Community Educator Interviews

Dana Sharp commented on:  Group 2, 3, 4

           

The Community Educator

EDAC 648-Bo Chang

Dana Sharp

1/25/2014

What is Community?

            People live in communities all over the world.  They tend to live in their specific community because they like to be among others who share similar values and ideals. According to Warren (1978), Americans typically think of community as a “small town” complete with a Main Street that houses the necessary stores or as the typical big city with bundles of people, a plethora of stores and healthcare providers, and noisy traffic.  But Warren came up with a loose definition of community as “a specific population living within a specific geographic area with shared institutions and values and significant social interaction.” (Warren, 1978)  Warren also discussed the transformation of community and the basic idea of community in today’s world.  Changes in community are possibly due to the growth of large urban areas and the ever growing suburbs, which are becoming more and more like small cities themselves.  Another change is taking place due to “old-fashioned” concept of community which is changing mainly due to college students questioning the older concepts, deeming them unrealistic in today’s world.  After compiling these findings and reading more about community, I believe that the following quote sums up the question of “what is community” the best and most simply, “Community is a group of people who live and work in the same place.” (Indiana Social Studies, Houghton Mifflin, 2010, p. 14)

What is Community Education?

            Community education is everywhere!  It is in all communities, designed for all walks of life, and for all ages of the community members to enjoy and to learn.  Human resources directors/administrators are probably the most commonly thought of community educators, at least inside of the professional community.  According to Zemlo, Clark, Lautt, and Nelson Jr. (1990), the education programs typically address specific community problems, including, but not limited to social and economic problems, health issues (think of Influenza, AIDS, teen pregnancy, etc.) and educational concerns. 

            In my area alone, which hosts a population of 36, 599 people I found many examples of community education programs.  I was assisted in this venture by a good friend of mine, who also happens to be a sheriff for our county.  Below are several examples that I found noteworthy enough to mention.

·         Cope Environmental Center

o   This 102 acre preserve has education programs for people of all ages.  Their focus is teaching sustainability and innovative ways to learn about and care for our environment.  They even bring their knowledge into interested classrooms

·         Richmond Adult Education Center

o   The Richmond Adult Education Center is a unique, positive, and diversified program in which students can reach personal, educational, and career goals.

·         D.A.R.E.

o   The Drug Abuse Resistance Education program

·         C.I.S.

o   Communities in School: This program connects community resources with schools to help young people successfully learn, stay in school and prepare for life.

·         Business and Professional Women’s Association

o   This program supports women throughout their careers by providing opportunities to hone their leadership skills and reach out to their community and share their knowledge with other women.

·         Jacy House

o   The Jacy House provides a safe place for children of abuse to be interviewed and educated about abuse.  The interviewees are highly trained professionals (from medical and healthcare professionals to law enforcement) who volunteer their time to investigate and educate these children.

Who are Community Educators?

            I found, through research and reading, that community educators can be anyone, from almost any walk of life, provided they have background and are well-versed in their subject.  Community educators can be former teachers, business professionals, law enforcement, medical professionals, store owners, farmers, lawyers, even students.  It is also important to realize that these community educators may be educating their community in fields related or unrelated to their current or former profession.  They may have had previous background in their subject and most have a strong passion for the subject in which they are educating others.  The simplest explanation of the role and expectation of community educators, according to Zemlo, et al. (1990), is mainly problem-solving (both long term and day-to-day situations). 

            Qualities of a good community educator are flexibility, adaptability, and the ability to be extremely innovative (mainly due to financial situations and time constrictions).  Community educators must also learn to take on administrative type roles, become long-term program planners, organizational trainers and leaders, mediators, negotiators, and delegators. (Zemlo, et al. 1990)

Case Study Interview

            I chose to interview Rusty Hensley, via email, the director of the Adult Education and Career Center in Richmond, Indiana, which runs through Richmond Community School Corporation.  Mr. Hensley had formally been an administrator in Richmond Public Schools.  He was given the opportunity to become the director this community education program and jumped at the opportunity.  He was trained “on the job”.  He stated that he was lucky to have the opportunity to spend an entire year with the former director of this program before taking the reins himself. He holds an administrative and superintendent’s license.  Mr. Hensley has been the director of the Adult Education Program for two years and it is his twelfth year as the Director of Career Education. Some of his duties as program director are all of the financial aspects of this program, recruiting employees, and evaluating the staff.  Basically, he has full responsibility of the entire program.

