Republic of the Philippines

DEPERTMENT OF EDUCATION
Region IV-A- CALABARZON
Schools Division of Laguna
STA MARIA INTEGRATED HIGH SCHOOL
Santa Maria, Laguna

Community Engagement,
Solidarity, and Citizenship
Quarter 1- Week 6
Module 6

Most Essential Learning Competency:

acknowledge interrelationship of self and community in undertaking
community action

What I Need to Know

At the end of the module, you are expected to:
 Appreciate social development and community development as forms of social change;
 Identify and analyze a community problem;
 Determine ways or methods to change the situation or contribute to the improvement of the
situation.

What I Know

Suri-Nilay

Objective: It aims to determine the student’s level of understanding and appreciation of a poor
community by exposing them to an urban poor community near the school and make an assessment
based on community observation.

Instructions:

1. You will write a letter to the nearby barangay chair and ask permission for a preliminary visit and
class exposure in their barangay.

2. After getting a go signal from the barangay, you prepare for the date of the visit and exposure.

3. Don’t forget to also ask permission from the School Principal.

4. Before the exposure, you mobilize a class orientation about community exposure.

5. The orientation covers the following:

a. How to behave and what to remember while in the community:

 Be aware that as you visit an area, you carry not only your own identity but the name of your
school. Be conscious of your behaviour.
 Wear and keep your ID.
 Avoid wearing jewelries, accessories or anything that will call the attention of other people.
 Cellular phones are strictly for emergency only. Don’t display your cell phones.
 Gadgets of any kind are not allowed.
 Be mindful of your language
 Be courteous and do not forget to ask
 Be friendly
 Try to interact
 Avoid making commitments
 Avoid openly expressing your disgust
 Observe and listen to the people
b. What to observe in the community:

 Living condition of the community (type of house, environment, basic facilities such as
electricity, water, etc)
 Ask some basic questions about job. Employment, education, etc
 People’s activities
 The way people communicate
 People’s dynamics
 Community problems
REFLECTION QUESTIONS

1. What strikes you most during the activity?

2. What factors do you think led you to be affected by that experience?
3. What difficulties did you encounter?
4. How were the difficulties addressed?
5. What are your suggestions to make the community visit more successful?

Lesson Purposes and Approaches to

4 Community Action

What’s In

Write a paper entitled, “My assessment of Community_______________. “

Answer the following questions in your paper:

 What is the situation (economic, political, social, ecological) of the community?

 What do you think are the reasons for that situation?
 What do you think are the roots of the situations?
 What possible project could be designed for the community? Why?
Your paper will be evaluated based on the following:

RUBRICS FOR WRITTEN WORK (ESSAY)

Raw Score Indicators

10 Write the essay nicely and it has appropriate content related to the topic.
8 Correct and appropriate but lack of neatness.
6 Wrong use of capitalization, punctuation marks, indention, etc.
4 Incomplete work.
2 Obviously copied the work of others.
0 Not submitting any work.

What’s New

In your own little way, how

do you help make this country a
better place to live in?
Lydia Reyes, Bataan: I help make this country a better place to live in by being a good citizen. Makabawas
man lang sa sakit ng ulo ng gobyerno.

Rico Fabello, Parañaque City: I don’t pity easily. Such emotion gets eaten by lazy people. Instead, I offer
alternatives on how to live better. My advice is cheap.

 Jose Fabello Jr., Cagayan de Oro City: By not being a litterbug, I help make this country a better place to
live in.

What Is It
THE SOCIAL SITUATION
The Philippines is rich in natural resources and in cultural heritage. However due to problems with historical
and structural roots, the country suffers from economic, political, social and ecological issues. This section
provides a brief overview of the social situation.

ECONOMIC
There is a relatively high poverty in the country. Although the economy started to pick up, growth
fluctuates because of environmental problems, political uncertainties and crime rates. Economy fluctuations
affect income improvements and restrain economic development of the people, especially the poor.

ECOLOGICAL
The natural resources of the country have been imperiled by unrelenting exploitation. There I land
degradation remain as a problem of poor families who depend on land. Man-made activities such as logging
and slash and burn that causes deforestation to persist. The equality of water continues to deteriorate and
increase in population results to an increased human encroachment to the country’s natural resources.

