Use an anti-oppressive lens to think about the design and content of your public engagement interventions. Using an anti-oppressive lens means acknowledging differences in power and privilege and working to understand how those differences shape our ideas and relationships. Practitioners might consider gender, race, class, mental and physical ability, sexual Read more…
Many of us are doing public engagement with very limited time and resources. That means we sometimes don’t have enough space as practitioners to think critically about how we do our work, and how we could do it better. Our colleagues who work on development projects overseas often have very Read more…
Public engagement is the practice of inspiring, supporting and challenging people and groups in dynamic cycles of learning, reflection and action on global issues. Choose partners that will complement your organizational strengths and create synergy to further promote this practice and the transformative process. Organizations that work at different stages Read more…
Each partner or collaborator is an autonomous organization. It is important to understand that this brings with it responsibilities and obligations related to structure, governance, accountability, etc. that may differ between organizations. These obligations may create constraints to the way some organizations can work, or how they can be seen Read more…
“(Anti-Oppression means) giving up power, being inclusive of all groups, of all marginalized groups, having representation from these groups and having joint decision-making about policy, procedures and practices.” – Consultation Participant, 2009 (Anti-Oppression Framework for Child Welfare in Ontario, 2010) Do’s: Don’ts: CCR Resources: Anti-Oppression Practitioners’ perspectives: “All of our facilitation Read more…
Do’s: Don’ts: Practitioner perspective: “We realized that to be able to monitor and evaluate people’s level of commitment, and their change in commitment over time, we needed to decipher the different levels at which people can engage with our work. The exercise began with determining our audience, the actions they Read more…
Do’s: Don’ts: Practitioners’ perspectives: “In 2011, we received funding for a two-year project to engage youth on issues related to gender as well as to train volunteers as peer educators. One of the first steps that we undertook was to meet with an external evaluator to develop a comprehensive evaluation Read more…
Do’s: Don’ts: Practitioner’s perspectives: “There is pressure to have quantitative results and quantitative indicators, such as number of pamphlets that we handed out or the number of participants that came to the workshop, as these things are easy and cheap to count. There are definitely funders who want to take Read more…