            Mr. Hensley’s definition of community is “a group of people trying to make a difference with a common goal.”  He believes that a community educator needs an understanding of what the specific community is based upon and where it needs to go.  For example, our community has a rich past which needs embraced and is in need of an economic boost.   Mr. Hensley also believes that it is important for today’s community educators to have a love for their community as well as knowledge of the economics of the community.  He thinks that having an understanding of the education available to all and of what is expected by the workforce are also things a good community educator should know.

            Fitzsimmons (1990) findings prove much of what Mr. Hensley believes.  Her study proved that community development and adult education are linked but that community education is mostly thought of when it comes to social change within a community.  Mr. Hensley’s beliefs also relate to the article by Van Der Veen (2003) in that the author believes that the development of community “constitutes an alternative route for the education, training, and learning-by-doing of citizens, in particular citizens with low levels of formal education.” Mr. Hensley spends his life educating citizens with lower levels of formal education in order to help to develop his community for the greater good.

Summary of the Community Educator Table

Items	The main ideas of the interview	Application of the main ideas in practice
Community educators-who are they?  List some examples	Everyone, especially formal educators. Teachers, Career trainers, etc.	Those who have a passion for their community and want to educate others for the betterment of their community.
Duties/responsibilities	Financial responsibility, staff evaluations, organization of program	Financial budgeting and delegation of responsibilities and knowledge of subject
Working environments	Administrative and Director	This can be varied, depending on the particular educational path
Career Path	Director of programs, both Adult Education and Career Education	Not only are community educators in positions of authority, they also are doing the “grunt” work and educating others

References

Fitzsimmons, Camilla (1990). Professionalising Community Work and its Implications for Radical Community Education. p. 154

Indiana Social Studies: Our Communities. (2010). Houghton Mifflin Harcourt Publishers. p. 14

Van der Veen, R. (2003). Community development as citizen education.

International Journal of Lifelong Education, Vol. 22, No. 6 (November-December 2003), p. 580-596

Warren, R. L. (1978). The Community in America. (3^rd ed.). New York: University Press of America

Zemlo, J.S., Clark, P.A., Lautt, J. S., and Nelson Jr., E.G. (1990). A New Generation of Community Education.

            Education Digest, 56 (1), p.72-75

 

Interview with a Community Educator

Dan Royer

Ball State University

Introduction

Defining community seems to be a somewhat simple task when it is initially considered.  Warren (1978) suggests that defining community is not simple enough to allow for a rigid definition.  In general terms we usually think of communities as people who are living in close proximity to one another.  In many cases, using the term community may bring to mind the images of a more nostalgic era, much like the small town images portrayed in the artwork of Norman Rockwell.  These old concepts of community are inadequate for the realities of community as they are constituted today.  Warren (1978) informs us that the use of the term community implies something that is both psychological and geographical.  The psychological appears when considering shared interests and characteristics, while the geographical describes the general area where people live (Warren, 1978).  These definitions may serve as a starting point for further discussion which must include understanding the community’s institutional services including education, government, religious institutions, recreational and health and welfare institutions (Warren, 1978).  Community problems reflect areas of greater concern which may include familial and social issues including the lack of involvement and apathy about community concerns (Warren, 1978).

These issues and problems are in part addressed through the potential for service learning which is to be integrated into an academic curriculum but also includes an activity which is mutually beneficial to both the student and the community (Holland and Robinson, 2008).  This integration and mutually beneficial relationship is one which helps students discover the link between academic learning and their future success (Holland and Robinson, 2008).  Additionally, this service learning is a method which assists student’s development of ethics, which is the concern to do what is right (Smith, 2008).  This development includes the expansion of concern for others, which focuses on questions of fairness, justice and the meeting of societal obligations (Smith, 2008).

