Social Action - Child Bride Campaigns Against Child Marriage

_________________________________________________________________________________Kilusu, M. (2013, March 8). Married at 13 to man in his 70s: Child bride who’s changing attitudes – CNN.com Retreived June 2, 2015, from http://www.cnn.com/2013/03/08/opinion /child- marriage-kilusu/index.html

Child Bride Advocates Against Child Marriage

• The story of Kilusu– Kilusu, victim of child marriage, escaped from abusive husband and found

refuge in Young Women’s Christian Association (YWCA)– After recovering, Kilusu returned to her home village in Tanzania to advocate

against child marriage by setting up a new YWCA shelter– Kilusu partnered up with a community leader to advocate against child

brides and encourage education for young girlsThis is an example of Social Action

- Social Action: “ability of people to confront and change the power structure and function of social institutions in the community” (Swanke, 2015).

- Kilusu is confronting the negative consequences of child marriage - Kilusu is changing social institution of child marriage in her community

by growing awareness and proving there are alternative options for girls to make money for the family___________________________________________________________Swanke, J. (2015). Into to Macro Practice [PowerPoint slides]. Retrieved from https://bb.siue.edu/webapps/blackboard/content/listContent.jsp?course_id=_16307_1&content_id=_528885_1

Social Planning- Financial Literacy

St. Louis Post-Dispatch. (2015, May 13). Stltoday.com. Retrieved from www.stltoday.com/suburban-journals/illinois/education/financial-literacy-program-free-for-area-classrooms/article_f924244d-aaf5-5dcf-b053-6792d32b2035.html

Granite City Economic Development. (2014). Granite City, Illinois. Retrieved June 3, 2015, from http://www.granitecity.illinois.gov/departments/economic_development/economic_development_strategic_plan.html

Granite City Economic Development. (2014). E&W Goals & Objectives Only. Retrieved June 3, 2015, from https://docs.google.com/document/d/1QrOC1tZkvvx5R63SuuG3WhckgGGBDR_P1exc YfQttJ0/edit

Education & Workforce Goals (Number) & Objectives (Letter) 1. Promote a Vibrant Manufacturing Labor Force for the 21st Century Whose Skills

Align with the Needs of Local Businesses.

a. Promote manufacturing as a viable career option.

b. Determine industry hiring needs through semi-annual survey

c. Connect job seekers to job opportunities

2. Develop Strong Working Relationship w/ Partner Organizations to Assure that Skills’ Training is Available that Prepares Workers to Meet Local Job Requirements and to Provide Continuing Education Opportunities to City Residents.

a. Offer training for National Career Readiness Certification (NCRC) to residents

b. Develop a local Business Workforce Alliance/Granite City Manufacturing Alliance that ties in with regional partners such as the WIB.

c. Financial literacy program for adults and youth

Social Planning ExampleSocial Planning – involves rational problem solving strategies aimed at combating community problems.(Swanke, 2015)

Granite City Demographics -1/2 of all renters in the community spend 35% or more of their gross income on rent

-involves people in power• Granite City government officials created an Economic Development Council with the purpose of identifying issues and

formulating realistic goals, objectives & strategies for their community. The Council is further broken up into sub-committee’s which focus on specific area’s of development within the community.

• The Education and Workforce (E&W) committee goals included: “developing a strong working relationship with partner organizations to assure that skills’ training is available” . One of the objectives under this goal was to provide a financial literacy program for adults and youth.

-involves experts• Granite City Steel (GCS) Credit Union is a known local community banking institution. GCS partnered with the Economic

Development Council (per the goal of the E&W) to further the objective of providing a financial literacy program. GCS contacted Banzai, a web-based financial literacy program and sponsored the cost of the program, not only for Granite City schools but for other surrounding neighborhood schools as well.

-involves people in the community• Students in the Granite City, Collinsville and Edwardsville city schools now benefit from the financial literacy program.

Granite City Economic Development. (2014). Economic Overview. Retrieved June 5, 2015, from http://www.granitecity.illinois.gov/departments/economic_development/facts_and_figures/report_on_the_economy.html

Swanke, J. (2015). Into to Macro Practice [PowerPoint slides]. Retrieved from https://bb.siue.edu/webapps/blackboard/content/listContent.jsp?course_id=_16307 _1&content_id=_528885_1

Locality Development-FIU Pantry Serves Students in Need

Florida International University opened a food pantry in October 2014 to aid low income students against hunger.

A graduate assistant opened the pantry, which is run completely on donations of imperishable foods and bottled drinks. When he and his fellow GA students are not there to

run the store, it is operated by volunteers. It is run on an honor system, and students only need to show their

University ID, and can take up to 10 pounds of food weekly. Kiah, C. (2015, June 2). MMC food pantry serves students in need. FIU News. Retrieved June 3, 2015 from https://news.fiu.edu/2015/06/mmc-food-pantry-serves-students-in-need/88506.

Locality Development• Locality development-creating infrastructure aimed at impacting community

wide issues (Swanke, 2015)• Community capacity building—using existing capital to increase community

capital--including human, financial, social, and physical capital (Swanke, 2015)– In this case, FIU’s new food pantry for its students is using existing capital. Human

capital—Using student and volunteers’ skills and capabilities to run the pantry– Financial—using donors’ finances to provide the pantry with food – Physical—using the campus as the pantry site– Social—FIU students’ sense of community, pride, and cooperation results in the

desire and ability to come together and establish the pantry as well as keep it running• Community capital is increased as a result

– Low income students feel like they are involved in the community and appreciate others generosity (social), learn how to utilize community resources (human), and have more money to spend on other needs such as tuition, housing, medical expenses, etc (Financial)

__________________________________________________________________Swanke, J. (2015). Into to Macro Practice [PowerPoint slides]. Retrieved from https://bb.siue.edu/webapps/

blackboard/content/listContent.jsp?course_id=_16307_1&content_id=_528885_1