University of San Diego School of Leadership and Education Sciences (SOLES) Intersession 2010 EDLD 579P: Nonprofits and Civil Society in Guatemala Elaine Elliott, Director, Center for Community Service Learning Elliott@sandiego.edu Elena McCollim, Program Officer, Kroc for Peace and Justice emccollim@sandiego.edu Ignacio Ochoa, Director, Fundación Nahual ioxoa@aol.com Course Description: This course is designed to provide theoretical and practical knowledge about the nature of the nonprofit sector in Guatemala, a post-conflict society and a developing country. In particular, we will explore the dynamic role of human service agencies – both INGOs (internationally operated nonprofits) and Guatemala-based nonprofits in peace-building. Students will be introduced to the challenges these nonprofits face serving multi-cultural populations within a country still troubled by serious violence. Course Goals 1) Understand the role of non-profits in peace-building. 2) Analyze the cultural, historical and religious context of Guatemala and its impact on the nonprofit sector. 3) Examine differences and similarities in the function and management of nonprofits in the United States and Guatemala. 4) Critique the role of international development agencies in a developing country. 5) Gain perspective on nonprofit sector priorities and challenges as framed by practitioners. 6) Place the Guatemalan case in a cross-national context. Americans with Disabilities Act (ADA) Statement Any personal learning accommodations that may be needed by a student, covered under the ADA, must be made known to the instructor as soon as possible. Notification is the student’s responsibility. If you are a student with a diagnosed disability or suspect that you may have one, please contact USD’s Disability Services in Serra Hall room 300 or call 619-260-4655 or visit the website at www.sandiego.edu/disability. Academic Integrity Students are responsible for doing their own work, and academic dishonesty of any kind will not be tolerated. Violations of academic integrity include, but are not limited to, cheating, plagiarism, or misrepresentation of information in oral or written form. The instructor and the dean will deal with infractions and/or violations of this policy. EVALUATION Class Attendance/participation Class Assignments Final Paper
10% 50% 40%
Grades will be assigned on a scale weighted as listed above. All assignments are due on the assigned date. Late assignments will be docked one letter grade per day overdue. Assignments turned in after the first 15 minutes of class are considered late.
REQUIREMENTS Class Attendance/participation - 10% The format for this course is a study tour with group activity, site visitation, lecture with two predeparture classes and one post-course meeting. Your attendance and participation are critical not only to your own learning experience, but to the experience of others in the class. Un-excused absences from class are not acceptable and will have an adverse affect on your grade. Being prompt, attending classes, and actively participating in class discussions are course requirements. Class Assignments 50% Readings–15% A personal summary of the readings and film are due Monday January 11th. Three to five pages of notes on what you found most significant are sufficient. Cultural audit – 25% A 5 page paper due January 30 describing what you learned during the trip related to the themes in the cultural audit: Degree of Acculturation: Poverty; Oppression/Racism and Prejudice; Language and the Arts; Languages, Child-rearing Practices/Family Structure; Religious Practices; Values and Attitudes. Portions of this can be written pre-trip, and post-trip you can address how your views and knowledge of the country changed (or stayed the same) as a result of your experience and reading. Personal reflection summary – 10% A 2-3 page reflection summary due January 30 that uses selections from your trip journal and applies your learning to your own development and goals, making connections between your inner journey and your outer journey. Final Paper- 40% Write a 10 page paper due January 30. Possible themes include the roles of INGOs, challenges to the non-profit sector, the impact of the conflict and reconciliation processes on NGOs, contrasts with US, multiculturalism issues, role of faith-based work, or some other topic that becomes particularly salient for you during the experience. The paper should be written in Times, Font 12, and double-spaced. The paper should contain a properly written citation page, and be written in APA format. The paper should contain no technical errors. The paper needs to reflect and incorporate an understanding of the reading material and films and how it correlates, or not, to your first-hand experiences with the Guatemalan nonprofit leaders you met. “A” papers will incorporate at least four reflective connections between the readings, videos, lectures and your experiences. The instructors will be available to suggest additional possible reading relevant to these paper topics. See attached rubric. READINGS Required Text: A Mayan Life (1995) by Gaspar Pedro Gonzalez. Translated by Elaine Elliott ISBN 1-886502-01-3.
