University of San Diego School of Leadership and Education Sciences (SOLES) Intersession 2009 EDLD 579P: Nonprofits and Civil Society in Guatemala Pat Libby MRH Hall Room #265A Ph: 619-260-7782 email: plibby@sandiego.edu Please contact the instructors for office hours on request Course Description: This course is designed to provide theoretical and practical knowledge about the nature of the nonprofit sector in Guatemala, a developing country, and how the sector plays a role in civil society. In particular, we will explore the dynamic role of human service agencies – both INGOs (internationally operated nonprofits) and Guatemala-based nonprofits -- in a post-war society. Students will also be introduced to the challenges these nonprofits face serving multi-cultural populations within the country. Course Goals 1) To expose students to the differences and similarities in the function and management of nonprofits in the United States and Guatemala. 2) To provide students with an understanding of the structure of civil society organizations in Guatemala (e.g. 501c4 vs. COCODES, 501c3 vs. INGOs) 3) To build student knowledge of the cultural, historical and religious context of Guatemala and its impact on the nonprofit sector. 4) To introduce students to the role of community organizing within the Guatemalan context. 5) To develop the capacity of students to critique the role of international development agencies in a developing country. 6) To introduce students to perspectives on Guatemalan nonprofit sector priorities and challenges as framed by practitioners in that country. 7) To help students gain an understanding of funding strategies for Guatemalan nonprofits. 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. To summarize, anything you submit for a grade must be written in your own words, exemplifying your own thoughts and ideas, and you must source any references you used in completing your work using the APA format.
EVALUATION Class Attendance/participation Class Assignments Final Paper
15% 35% 50%
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 - 15% 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 35% On-line assignments –10% All students are responsible for completing several short assignments on-line that will be due prior to departure to Guatemala on January 10th. Two films will also be assigned to be viewed prior to the trip departure. Cultural audit and personal reflection – 25% A 5-7 page paper due January 31 describing what you learned during the trip related to the themes presented in the pre-trip 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. Specially, how did your views and knowledge of the country change (or stayed the same) as a result of your experience and reading? Your paper should also incorporate self-reflection addressing, for example, cultural issues not mentioned above, your observations on the leadership dynamics of your group and organizations you visited, as well as other topics that were relevant to your experience.
Final Paper- 50% ***Students taking the course for 3 units must choose two topics and write two 10 page papers. Write a 10 page paper choosing one of the following themes: 1) INGOs play a major role in supporting the nonprofit sector in Guatemala. What are the pros and cons you perceive of this sector delivery model? What changes would you recommend, if any, to the system? 2) What are some of the unique challenges facing the nonprofit sector in Guatemala due to issues related to the war and reconciliation efforts? 3) What differences and similarities do you perceive exist for operating a nonprofit in a developed county as opposed to one operating in a developing country? 4) What similarities and differences do you believe exist between nonprofits servicing culturally diverse populations in San Diego versus those operating in Guatemala? 5) Compare and contrast INGOs and NGOs in Guatemala. Which do you believe are able to function more effectively in terms of service delivery and mission? 6) Compare the services of the same NGO in the US to one operating in Guatemala (for example: YMCA of the USA and YMCA of Guatemala). Which do you believe is able to better serve its stated mission. 7) Compare and contrast the role of faith-based non-profits in delivering services in San Diego and Guatemala. 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.
USD Writing Center The Writing Center is located in Camino Hall, room 125. Tutoring is free and by appointment, with drop-ins accommodated if appointment slots are open. Tutoring sessions usually last 45
minutes to one hour. You may also go to http://www.sandiego.edu/writingcenter/ for more information and links to helpful websites.
For an appointment, stop in or call 619-260-4581. Hours are: Monday-Wednesday: 9 a.m. to 7 p.m. Thursday : 9 a.m. to noon and 2 p.m. to 7 p.m. Friday: 9 a.m. to 2 p.m.
Required Text: 1. 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: 1. Silence on the Mountain (2002) by Daniel Wilkenson. ISBN 0-618-22139-5 This book may purchased at Amazon.com is on reserve at Copley Library Required DVDs: 1. When Mountains Tremble, (2004) Rigoberta MenchĂş, et al. This DVD may purchased at Amazon.com or is on reserve at Copley Library 2. Precarious Peace: God and Guatemala (2006) This DVD may purchased at Amazon.com or is on reserve at Copley Library
Required Readings for all students: (all available on e-reserves or for purchase in a reading packet at the USD Bookstore) 1. Lonely Planet Guatemala, 2007 ed. By Lucas Vigden. Chapters 1, 2, and 4. (May also be purchased and downloaded from shop.lonelyplanet.com) 2. Culture and Customs of Guatemala, 2001. Maureen E. Shea. Greenwood Press 3. The Third Wave of Democratization in Latin America. 2005. F. Hagopian & S. Mainwaring. Cambridge University Press. 4. Guatemalan Case Study. 2004. Luz Mendez. Printed for the United Nations. 5. The Internalization of the Nonprofit Sector. H. Anheier & N. Themudo Jossey-Bass Handbook of Nonprofit Leadership & Management, Chapter 5. 6. Community Development amidst Political Violence. Lessons from Guatemala. Ed Gondolf. Community Development Journal, 2007, Vol. 16 No, 3, 228-236. 7. Discourses of Poverty. Research report by Maria Luz Garcia, University Texas at Austin.
