alternatives
affect the design and implementation of policies and promote discussion on issues.
and programs in five main areas: family well- Rural Poverty Research Center:
being and child development; public education; www.rprconline.org
transitions to adulthood; low-wage workers and Commissions, supports, and conducts research
communities; and barriers to employment. that leads to informed policymaking and
National Center of the Area Poverty Research effective practice.
Centers Program (University of Michigan): The Rural School and Community Trust:
www.npc.umich.edu www.ruraledu.org
Conducts and promotes multidisciplinary, Involves young people in learning linked to their
policy-relevant research on the causes and communities, improves the quality of teaching
consequences of poverty. Also provides and school leadership, and advocates for
mentoring and training to young scholars. appropriate state educational policies, including
National Center for Children in Poverty the key issue of equitable and adequate funding
(Columbia University): www.nccp.org for rural schools.
Identifies and promotes strategies that prevent
child poverty in the U.S., and improves the lives
of low-income children and families.

For further reading Iceland, John. Poverty in America:
A Handbook.
DeParle, Jason. American Dream: Three In an in-depth look at trends, patterns, and
Women, Ten Kids, and a Nation’s Drive causes of poverty in the United States, Iceland
to End Welfare. combines the latest statistical information,
DeParle follows three women in one historical data, and social scientific theory to
extended family and traces their story back provide a comprehensive picture of poverty in
six generations to a common ancestor — a America — a picture that shows how poverty
Mississippi slave — and adds politicians, case is measured and understood and how this
workers, reformers, and rogues to an epic has changed over time, as well as how public
exploration of America’s struggle with poverty policies have grappled with poverty as a political
and dependency. This book offers a highly issue and an economic reality.
complex response to the welfare debate and
illuminates the economic landscape. Payne, Ruby K. A Framework for
Understanding Poverty.
Duncan, Cynthia M. Worlds Apart: Why Framework illuminates differences between
Poverty Persists in Rural America. generational poverty and situational poverty,
Duncan, professor of sociology, researches presents the issues central to teaching
rural poverty in America. This book is the result students from poverty, and offers proven tools
of a five-year study of how the poverty cycle can educators can use immediately to improve the
be broken. quality of instruction in their classrooms.
Ehrenreich, Barbara. Nickel and Dimed: Schiller, Bradley R. The Economics
On (Not) Getting By in America. of Poverty and Discrimination,
Millions of Americans work for poverty-level Ninth Edition.
wages, and one day Ehrenreich decided to join A leading classroom authority on the causes
them. This book reveals low-wage America in all of poverty and antipoverty options. The ninth
its tenacity, anxiety, and surprising generosity edition has been thoroughly updated with new
— a land of Big Boxes, fast food, and a data, policy initiatives, research findings, and
thousand desperate strategies for survival. new issues.
Hartman, Chester (ed.). Double Exposure: Shipler, David K. The Working Poor:
Poverty & Race in America. Invisible in America.
This book focuses on our country’s most Shipler, a journalist, observed some
troublesome and seemingly intractable impoverished working Americans and their
social problem: the intersection of race and families, for a number of years. His research
poverty. Hartman provides an up-to-date and reveals the interlocking problems that
comprehensive review of the major topics challenge the climb out of poverty.
surrounding this issue: affirmative action;
the permanence of racism thesis; the use
and utility of racial and ethnic categories;
multiculturalism; immigration; the underclass
debate; and democracy/equality. Sixty-three
contributions (by some of the nation’s leading
thinkers and activists) pose key questions and
offer a range of progressive responses.