Community is a key concept in the life of community colleges, which have been founded for the purpose of community service, and to provide equitable access to higher education for those students who would not be expected to participate in a more traditional four year institution.  Community college mission is intrinsically linked to the community.  These institutions uniquely include have open access for a diverse population of students while remaining focused on serving their communities (Largent and Horinek, 2008).  This connection between education and community service may be witnessed within specific geographical contexts, but also may be illustrated by the similarities found within the community population.  Such a connection appears to be essential in the understanding of community and developing a connection with a community educator.

Case Study

 I conducted an interview with Julie Barrett, a community educator who worked with Martindale Brightwood Community Development Corporation.  My initial interview was a face to face meeting with Julie, and was subsequently followed up with a telephone conversation, during which we discussed Julie’s role in the past, as well as her connection to the Martindale Brightwood community.  I initially asked Julie about her background and connection to the Martindale Brightwood Community.  Julie is a graduate of Wilberforce University (Historically Black College and University) located in Wilberforce, Ohio.  She was originally a resident of the Martindale Brightwood Community and she began working with the Martindale Brightwood CDC as a volunteer when she lived in the community.  Julie described this as an opportunity for her to live in the community and be able to identify with many of its residents.

The Martindale Brightwood community is located on the near east side of Indianapolis, and is bordered on the south by Massachusetts Avenue, on the east by Sherman Drive, to the west by Dr. Andrew J. Brown Avenue, and on the north by 30^th street.  This community consists of a population which 93% African American and which is aging.  It is also a population which significantly struggles with economic difficulties, since the average income for residents is between $20,000 and $24,000 per person.  The community also has a significant population of individuals who are being returned to the general population from correctional institutions, and local churches and pastors have stepped forward to assist with programs related to this transition.  Further issues include the development of marketable and employable skills as well as communicating clearly with potential employers.

Julie began her work at Martindale Brightwood CDC as a volunteer and eventually secured a full time position in 2009.  She began her work with a program designed to assist people in the community with skill development, resume writing and job placement.  When describing her work, Julie said a great deal of her time was involved in helping individuals from the community identify the items which needed to be included in the preparation of resumes, as well as skill development needed for basic employment.  Julie described her primary function as setting up personal coaching sessions with clients to review their past experiences, assist in the preparation of resumes, and identify where skills and developmental needs existed.  As an example, Julie mentioned one particular client with whom she had been working in the community.  This client was experiencing financial difficulty following legal difficulties.  The client in question had been involved in a conflict which resulted in legal charges related to a fight with a co-worker.  After resolving these legal issues, the client was seeking assistance from Julie related to the development of a resume and skills, but also in gaining a referral for services which would help address the  client’s need for additional counseling and soft skill development. 

In other cases, as Julie described it, clients lacked preparation in the use of computers and office automation.  When she encountered this difficulty, she was able to get them into courses which would help them learn to use different software packages and prepare them to better utilize these resources in a business environment.  She offered that her emphasis was on the need to develop employable skills which are needed by employers.  In these cases, she would locate courses at local community centers, community colleges or other institutions and assist the clients in enrolling for these training sessions, providing funding when it was available and needed.

Finally, a significant part of Julie’s regularly scheduled work was to assist many of these same clients in the attainment of their GED certificate.  Julie would interview the clients and give them a pre-test evaluation to determine whether the client was ready to take the GED test or not.  If the client was not prepared, Julie would evaluate the type of assistance available to them and then respond with an appropriate means of preparation, which would often include their enrollment in a GED course through a local vocational training center.

Julie worked in her position for an extended period of time, however, when the grant which funded her position was shifted away from the CDC.  However, Martindale Brightwood CDC was successful in obtaining an arrangement from a partner agency which funded her position for an additional two years.  However, this alternative funding recently ended, and when the source was exhausted, she was no longer employed at the CDC.  She has continued to work on a voluntary basis, assisting on an as needed basis. 

During my interview with her, I was surprised to find out that Julie believes that one of the greatest difficulties in this type of work has been getting information out and into the hands of the community residents.  She did acknowledge that the use of town hall meetings worked quite well at distributing information however, many in the community did not attend these meetings.