This book may purchased at Amazon.com or is on reserve at Copley Library Optional Text: Silence on the Mountain (2002) by Daniel Wilkinson. ISBN 0-618-22139-5 This book may purchased at Amazon.com is on reserve at Copley Library Required DVDs: Precarious Peace: God and Guatemala (2006) This DVD may purchased at Amazon.com or is on reserve at Copley Library Required Readings on e-reserves:
Country background 1. The Third Wave of Democratization in Latin America. 2005. F. Hagopian & S. Mainwaring. Cambridge University Press. 2. Guatemalan Case Study. 2004. Luz Mendez. Printed for the United Nations. 3. Transitional Justice, Impunity, and Community Reconstruction in Guatemala, 2009. Tani Adams, Talk at US Institute of Peace. Background on presenters 4. Culture and Customs of Guatemala, 2001. Maureen E. Shea. Greenwood Press. 5. A Just Path, A Just Peace: A Narrative of the Life and Work of Luz Méndez of Guatemala, 2004, Sarah Cross, Joan B. Kroc Institute for Peace and Justice. Theories of non-profit development 6. The Internationalization of the Nonprofit Sector. H. Anheier & N. Themudo. Jossey-Bass Handbook of Nonprofit Leadership & Management, Chapter 5. 7. Social Origins of Civil Society: Explaining the Nonprofit Sector Cross-Nationally. Lester Salamon and Helmut Anheier. Voluntas: Int’l Journal of Voluntary and NonProfit Organizations. Vol 9, No. 3, 1998. Theories of the role of non-profits in peace-building 8. “External contributions to post-mass-crime rehabilitation,” Chapter 10 by Louis Kriesberg in After Mass Crime: Rebuilding States and Communities. 9. Subcontracting Peace: The Challenges of the NGO Peacebuilding. Chadwick Alger (Chapter 1). Guatemala’s non-profit sector 10. Funding Virtue: Civil Society Aid, Chapter 9 by Michael Shifter. Latin American Democratization, the Civil Society Puzzle. 11. International NGOs and the Guatemalan Peace Accords, Blum, Leonor. Voluntas: International Journal of Voluntary and Nonprofit Organizations, Vol. 12, No 4, December 2001. 12. Subcontracting Peace: The Challenges of the NGO Peacebuilding. Oliver Richmond (Chapter 2) and Susan Burgerman (Chapter 6).
All Articles Available on E-Reserves at Copley Library Directions for E-reserves: From USD Homepage http://www.sandiego.edu/ 1. Click on "Libraries" 2. Choose Copley Library 3. Under the section titled Library Services, Click on "E-Reserves" 4. Click on "Electronic Reserves & Reserve Pages" 5. Using the pull down menu for Instructor, choose Elliott and click on "go" or 6. Click on EDLD579p 7. Enter the password: Guatemala and click on accept 8. Then, click on any of the titles of the documents and it will open the document as a pdf file. Your computer needs acrobat reader to view this document.