Books That Communities Have Found Useful
Many communities are already working on reducing poverty. We asked some of them to suggest
resources and information that they have found useful. Here is a list of resources that many of
them recommend:
B aum, Howell S. The Organization of Hope: L uther, Vicki and Wall, Milan.
Communities Planning Themselves. (State Clues to Rural Community Survival.
University of New York Press) (Heartland Center)
eVol, Philip E. Getting Ahead in a Just-Gettin’-
D L uther, Vicki and Wall, Milan. Clues
By World: Building Your Resources for a Better to Rural Community Survival Workbook.
Life. (aha! Process, Inc.) (Heartland Center)
S mith, Terie Dreussie, Payne, Ruby K. iller-Adams, Michelle. Owning Up:
M
and DeVol, Philip E. Bridges Out of Poverty: Poverty, Assets, and the American Dream.
Strategies for Professionals and Communities. (The Brookings Institution)
(aha! Process, Inc.) P ayne, Ruby K. A Framework for Understanding
uncan, Cynthia M. Worlds Apart:
D Poverty. (aha! Process, Inc.)
Why Poverty Persists in Rural America. Putnam, Robert D. Bowling Alone: The
(Yale University Press) Collapse and Revival of American Community.
Emery, Merrelyn and Purser, Ronald E. (Simon & Schuster, Inc.)
The Search Conference: A Powerful Method for Rank, Mark Robert. One Nation,
Planning Organizational Change and Community Underprivileged: Why American Poverty Affects
Action. (Jossey-Bass) Us All. (Oxford University Press)
eartland Center. Better Schools Through
H Rans, Susan A. Hidden Treasures: Building
Public Engagement. (Heartland Center) Community Connections by Engaging the Gifts
ielburger, Marc and Kielburger, Craig.
K of* *People on welfare *People with disabilities
Take Action! A Guide to Active Citizenship. *People with mental disabilities *Older adults
(John Wiley & Sons, Inc.) *Young people. (ABCD Institute)
K
retzmann, John P. and McKnight, John L. S achs, Jeffrey. The End of Poverty:
Building Communities from the Inside Out: Economic Possibilities for Our Time.
A Path Toward Finding and Mobilizing a (Penguin Group)
Community’s Assets. (ACTA Publications) S hipler, David K. The Working Poor:
Lareau, Annette. Unequal Childhoods: Invisible in America. (Knopf)
Class, Race, and Family Life. alle, Isabel. Fields of Toil: A Migrant
V
(University of California Press) Family’s Journey. (Washington
State University Press)

ACKNOWLEDGMENTS
A special thank you goes to the experts, practitioners, and community members across the United States
who provided important advice, comments and feedback. Many people reviewed drafts of this guide and
it is much stronger for it. Any errors are solely the responsibility of the author.
This guide is based on research and experience — in understanding poverty and in knowing how people
work together in communities. The research that underlies this guide includes a study of current
literature on poverty, a review of significant national survey work, focus groups, and interviews with
people in communities. The guide was tested extensively in a dozen dialogue-to-change programs with
more than five hundred people participating, overall.
Expert reviewers came from a wide variety of organizations and communities.
In particular, we would like to acknowledge the important advice given by these reviewers, who took the
time to provide detailed input:
Joe Belden, Deputy Executive Director, Housing Assistance Council

Noel Cazenave, Associate Professor of Sociology, University of Connecticut
Cynthia Duncan, Director, The Carsey Institute, University of New Hampshire
John Iceland, Associate Professor of Sociology, University of Maryland
Vicki Luther, Co-Director, Heartland Center for Leadership Development
David Shipler, Correspondent, New York Times
Ruth Yellowhawk, Co-Director, Indigenous Issues Forums
Lori Villarosa, Director, Philanthropic Initiative for Racial Equity
Maya Willey, Director, Center for Social Inclusion
Poverty crosses many boundaries. Important advice on handling multicultural issues came from John
Landesman, director of Montgomery County Public Schools Study Circles Program, as well as many others.
For Everyday Democracy and the Northwest Area Foundation, the following people were important
concept advisors throughout the creation of this guide: Martha L. McCoy, Patrick Scully, Amy Malick, Sarah
vL. Campbell, Jean Burkhardt, ellery july, Donna Rae Scheffert, Karla Miller, Diane Wanner, Sylvia Burgos
Toftness, and Al Nygard. Special thanks go to the editor, Molly Holme Barrett, to research assistants
Nick Connell, Myriah Pahl, and Sara Wood, to Phil Rose for editorial assistance, and to Michael Perry for
research assistance. The Spanish version of this guide was translated by Alvino E. Fantini and Beatriz C.
Fantini. Production coordinators were Carrie Boron and Francine Nichols.

ABOUT THE NORTHWEST AREA FOUNDATION
AND Everday Democracy
About the Northwest About Everyday Democracy

Area Foundation Everyday Democracy (formerly the Study Circles
The Northwest Area Foundation is dedicated to Resource Center) is a national organization that
helping communities reduce poverty for the long helps local communities find ways for all kinds of
term. It does this by sharing lessons learned people to think, talk and work together to solve
from its programs and from the work of other problems. We work with neighborhoods, cities
communities and organizations. The Foundation and towns, regions, and states, helping them pay
also supports this work through program-related particular attention to how racism and ethnic
and mission-related investments. differences affect the problems they address.
The Foundation provides financial resources Everyday Democracy was created as the Study
and technical assistance that help communities Circles Resource Center in 1989 by The Paul
create a climate and build the capabilities to J. Aicher Foundation, a national, nonpartisan,
achieve: asset identification and development; nonprofit organization. Since 1989, we have worked
expanded economic opportunities that create with more than 550 communities across the United
living-wage jobs; increased community skills for States on many different public issues.
planning, teaching, leading and implementing
poverty reduction initiatives; and decision making www.everyday-democracy.org
that incorporates the voice and vote of broad
segments of the community, including those of
people in poverty.
The Foundation works on strategic efforts with a

