Community-based Learning (CBL) Project * Power and Imagination * Spring 2016 * Trimble/Kudray

In his book Two Cheers for Anarchism, James Scott uses Chuang Tzus principle, we make the path by
walking (16), to argue that law and other codified elements of social contract begin in the practices of a
community, and are then normalized as institutions. However, this principle does not mean laws reflect
the needs and reality of society as a whole; he makes a case that even democratic institutions
underrepresent the interests of those with less power (16-22).
Our community-based learning project will explore how change agents work to create a more just legal
order around a specific issue in our democratic society. Your aim is inquire and analyze a movement
employing collective action to change the institutionalized social order on a specific issue affecting
our local community (specifically in Oregon). Your team will choose a specific movement whose
grievance is not yet embraced by the mainstream, but has created some visible debate in society, and
identify a specific change agent (a group or organization) in the movement. In about four weeks, your
team will have 30 minutes to teach the class about your findings, and conclusion, and also submit a teamwritten essay. You should create a clear thesis articulating one or two core beliefs driving the
movement as well as beliefs involved in institutional resistance, and the ethical issues the movement
raises. This thesis will be central for both your teaching session and the essay.
Learning objectives for this project include (but are not limited to):
Reflect on the diversity of perceptions and role of individuals and groups in issues of power and
social responsibility, and on your own perceptions and involvement around these issues.
Collaborate with peers by employing effective team process in order to to collect, analyze, and
interpret information and express the results using several communication methods (oral, written,
quantitative, and graphical).
Integrate our course studies into direct, concrete experiences through field observation and research.
Seek to actively listen to and understand different perspectives regarding power and social change,
such as government institutions, community activists, affected individuals, and your own
perspective as an outsider.
Core research questions to help guide your project:
1) What has been the general history of the issue? How has the status quo been maintained?
What has been the response to attempts to change the status quo in our community, and how
does it compare to other parts of the country? Is there a global/national angle on the problem
will help us understand the local issue? Which current local change agents are you focusing
on, and what is their relationship to the above historical context?
2) What key institutions must change to respond to the movements grievances, and what is the
power of those institutions? (Political, economic, cultural.). Is there a key belief or ideology
upon which the current dominant power structure bases its stance on the issue?
3) What ethical issues are involved in maintaining the status quo?
4) What methods do change agents employ in their attempt to create change? Are there any
ethical debates around their means and ends? (list continues on reverse)

5) What concepts from power and imagination reinforce your analysis? What new ideas about
power, imagination, and ethics has your research raised for your team?
6) What personal and social responsibilities does your research leave us to consider?
Assignment sequence:
The assignments for this project are as follows, and will be introduced throughout the term. All
assignments are to be completed as a team, except those with an asterisk (*), which you will complete
individually. (Note: there may be some additional mentor session exercises related to these):
a) Create team contract that addresses problems uncovered in the pre-mortem
b) Brainstorm and select topic (some preliminary research may be required). Email your topic to
Anmarie for approval and any feedback for getting started.
c) Pre-reflection *
d) Prospectus: explain topic focus, research questions, and hypothesize possible answers
e) Annotated Bibliography of Research: provide a bibliography of research that represents all
the qualitative and quantitative perspectives you are using, including
a. Scholarly research: what authoritative experts know about the issue, causes, etc. (This
will be especially useful for examining historical context and cultural belief.)
b. Media watch: what the media communicates about the issue, causes, solutions, etc.
Looks at different forms of media,: broadcast, newspapers, maybe even popular culture
forms such as ads. Include mainstream media as well as religious, political (liberal,
conservative, mainstream, radical), or other specialized media as applicable. (This will
offer insight into different perspectives of the debate.)
c. Quantitative analysis: what statistics and other quantitative data reveal about the issue,
historical context, and/or debate, and as applicable, any cautions or limitations to the
use of statistics to understand the issue.
d. Activist Interviews and/or Engagement with Change Agents: current perspectives on
local dimensions; this can be interviews with change agents or direct community
engagement. We will supply some materials to help you prepare for this aspect.
e. Videos, films, visuals as appropriate.
f) Team Process Analysis/Post-reflection *
g) In-class Teaching Session: Your teaching session should be informative, but and engaging.
Your aim is to help the whole class understand your subject, so a long PowerPoint
presentation isnt going to be that memorable. You can incorporate film clips, discussion, art,
or other approaches appropriate to teaching the class. Be effective and creative!
h) Final Essay: This should be a formal research essay, in MLA (or APA) style, 6-10 pages (not
counting works cited page). It should reflect what is in your teaching session, but in formal essay
style. All members of the team should be listed on the paper.

Assessment: To be determined with your feedback, after teams turn in their prospectus.