POLITICAL
Despite the restoration of democratic political institutions, and the development of participatory and
community-oriented development strategies, the country is still far from a stable, strong and functioning
democracy. Corruption, nepotism, patron-client relations, cronyism persist, and political conflicts persist.

SOCIAL
The social sector remains to face massive challenges in terms of access to basic social services
despite the gains in health, education and nutritional status. The greater challenge is how to expand access to
basic education and health services. The housing issue also persists. The state and magnitude of poverty
affect the marginalized, disadvantaged and the vulnerable.
In any analysis of our social reality, we explore a number of society’s elements, namely, historical
dimensions, structural elements, divisions of the society and interrelated issues. In terms of history, the
question is: Where are we coming from?
Through a scientific moment of historical awareness, the past can be carefully analyzed. As
indicated by Holland and Henriot (1984), the Scientific Moment of Historical Awareness describes social
change according to various stages. Below is an illustration of a relationship that has evolved based on the
situation. Looking at the experience of the United States, there are three stages in the shifting of the forms of
racism concerning black in the country which occurred in the plantation of the economy.

1. The first stage of racism is called paternalism. The main racial conflict occurred between the white
planters and black slave population.
2. The second stage of racism is discrimination. With emancipation, black citizens in the US faced a
new form of racism. They were thrown in the industrial economy where the black labor competed
with white labor and both where at the mercy of white entrepreneurial class. The result was a dual
or two tiered labor market with the black frequently at the bottom holding the lowest paying an
menial job.
 3. The third stage is called marginalization. With a shrinking industrial economy, structural
unemployment is heavily concentrated among non-white. An urban permanent underclass is
developing – a class of people who are isolated from the economic mainstream and ignored.

What about in the Philippines? Where are we coming from? How did history influence the
Philippine social systems and structures? How has it contributed to the social issues that we are
confronting today?
Social analysis looks into the structures of our society, including government, law, education, labor,
church, and family. These structures have to be analyzed and understood in order to address structural roots
of our society’s problems. With the aid of social analysis, we can ascertain the key working structure in a
given situation and move outside personal considerations It is therefore important to look into the economic,
political and cultural structures of the society.

The table below provides the key data per structure that needs to be collected and analyzed.

Structure What to Look Into

Economic The economic structures shape the basic patterns of
production, distribution, exchange and consumption in
a society.
It is important to look into the business and
commercial institutions as well as the industrial and
agricultural sectors.
Related question here are:
1. What type of production do we have? capital
intensive? Employment generating? labour-
intensive?
2. What are the paths of distribution?
Monopolistic? Widely shared?
3. How is the condition of exchange? Interest
rates for loans?
How is the pattern of consumption? Conducive to
waste or to conservation of scarce resources?
Political  In studying the political structures, we look
into the institutional concentration of power
or power with the community.
 Possible areas to study are the formal and
informal structures of the government and
interest groups and social classes.
 Analyzing the political structures would help
us determine where and whom key decisions
are made, how much participation is present,
and thenactment of decisions.
 Cultural Looking at the cultural structures serve as the
institutional bases for the myths and symbols o
society.
The main questions are: What are the dominant
cultural strains in the society and what about the less
dominant strains? What are the psychological effects
of the social dynamics? What about the connection
between the political and economic structures to the
people? Are there efforts to preserve and recover
culture?

The political, economic, and socio-cultural analysis leads to a clearer picture of the social of the
social situation of the community and the country as a whole. The clearer the picture, the more strategic the
interventions are. The process of viewing the different angles of the situation provides community change
agents a good grasp of the social problems and issues which will lead to deeper understanding and more
appropriate action.
In the study of societal divisions, the focus of analysis is the division of society according to class,
ethnicity, religion, geography, race, sex and age. It is necessary to also look into these divisions because
they cause societal disruption especially in the process of social change. It has implications on the
promotion of common good. In some cases, issues such as discrimination promote exclusivity in
development processes. Most often than not, the poorer sectors of the community are the predictable
victims.
In terms of class divisions, important questions are:
 Who makes the decisions?
 Who benefits from the decisions?
 Who bears the cost of the decisions?
Discerning on the societal situation based on the questions posed in the historical, structural and
societal divisions’ perspectives, there is a clear social conflict and breakage in the social fabric. The
structures and systems create a gap between those who have economic and political powers vs
those who have not. There is a clear marginalization and exclusion of people who are living in the
slums, of people who are sick. These poor people consequently are forced to do criminal acts to
survive and to protect their families. There are cases when they are also forced to undertake
activities such as “dynamite fishing” to gather fish but the activity will eventually destroy the
environment.
The situation calls for social change.