CLASS SCHEDULE The following is a proposed schedule and details would need to be adjusted based on availability. Students will meet once in the fall for trip preparation on Tuesday, December 1 in Maher 218 Pre-sessions : Monday, January 4th at USD in MRH 102 5:30pm Introductions and logistics, syllabus, overview of readings—Elaine Elliott 6:30pm Dr. Charlie Reilly, USD School of Peace Studies, “Reflection on the Guatemalan Conflict and Peace Process” 8:45 p.m. Close Wednesday, January 6th at USD in MRH102 5:30pm Final questions – Elaine Elliott 6:00pm Milburn Line, Director of Joan B. Kroc Institute of Peace and Justice, “IGOs in the Post-Conflict period” 7:15 pm Break 7:30 pm Elena McCollim, Program Officer, Joan B. Kroc Institute of Peace and Justice, “Development of the Institute Program in Guatemala.” 8:45 pm Close International Travel: (locations in Guatemala are subject to change, dates in-country set) Saturday, January 9th Guatemala City Take taxi to Hotel Stofella (2A Ave. 12-28, Zona 10, (502) 2410-8600) or be met at the airport. Sunday, January 10th Guatemala City • Visit to Cathedral, National Park • Visit to Miraflores Museum • Poetry reading with Gaspar Pedro Gonzalez, author of A Mayan Life. Monday, January 11th
Guatemala City – Reading assignment due
Human Rights organizations • Luz Mendez of UMAG • Myrna Mack Foundation Travel to Antigua: Stay at Posada de Belen Schedule for time in Antigua: 7:30 Breakfast 8:30 Class at convent beginning with morning reflection 1:00 Lunch 2:00 Site visit to NGO’s or INGO’s Evenings free Tuesday, January 12th Antigua Local government/non-profit cooperation • Ignacio Ochoa, Fundación Nagual • Alfonzo Bauer Paiz • Lunch at the convent • Antigua tour/ Convento Santo Domingo • Evening free Wednesday, January 13th Antigua INGO’s and NGO’s • CRS • Mercy Corps • Common Hope site visit • Evening free—Welcome for evening at Elliott’s Thursday, January 14th Antigua Rural development work • Immersion trip with SHARE to San Martin Jilotepeque Friday, January 15th Antigua Integration of what we’ve learned • Group discussion on paper topics • Cesar Montes, former guerrilla commander and current NGO leader Travel to Panajachel; stay at Hotel Rancho Grande Saturday, January 16th Panajachel Local artisan groups • Boat trip to Santiago Atitlan • Visit to memorial to Fr. Stan Rother Lunch at Hotel Santiago • Visit to Peace Park memorial Sunday, January 17th Guatemala City • Travel to Chichicastenango (lunch with Sr. Virginia of Centro de Paz Barbara Ford) • Stop at Iximche ruins • Return to Guatemala City International Travel: MLK HOLIDAY Monday, January 18th ( ( Return to San Diego Post Session:
Saturday January 30th USD in Maher 218 Mandatory Final meeting 10 am – 12 noon Reflection/Cultural Audit/Final paper due, Reflection, Course Evaluations
Grading Rubric for Class Papers: A The A range paper is nearly flawless in terms of grammar and mechanics, and does all of the following: Makes the reader think about the subject in a new way; * Incorporates at least 4 reflective connections between the readings, videos, lectures and your experiences; * Suggests an impressive amount of time and investment on the writer’s part * Provides credible and judicious support for points made; * Recognizes and anticipates potential reader concerns, i.e. is aware of audience; * Responds thoughtfully, carefully and thoroughly to the question or issue at hand. * No technical errors (A- has one to four technical errors) * Has a citation page * In APA format; citations are correctly referenced * Turned in on time B The B range paper has minor grammatical or mechanical flaws, and displays some of the following: * A lack of thorough analysis – ideas are there, but are not fully explored; * Support is present but not always convincing or credible; * Incorporates at least 3 reflective connections between the readings, videos, lectures and your experiences; * Regurgitates old or trite ideas on the topic – fails to take the topic in a new or interesting direction; * Does not address the subject directly or appropriately; * Organization difficulties are present, i.e. paragraphs are poorly constructed or ideas do not flow in a logical manner. * Has 5-9 technical errors * Has a citation page * Is in APA format; citations are correctly referenced * Turned in one day late C The C range paper has some of the following characteristics in addition to multiple grammatical and mechanical flaws or typos: * The paper looks big, but does not contain information that explores the topic fully; * Lots of conjecture with little or no outside or relevant personal support; * Incorporates at least 2 reflective connections between the readings, videos, lectures and your experiences; * Unclear or incoherent response to the topic * Problems with control or cogency, i.e. argument is weak, structure is problematic or both. * (10-14 technical errors * Has a citation page * Is in APA format; citations are correctly referenced * Turned in 2 days late D * Write fewer pages than the required minimum * Incorporates at least 1 reflective connection between the readings, videos, lectures and your experiences; * Topic is unfocused * Forget the importance of paragraphs – ramble on at will and express your creativity through reckless abandonment of convention. * 15-20 technical errors * Has no citation page * Not APA format; citations are not correctly reference * Turned in 3 days late F The grade of F is primarily assigned to work that is not submitted for credit or work that is late beyond
tolerable consideration. However, it is also assigned to work that fails to meet the criteria for a grade of D Adapted with permission from Dr. Athena Perrikis 2004 as listed above.
