Example #1: I am sitting at a meeting in a large city agency that is
responsible for funneling federal money (via state money) to community-ba=
sed
non-profit agencies that provide a range of services to youth and adults =
(i.e.,
child care, health care, after school care, etc.). My position at the ta=
ble is
as a =93technical assistance provider.=94 My agency is sub-contracted by=
the city
agency to work with their funded programs. It is my job. I sit, with he=
art
pounding, listening to the discussion, as the assistant commissioner talk=
s
about people at agencies as =93clients=94 and =93customers=94 and how the=
new
outcome-based evaluation they=92re instituting has to result in people =93=
changing
their behavior.=94 I know that at least half of my colleagues around the=
table
think the way I do, that the language (and the thinking behind it) is
revolting, but they don=92t say anything. I make a critical comment, kee=
ping my
tone as calm and non-confrontational as possible. I am quickly silenced.=
I
keep my mouth shut for the rest of the meeting. If I loose this contract=
for
my agency, there=92ll be hell to pay.
Example #2: I am putting together a little newsletter for the same non-p=
rofit
agencies referred to in the previous example. I like to include practitio=
ners=92
writing in it, and I=92ve been waiting for one director from a small orga=
nization
at a housing project to send in a piece about her parent committee. She=92=
s late
with it, and I call her up to see what=92s the matter. She apologizes,
explaining that the mother of one of the families at her agency is in the
hospital dying of AIDS. There are seven children at home alone, cared on=
ly for
by the eldest brother, who is 23. Rather than have the children separate=
d and
sent to foster care, the director has been going over in the morning to m=
ake
sure the kids are dressed and ready for school. This is also so that the =
eldest
brother, the sole supporter of the family now, can make it to his job at =
the
telephone company.
Example #3: I am sitting in another meeting, this time as part of an adv=
isory
committee at a city university, which is putting together a youth studie=
s
program. The assistant commissioner from example #1 is at the same table=
,
trying to promote a university-designed curriculum for training family
workers. There is much discussion at the table around a range of models =
for
such a degree-bearing program, and there is competition. I=92m thinking =
about
getting on one of the sub-committees that have formed. The assistant
commission gets on the curriculum committee.
Example #4: I am sitting behind the table in the lobby of a high school =
in
central Harlem as an extra hand for a Saturday training for youth workers.
This is part of a grant my agency received from a national foundation. M=
y
agency is providing in-service staff development for the 50+ new after sc=
hool
programs recently funded by the foundation. At this high school, on the =
same
day, the community organization that runs after school programs at the sc=
hool
is holding a youth basketball tournament. I watch the constant stream of
parents, children, teenagers, politicians, community residents, police, T=
.V.
news reporters, and youth workers as they come and leave, staying in the =
lobby
to chat, from the tournament. There is something exciting and vital abou=
t this
event. I=92m drawn to it, and, if I wasn=92t working, I=92d attend mysel=
f.
So, what is the constant in these examples? Me, for one. What are my
responsibilities and what actions do I take as I assume the various posit=
ions
of manager, graduate student, practitioner, technical assistance provide=
r,
etc.? Sometimes I see the research I want to do as a responsibility, as =
I
think that through research I can challenge some premises and articulate =
some
connections between the examples. But, this is if I can avoid the urge of
=93non-participation=94 that I feel from time to time about being part of=
a
research community (thank you, Celia, your article hit me hard). Sometim=
es I
think the little newsletter helps, because it might serve as a vehicle fo=
r
practitioners and others to articulate their experiences and perhaps addr=
ess
some key issues in the field. Certainly being on the university advisory
committee is a responsibility I have to assume, if I can twist up my nerv=
e to
get on the curriculum committee.
Anyway, I sure appreciate the conversation about, I think, change, and sc=
ale.
Maybe the examples help along the dialogue.
Sara