Hales RSS Presentation Building Tribal Communities in Context

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Building Tribal Communities in Context Brent D. Hales, Ph.D. Associate Dean University of Minnesota Extension Center for Community Vitality

description

This is a presentation that I did at the Rural Sociological Society annual meeting on working in Native American communities and doing so in a culturally sensitive and relevant manner. Please feel free to contact me for questions. Abstract: Building communities requires that the community/economic development or research efforts occur in the context of the community. Specifically, the sociocultural, economic, political and historical contexts of the community must be understood prior to conducting research and/or development efforts. While not everything can be known or anticipated, a deliberate approach to working in community context provides the developer with a more accurate picture of the challenges and opportunities associated with such research or development. Understanding community context is absolutely vital in working with tribal communities. In the history of the United States, Native Americans have endured significant economic, political, and geographical marginalization at best and genocide at worst. Similarly, Native Americans have also been subjected to unethical research practices by researchers in and outside of academia. Community and economic development efforts have largely been conducted for or on tribal communities with often little input from the tribes. This history had created a high level of distrust of outsiders and of academia at-large. This paper focuses on methods of conducting contextual community and economic development research and outreach in tribal communities. The methods of research and development efforts conducted in tribal context are explored. Examples of successful research and development are also provided.

Transcript of Hales RSS Presentation Building Tribal Communities in Context

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Building Tribal Communities in Context

Brent D. Hales, Ph.D.Associate Dean

University of Minnesota ExtensionCenter for Community Vitality

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© 2014 Regents of the University of Minnesota. All rights reserved.

Community Context

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© 2014 Regents of the University of Minnesota. All rights reserved.

COMMUNITY INTERACTIONAL FIELD THEORY

Wilkinson (1970) Social interaction occurs within

continuously emerging processes. Social interaction is greater in rural areas

with denser networks. Closer ties enable greater social cohesion

and enforcement of social norms.

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© 2014 Regents of the University of Minnesota. All rights reserved.

WORKING IN CONTEXT The work that we do in communities must

be done in context. Development “from and with” versus “to

and for” the community. Sustainable initiatives happen in context.

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UNDERSTANDING CONTEXT Communities have context

– History– Culture– Economy– Religion– Politics– Race/ethnicity– Rural/urban

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© 2014 Regents of the University of Minnesota. All rights reserved.

UNDERSTANDING CONTEXT History

Native Americans have endured significant economic, political, and geographical marginalization at best; genocide at worst.

Native Americans have been subjected to unethical research practices by researchers in and outside of academia.

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© 2014 Regents of the University of Minnesota. All rights reserved.

UNDERSTANDING CONTEXT History

Community and economic development efforts have largely been conducted for or on tribal communities with often little input from the tribes.

This history had created a high level of distrust toward outsiders and academia.

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MY WORK Worked with tribal communities in four

states and with a number of tribal organizations in those states.– Community development– Strategic planning– Entrepreneurial development

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Social Reconnaissance

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WORKING IN CONTEXT When going into a new community, what

do you look for? Windshield survey – What would a new

person or a tourist see? Demographics – Census data Wikipedia – Don’t trust it but it is a decent

source for introductory information

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WORKING IN CONTEXT Networks

– Most powerful– Not necessarily overt

Key Informants/Leadership– Government– Business – Civic Organizations

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WORKING IN CONTEXT Significant issues

– Op eds – last 3-5 years– Coffee clubs

Leadership– Within the organization and external

constituents– Awareness of who they are– Involvement from those key leaders

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© 2014 Regents of the University of Minnesota. All rights reserved.

Case Study

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WORKING IN CONTEXT – CASE STUDY BACKGROUND Associated with the Tribe for 6 years

before being invited to work with them Conducted a strategic planning exercise

with a Native American tribe Multiple communities and multiple sites Developed both community-specific and

tribal-wide strategic plans

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© 2014 Regents of the University of Minnesota. All rights reserved.

WORKING IN CONTEXT – CASE STUDY METHODS Used a multi-modal methodology for

conducting the work. Used a nested development structure for

the strategic plan. 3-months 6-months 9-months All the way out to 60 months.

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© 2014 Regents of the University of Minnesota. All rights reserved.

WORKING IN CONTEXT – CASE STUDY METHODS Conducted a workforce analysis of each

community; Conducted an economic base analysis of

each community; and, Conducted an assessment of existing

assets using the community capitals framework.