Cultural Audit Assignment
The term cultural audit has been used to describe an in-depth study that a researcher, consultant, company or individual worker might undertake to promote better understanding of the culture being entered. This "culture" could be a country, an organization, a community or a group sharing similar characteristics and values. The information can be used to provide individuals entering a new culture with the knowledge and skills to be more effective in interactions with members of the culture. The "picture" that is drawn of the culture can be compared with the individual's "home" culture or with the assumptions an individual has about the culture. During pre-entry, persons find information in categories of the cultural audit by using published and web sources and speaking with individuals who have lived in these countries. Continuation of learning after arrival occurs with specific information lectures, tours, and use of local hosts. Your cultural audit: 1. In preparation for entering the culture the auditor should write a page outlining his or her worldview addressing such topics as human nature, man-naturesupernature, time sense, activity, social relations (see work based on Kluckhohn at ww.joe.org/joe/2001december/tt1.php). Additionally address your preferred ways of taking in information and interacting with others and previous experiences in international travel or work with persons from countries different from the "home" country. 2. The auditor should write up to a page on the expectations, assumptions or possible biases he or she has about the culture being entered. What knowledge and experiences do you have pertaining to Guatemalan history, persons you have known, arts, media portrayals? Discuss the similarities and differences you see and perceive as you enter into and participate in this new culture. 3. As we perform the audit we will use the Elements of Culture as outlined by Don Locke which include: Degree of Acculturation - Is there one national culture that the majority of persons ascribe to or is there diversity across the residents? Poverty - Does it exist? What groups are more highly represented? Is it possible to more easily up the socioeconomic ladder? What programs are addressing this issue? What is the state of the economy and what is its effect on personal and professional life? History of Oppression/Racism and Prejudice- What has been the way that the culture has dealt with indigenous peoples, immigrants, and non-residents? What characteristics of individuals might put them at risk of oppression or discrimination in this culture.
Language and the Arts - Is there a diversity of languages used in the culture? Are there unique ways language is used? Look at the art forms that are valued in the culture and reflect on how they contribute to the identity of this culture. Sociopolitical Factors - How does the political system influence the culture? What are the rules and expectations for education, work-life, leisure and group and individual activities. Child-rearing Practices/ Family Structure - This could include information about gender roles, types of family units, family size, rules and discipline and general perceptions of family member interaction. You can also look at child abuse and domestic violence how perpetrators are treated and what services are provided to victims Religious Practices - Is there a diversity of religious practice? Is there bias or prejudice against any religious group? Values and Attitudes - What else do you see or experience? Locke, D.C. (1992) Increasing multicultural understanding. Newbury Park, CA: Sage. Write about a quarter of a page on each of the eight elements listed above. You can collect the data through observation; interviews and conversations; reading local papers; reading documents or public policies; researching the Internet, etc. You can go completely qualitative using your observations and impressions or you can be more quantitative and develop some questions and ask a sample of members of the culture for their responses.
4. Summarize what you learned doing the audit. Did you get information that provided a picture of the cultures you studied that was different than first expected? In what ways are the cultures of Guatemala similar to and different from each other? How do they compare to the US - more similar or different? Any advice you might give to a potential temporary worker or professional immigrant? Essays Rubric Exceptional
Satisfactory Minimal
Response makes deep, thoughtful connections between readings, learning activities and discussions. The response raises generative questions, and offers new insights and ideas. Response demonstrates thoughtful engagement with readings, learning activities and discussions. Response demonstrates superficial engagement with readings, learning activities and discussions. Minimal connections and insights are offered.