REFLECTION QUESTION
Why does poverty persist despite development interventions?

MODELS OF SOCIAL CHANGE

 The situation calls for social change. According to Holland and Henriot (1984), the work for social
justice is largely a work to direct the process towards a social situation more respectful of human rights and
dignity. It requires pastoral actions that promote justice.
Understanding change may come from different perspectives and it is important to appreciate these
perspectives for three reason:
1. To understand the responses taken by those in position of influence and authority to a given
situation. It is important to examine the change employed by those protect the status quo.
2. To help us know our strengths and weakness as change agents. This will make the agents realize
that at different situations, we all tend preserve the system, reform the system or transform the
system. There is a time to preserve, to reform and to transform.
3. To help us to reflect and discern. Are we applying models of social change that promotes social
justice?
Therefore, it is critical to discern the community action strategies and approaches that we apply in the
pursuit of social change.
As identified by Ford (1987) there are three models of social change, including, traditional model, class
conflict model and the interest group model.
The table below provides a brief description of these models:
Models Description
Traditional Structure of Power is concentrated at the top. Bothe the leaders
Patronage and Dependence and the followers compete for patronage and
connection.
This model preserves the status quo and continuous
the process of exploitation and grassroots’
alienation.
Class conflict Model This model portrays a lower class-higher class
relationship. The lower class is the exploited and
the higher class is the exploiter.
Interest Group Model Sees society composed of variety of groups and
organizations coming from the lower strata of the
society, each with common interest and seeks to be
heard and influence policy decisions and actions.
The interest groups come for the different sectors
of the society such as the farmers, fisherfolks, labor
groups, women, youth, and the disadvantaged
sectors, the indigenous people and others.

The process of social change is complicated and long. It requires systemic and personal change.
Systemic change looks into institutional systems and economic, political and socio-cultural structures.
Which structures promote social justice and which structure deepens injustice? What alternative structures
do we offer? Personal change requires looking into the individual’s values and principles. Which values of
the individual are life-giving or life-affirming? Which values contribute in the strengthening of an unjust
society?
 SOCIAL DEVELOPMENT AS A PROCESS OF SOCIAL CHANGE
Social Development (SD) is a key process in social change. This concept has a wide array of
descriptions as it is being used widely by social development workers and advocates. Midgley (2013) made
a review of these definitions. The table below is a synthesis of his review.

DEFINITIONS OF SOCIAL DEVELOPMENT

 The processes by which societies evolve  Meaningful social change that is achieved
from a traditional or ‘primitive’ sate to a when the social structures that perpetuate
modern, advanced level of ‘civilisation’ poverty, inequality and oppression are
(Midgley, 2013, p.3) challenged by ordinary people and
 The adoption of social reforms that would ultimately dismantled. (Midgley, 2013,
modify the harsh effects of social change on p.2007)
vulnerable people (Hobhouse, 1924)  Process by which improvements in social
 Social programmes and policies which well-being are brought about through social
would, as one official document put it, result planning, a variety of legislative mandates,
ni ‘nothing less than the whole process of subsidies, redistributive fiscal policies and
change and advancement of a territory, the activities of social sectoral ministries
considered in terms of the progressive well- responsible for education, health, housing
being of society and the individual’ (United and social services (Midgley, 2013, p.8)
Kingdom, Colonial Office, 1954, p.14)  Process that results in the ‘improvement of
 The development of the capacity of people the quality of life of people … a more
to work continuously for their own and equitable distribution of resources … and
society’s welfare (Paiva, 1997 p.23) special measures that will enable marginal
 Process that brings about’an integrated, groups and communities to move into the
balance and unified social and economic mainstream’ (Pandey, 1981, p.33)
development of society, and one that gives  Human (social) development is a process of
expression to thevaluse of human dignity, promoting freedom by ‘enlarging people’s
equality and social justice (Omer, 1979, choices’
p.15)  (UNDP, 1990, p.3)
 Planned and directed change that ‘enables  A process of planned social change designed
people to achieve greater happiness, to promote the well-being of the population
satisfaction and a peaceful life (Snigh, 2008, as a whole within the context of a dynamic
p.2) multifaceted development process (Midgley,
2013, p.13)