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WORKING IN CONTEXT – CASE STUDY METHODS Meant to be PRAISEworthy

– Proactive– Representative– Asset-based– Inclusive– Sustainable– Equitable

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WORKING IN CONTEXT – CASE STUDY METHODS Focused on the “5 TIONS” of

Sustainable Development:– Promotion– Implementation– Documentation– Evaluation– Celebration

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WORKING IN CONTEXT – CASE STUDY METHODS Tried to answer the questions:

What is the project? Where will it take place? When is it to be accomplished?

Benchmarks? Who will be take the lead/be involved? How will the project(s) come together? Why this strategy and not another?

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Individual/Civic Leadership Surveys

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SURVEY IDENTIFIES Issues in the community Perceptions of leadership Resources available in the community

(community capitals framework) Satisfaction/quality of life Communication between residents and

leaders Demographics

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USING THE SURVEY Based on a survey instrument created by

Jan Flora Useful to help understand issues,

networks, and opportunities Used this with communities of all sizes

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Proposed Activities

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WORKING IN CONTEXT – CASE STUDY PROPOSED ACTIVITIES Proposed opportunities for development

and potential funding alternatives using the balanced scorecard framework;

Conducted focus groups in each community with the express purpose of gaining insight and feedback on the potential development initiatives;

Conducted key informant surveys;

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WORKING IN CONTEXT – CASE STUDY PROPOSED ACITIVITIES Developed a strategy for, and carried out

an assessment of existing employment; Developed a holistic, asset-based strategic

plan for aligning existing resources, community-supported development initiatives, and tribally-supported initiatives; and,

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WORKING IN CONTEXT – CASE STUDY PROPOSED ACTIVITIES Developed a timeline for each community

to indicate target dates for their development initiatives.

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Outcomes

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WORKING IN CONTEXT – CASE STUDY OUTCOMES

Met with tribal leaders and partners to determine desired goals for the project.

Developed questionnaires specifically designed to meet those needs.

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© 2014 Regents of the University of Minnesota. All rights reserved.

WORKING IN CONTEXT – CASE STUDY OUTCOMES Developed a list of names for focus group

discussions. Conducted secondary data analysis on the

region as defined by project goals.

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WORKING IN CONTEXT – CASE STUDY OUTCOMES Conducted focus groups in the

communities with representatives from the business community, civic organizations, and key government personnel to assess: Existing assets Issues and opportunities facing the community Infrastructure needs and opportunities Policy recommendations Determined what actions the Tribe and its partners may

take to improve the business environment by community

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WORKING IN CONTEXT – CASE STUDY OUTCOMES Developed individual questionnaires for

follow up key informant surveys based on the results of the focus group discussion.

Conducted data analyses.

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WORKING IN CONTEXT – CASE STUDY OUTCOMES Conducted key informant surveys

assessing individual respondents’ perceptions of:

Key issues facing each community The communities’ resources and opportunities What businesses may be missing from the retail

selection Community support for project-specific development Local leadership support Recommendations for development

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WORKING IN CONTEXT – CASE STUDY OUTCOMES Generated preliminary reports of focus

group discussion and individual key informant survey results

Reported back to the Tribe and its partners on the results of the survey

Worked with the Tribe, the communities, and partnering organizations to identify key steps with benchmarks for implementing recommendations

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© 2014 Regents of the University of Minnesota. All rights reserved.

WORKING IN CONTEXT – CASE STUDY OUTCOMES Completed plans of work for each

community. Based on a nested model where each project will promote

the development of the next model Used the balanced scorecard framework to insure equity,

representative approach, and ultimate sustainability of the proposed initiatives

Presented plans of work to the Tribal Council, communities, and partners.

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Lessons Learned

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CULTURE In working with tribal communities, it is

important to ensure that you are being culturally aware and respectful. Do your homework.

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KNOW YOURSELF It is important to have an understanding of

who you are to be effective in working tribal communities. It affects how we see the world and thereby how we interact with others.

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THE WORK Recognize that it takes time, is difficult to

publish, and can be some of the most fulfilling work you can be engaged in.

Ask questions! Build partnerships and connect with

others.

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QUESTIONS?

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© 2014 Regents of the University of Minnesota. All rights reserved.

Brent D. Hales, Ph.D.Associate Dean

University of Minnesota Extension

Center for Community Vitality

467 Coffey Hall

1420 Eckles Avenue

St. Paul, MN 55108

612-626-8256

[email protected]

Thank You!