8. Funding Virtue: Civil Society Aid. Introduction by Thomas Carothers and Marina Ottaway. 9. Funding Virtue: Civil Society Aid, Chapter 9 by Michael Shifter. Latin American Democratization, the Civil Society Puzzle. 10. Funding Virtue: Civil Society Aid, Chapter 11 by Marina Ottaway and Thomas Carothers. Toward Civil Society Realism. 11. International NGOs and the Guatemalan Peace Accords, Blum, Leonor. Volunatas: International Journal of Voluntary and Nonprofit Organizations, Vol. 12, No 4, December 2001.
Additional Required Readings for students who were NOT enrolled in EDLD 501: Nonprofit Fundamentals Fall 2008: 1. The Nonprofit Sector in Comparative Perspective. Anheier, H.K. and Salamon, Lester 2. Social Origins of Civil Society: Explaining the Nonprofit Sector Cross-Nationally. Salamon, Lester M.and Anheier, H.K. Volunatas: International Journal of Voluntary and Nonprofit Organizations, Vol. 9, No 3, 1998.
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, choose VanHorn and click on "go" 6. Click on the course you are looking for 7. Enter the password: vanhorn 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 Pre-sessions: Tuesday, January 6th at USD **Required for students who were NOT enrolled in EDLD 501: Nonprofit Fundamentals Fall 2008 ONLY 5:30pm Pat Libby, Nonprofit Leadership and Management Program “Civil Society and The Nonprofit Sector: an introduction to Public Welfare States�
Wednesday, January 7th at USD 5:30pm Introductions/Syllabus/Dinner 6:30pm Dr. Charlie Reilly, Joan B. Kroc Institute for Peace and Justice at USD, “Civil Society in the Guatemalan Peace Process” 7:45pm Break 8:00pm John Viater, International Development Consultant, “Comparison of Guatemalan civil society/others” 9:15pm Question and Answer session for trip preparation
Thursday, January 8th at USD On-line Assignments due 5:30pm Introduction/supper with instructors 6:00pm Elena McCollim, Joan B. Kroc Institute for Peace and Justice at USD, “International NGOs in Guatemala” 7:30pm Break 7:45pm Dr. Ami Carpenter, Joan B. Kroc Institute for Peace and Justice at USD 9:15pm Question and Answer session for trip preparation
International Travel: Saturday, January 10th Guatemala City Arrive approximately 10pm; stay at Hotel Stofella Sunday, January 11th Guatemala City • Mass or Church (optional) • Visit to the Market • Exploration of the city • Dinner with Gaspar Pedro Gonzalez, author of A Mayan Life. and Reflection Monday, January 12th Guatemala City Human Rights organizations • National Palace ceremony of changing of the White Rose • Human Rights office of the Archdiocese • Lunch with Luz Mendez • Catholic Relief Services • Reflection Travel to Antigua: Stay at Posada de Belen Schedule for the week in Antigua: Breakfast Class at convent Lunch Site visit to NGO’s or INGO’s Reflection Evenings free Tuesday, January 13th
Antigua
Internationally funded non-profits • Tani Adams, former director of research institute; currently directing a nonprofit working with issues of race and culture “History of Racism in Guatemala; Analysis of the non-profit sector” • Discussion of readings, integration of material led by instructors. • Lunch at the convent • Afternoon site visit: Common Hope—international nonprofit/development organization • Reflection • Evening free Wednesday, January 14th Antigua Local government/non-profit cooperation • Ignacio Ochoa, Director of Fundacion Nahual; recent recipient of Soros Foundation grant • Presentation by government personnel working from the stateside of this effort • Site visit to Nahual Foundation relief project related to Hurricane Stan • Reflection • Evening free
Thursday, January 15th Antigua INGO’s and NGO’s • Junior Achievement • Cesar Montes, former guerilla commander/current nonprofit leader • Site visit to San Juan Obispo to post-war conflict nonprofit • Reflection • Evening free Friday, January 16th Antigua INGO’s and NGO’s and the USDA • SHARE in San Lucas Sacatepequez • SHARE program in Tecpan, Guatemala • Reflection Travel to Panajachel; stay at Posada de Don Rodrigo
Saturday, January 17th Free day
Panajachel
Sunday, January 18th Panajachel Local NPOs on Lake Atitlan • Boat trip to Santiago Atitlan to visit Maximon • Visit to memorial to Fr. Stan Rother
• Visit to Panabaj- Hurricane Stan recovery efforts Travel to Guatemala City
International Travel: Monday, January 19th Return to San Diego Post Session: Saturday January 31st USD Mandatory Final meeting 10 am – Reflection/Cultural Audit paper and Final Paper due Class 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 also 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 15 minutes or more after class started, or 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, i.e. writer ignores the prompt or part(s) of prompt; * 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 (i.e. if 3-4 are required, write 1-2); * Incorporates at least 1 reflective connections between the readings, videos, lectures and your experiences; * Ignore the prompt completely and write on an unrelated topic of your choice; * 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 as listed above. * Turned in 4 days late. * 20 or more technical errors Revised 7/28/08 Adapted with permission from Dr. Athena Perrikis 2004