These activities help people begin the process of organizing and planning; they are like training for strategic planning.
By Matt Noyes. Adapted from "El Tiro al Blanco" in Tecnicas Participativas Para La Educacion Popular, Tomo I.
By Matt Noyes (and participants in the National Carpenters conference.)
ADJUSTMENTS COMMITTEE HERE
REWRITE THIS AS A CASE STUDY WITH WHAT WOULD YOU DO TYPE QUESTIONS
(Like much good popular education, this case was the result of painstaking collaborative planning and a spontaneous rebellion of the participants. Thanks to carpenters Michael Cranmer, Susan Cranmer, and Ken Little, to activist writer Dan LaBotz, to Carl Biers, Jane Latour, and Andy Piascik of AUD, and to Mike Orrfelt, popular educator, journalist, carpenter and building trades activist.)
Summary:
By Matt Noyes in collaboration with Carl Biers, Jane Latour, Mike Orrfelt, and Andy Piascik.
By Matt Noyes, from El Camino Logico in Alforja, Volume I.
Not everyone has experience planning actions and democratic, collaborative planning requires some method. This activity can help members of a group work together and develop a shared plan.
Summary:
In this activity, participants have to organize several sets of cards – each representing one part of a planning process -- that form a logical order, or do they…?
By Matt Noyes. (This case study is in the form of a "Problem-Based Learning" activity, an approach that is used often in medical schools to have students work through diagnosing and treating a condition. [[LINK]] Nick Bedell and David Bindman, teachers and fellow union members at the Consortium for Worker Education, introduced me to PBL.)
Summary:
My version of Leon Rosenblatt's great "Non-Trivial Pursuits."
Summary:
Participants discuss short case studies of workplace and union problems and answer questions about their legal rights and how to enforce them. Also puts legal rights in the context of reform organizing.
Good for:
By Matt Noyes, adapted from Tecnicas Participativas Para la Educacion Popular, Tomo I, in collaboration with Nadia Marin Molina of the Workplace Project/Centro Pro Derechos Laborales.
By Matt Noyes. Adapted from La Pecera in Tecnicas Participativas Para La Educacion Popular, Tomo I, with the help of carpenter, educator, and rank-and-file journalist Mike Orrfelt.
Summary:
In this chapter I depart from the pattern of the other chapters. Instead of activities, I describe a few cases where education moved into action, using them to raise issues that educators and activists face as we follow this crucial step in the spiral of popular education.