small number of rural, urban, and American Indian
reservation communities, and with organizations
supporting these efforts, in its eight-state region:
Minnesota, Iowa, North Dakota, South Dakota,
Montana, Idaho, Oregon and Washington. These
states were served by the Great Northern Railway,
founded by James J. Hill. In 1934, Hill’s son, Louis
W. Hill, established the Foundation.
www.nwaf.org

notes

Everyday Democracy (formerly the Study Circles Resource Center)
111 Founders Plaza, Suite 1403
East Hartford, CT 06108
Telephone: 860-928-2616
Fax: 860-928-3713
E-mail: info@everyday-democracy.org
Web site: www.everyday-democracy.org
Northwest Area Foundation

60 Plato Boulevard E Suite 400
St.Paul, MN 55107
Telephone: 651-224-9635
E-mail: info@nwaf.org
Web site: www.nwaf.org

Thriving Communities: Working Together To Move From Poverty To Prosperity For All

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Thriving Communities: Working Together To Move From Poverty To Prosperity For All

Transféré par

Droits d'auteur :

Formats disponibles

Thriving communities

Working together to move from poverty to prosperity for all

A guide for public dialogue and problem solving

A guide for public dialogue and problem solving

Writer: Brad Rourke

2 www.everyday-democracy.org Everyday democracy Thriving Communities

SESSION THREE — Why is There Poverty in Our Community? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

SESSION FOUR — Reaching Our Vision and Reducing Poverty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

SESSION FIVE — Moving to Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

TOOLS TO SUPPORT OUR DIALOGUE

THE ACTION FORUM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

HOW TO MAKE AND USE AN “INFORMATION SHEET” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

TIPS FOR FACILITATORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

FOR MORE INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

ABOUT THE NORTHWEST AREA FOUNDATION

Thriving Communities Everyday democracy www.everyday-democracy.org 3

4 www.everyday-democracy.org Everyday democracy Thriving Communities

Session Five: PLAN FOR ACTION

> Talk about how to make our ideas from

The Action Forum

Thriving Communities Everyday democracy www.everyday-democracy.org 5

6 www.everyday-democracy.org Everyday democracy Thriving Communities

Thriving Communities Everyday democracy www.everyday-democracy.org 7

PART TWO PART FOUR

8 www.everyday-democracy.org Everyday democracy Thriving Communities

In Session One, we talked about our connections

As participants come up with ideas about

Thriving Communities Everyday democracy www.everyday-democracy.org 9

10 www.everyday-democracy.org Everyday democracy Thriving Communities

Now, you will form groups of three or four. PART THREE

For the Next Session:

Thank people for coming and sharing.

Thriving Communities Everyday democracy www.everyday-democracy.org 11

12 www.everyday-democracy.org Everyday democracy Thriving Communities

PART TWO Why is There Poverty?

Poverty has many faces. People have many views View #1

Thriving Communities Everyday democracy www.everyday-democracy.org 13

View #5 View #10

14 www.everyday-democracy.org Everyday democracy Thriving Communities

Thriving Communities Everyday democracy www.everyday-democracy.org 15

Ways to Reduce Poverty Approach #2

16 www.everyday-democracy.org Everyday democracy Thriving Communities

Thriving Communities Everyday democracy www.everyday-democracy.org 17

18 www.everyday-democracy.org Everyday democracy Thriving Communities

Approach #7 PART THREE

Thank people for coming and sharing.

Thriving Communities Everyday democracy www.everyday-democracy.org 19

> Talk about how to make

20 www.everyday-democracy.org Everyday democracy Thriving Communities

PART TWO PART THREE

Thriving Communities Everyday democracy www.everyday-democracy.org 21

PART FOUR PART FIVE

Getting Ready for the Action Wrapping Up (15 minutes)

Please look at the Community Assets flip chart. Facilitator Tips

Thank you for working to reduce poverty in our community.

22 www.everyday-democracy.org Everyday democracy Thriving Communities

On our own, we can… With our neighbors, or in small groups,

As a community, or with government, we can…

Thriving Communities Everyday democracy www.everyday-democracy.org 23

A Sample Action Forum Agenda (1 to 3 hours)

24 www.everyday-democracy.org Everyday democracy Thriving Communities

Here is an example of what to include in an information sheet. It is based on materials created by a

 emographics — Census data on age and

emographics — Census data on age and

Be aware of the ways that cultural Decision-making styles

• Non-verbal communication: facial • Sometimes, groups make decisions

Approaches to completing tasks