            She observed that the communication issue is the single most difficult issue, she believes because of the demographics in the community.  The first problem she identified was the aging population which is not as comfortable with technology.  Therefore, using electronic means at distributing information was not as successful.  The second issue relates to the lack of economic resources most people in the community have available.  With the level of income in the community, it is not surprising that community members lack the access to other means of communication.  Given the technological and economic challenges it is not surprising that a great deal of work remains to be completed in the community.

            When discussing the problems within the community she commented that she believed everything was about education and being aware of ways to connect while building relationships in the community.  She also offered that while this seemed to be very basic it also related to her being able to work with visible partners who are trusted members in the community.  She mentioned the Edna Martin Christian Center and Martindale Brightwood Community Center as examples of trusted institutions whose focus was more on providing social services to the residents of the community.  Edna Martin Christian Center emphasizes social service and job readiness and has been a key partner in Julie’s ability to succeed in providing educational assistance in the community.  The Martindale Brightwood Community Center provides other social services including offering a food pantry for community members.  Julie emphasized the crucial need to be present in the neighborhood.

She also offered that if she had the opportunity to develop any program without regard to resources or funds, that she would develop a pathway for leadership development program, which would emphasize the development of leadership through volunteerism.  When I began thinking about the program she desired to develop, I found myself reflecting on the reading from the text related to service learning.  I thought that it was particularly interesting that if given a choice, Julie would prefer to develop leadership using such an approach, which I believe speaks to the validity of this community based learning approach.

Findings and Implications

            The findings from this interview include understanding that a community educator, to be effective, must be able to connect to the community in which they work.  In this case, Julie had been a resident of Martindale Brightwood for some time, and as a result was familiar with trusted institutions.  She was also able to identify with the difficulties which many of the community residents faced, and understood some of the dynamics which might escape someone outside of the community.  For example, the fact that many of the residents did not have the resources to access electronic means of communications created a serious roadblock to communications within the community.

            Additionally, being aware of the resources which were available to community residents allowed Julie to refer and connect her clients with people who were able to help.  This allowed Julie to act as a trusted facilitator to connect community residents with both community and outside resources.  This also meant that she was in a unique position to speak as an advocate for the clients which she represented.  She addressed the most significant problems where her personal efforts allowed her to persevere; education and employment.

            The implications of this interview include the fact that a community educator must be able to identify with those in the community where she works.  This is critically important.  The learners must be willing to trust her and respond to her guidance.  An outsider would not be able to achieve this level of trust, because an outsider would still be unknown to the community, and the community would be unknown to them.  Finally, it is also critically important that a community educator address areas of expertise where they can offer guidance based upon personal experience.  In this way the community educator will be seen as authentic, genuine and real.  These character traits are absolutely necessary for the community educator.

References

Holland, B., & Robinson, G.  (2008). Community based learning in adults:  Bridging efforts in multiple sectors. New Directions for Adult and Continuing Education, 118, 17-30.

Largent, L., & Horinek, J. B.  (2008). Community colleges and adult service learners:  Evaluating a first year program to improve implementation.  New Directions for Adult and Continuing Education, 118, 37-47.

Smith, C. (2008).  Does service learning promote adult development?  Theoretical perspectives and direction for research.  New Directions for Adult and Continuing Education, 118, 5-15.

Warren, R. L.  (1978).  The community in America (3^rd ed.).  New York:  University Press of America.

 

Items	The main ideas of the interview (Check Findings)		Application of the main ideas in practice (check Implications)
Community educators who are they? List some examples		Julie was a member of the community who was able to work with a not for profit institution to provide additional educational services to members of the community.	Julie was a member of the community who was connected with community issues.
Duties/responsibilities		Provide resume counseling, skill assessment, GED assessment and training, and refer clients to appropriate sources for additional assistance	Was a primary source of educational preparation, but was a referral for further academic development and assistance
Working environments		Community Centers, Social Service Agencies and the Martindale Brightwood Community Development Corporation	Working within the community
Career path		Education, Volunteer and Employee	Some education but was volunteering as an advocate for the community members in the beginning