From the definitions cite above, several key concepts emerge. Most of the definitions describe
social development as a process of social change or development. The social change described in the review
aims for various things like individual and social welfare, the advancement of fundamental freedoms, and
social justice, among others. Moreover, the authors’ prescribed means in attaining theses social ends vary
from economic and social program, to capacity building of people, legislation and structural change.
Penullar (2015) capturing the several elements of various definitions proposed the following
description of SD:
“The process of planned and life-affirming social change aimed towards a society where
everyone is liberated an where everyone achieves fullness of life”.
 In this description, life-affirming infers that all community development interventions have to be
life-sustaining, and as such much forbear violent modes of realizing social change. Liberation, on the other
hand, requires the exclusion of al structures and processes that cradles human suffering, while fullness of
life or abundant life as indicated by Penullar (2015) and cited by (Bufford (1991), may be viewed as
“comprehensive wellbeing, wellbeing in the social, emotional, physical and spiritual dimensions of lif.
“Penullar (2015) further pointed out that, operationally, SD means to denounce and work towards the
elimination of unjust social practices and systems, promote participation of the underrepresented and
implement life-giving interventions.

REFLECTION QUESTIONS

When does a community process of change become life-affirming and liberating? Do you embrace
such principles? Why or Why not?

COMMUNITY DEVELOPMENT AS A PROCESS FOR COMMUNITY ACTION

This section provides a community-based approach in social change. It offers a more focused and concrete
means of community action. Generally, community development (CD) is defined as a process wherein
community members come together to take collective action and generate solutions to common problems
and pursues community wellbeing (economic, social, environment al and cultural). Ford (1987) outlined
and described significant features of CD. These are summarized in the table below:
Features Characteristics
Build Community CD facilitates in building community capacity to
Capacity address issues, find common ground and balance
competing interest. It is a process which requires both
a conscious and conscientious effort to do something.
Builds Community CD is about community building where the process is
as important as the results. The challenge lies on the
balancing of long-term solutions and short-term
actions.
Linked with Community Work CD involves networking and linkaging non-
and Planning government organizations, universities, and
government institutions to advance the local
community well-being.
Empowers individuals CD process, through community building and
and Groups community organizing, empowers individuals and
groups by providing them with skills they need to
effect change.
Strengthens the CD emphasizes self-help, mutual support, capacity
Community development and
Neighborhood integration, and promotion of collective
action.
Strengthens Civil CD strengthens civil society through prioritization of
Society community actions and aligns their perspectives in the
development of social, economic, and environmental
policy
 Builds Active CD strengthens the capacity of people as active
Citizenship citizens through their community groups, organization
and networks; dialogue with the citizens to shape and
determine change in their communities; play an
important role in supporting active democratic life by
promoting the voice of the disadvantaged and
vulnerable communities.
Supports CD helps the people to recognize and develop their
Establishment of ability and organize themselves to respond to common
Strong communities problems; supports the establishment of a strong
community that control and use assets to promote
social justice and improve the quality of community
life.
The features of CD signify life-affirming and liberating processes. It embraces values and
principles that preserves human dignity, empowers the voiceless, capacitates the weak, and provides
opportunities for the least, the lost and the last. It is a model of social change and community action
that promotes community power. With this claim, CD appears to create hope among the
disadvantaged and marginalized. It has to be pointed out, however, that this is not an easy task. The
work of CD is long, tiring and challenging. It calls for commitment and passion in order to sustain this
work for social change. Furthermore. For (1987) suggests that for community development to be
effective, it has to be a long-term endeavor, well planned, inclusive and equitable, holistic and
integrated, initiated and supported by the members and grounded in experience. CD workers are
aware that managing social change is not a quick-fix response to community issues. It is a process that
solicits participation, dialogue, reflection and action. The table below presents three significant forms
of action in CD which was identified by Gilchrist and Taylor (2011):

Forms of Actions Description

Collective Action Cit is the process of finding the power of

combined voices and determination; mobilizing
people acting for their mutual benefit or to
champion the interest of those who cannot stand
up for themselves

Informal Education Learning that takes place predominantly through

direct involvement in community activities

Organization Development Help groups and bodies by helping them enable

the members to achieve their goals; and to be
accountable to the membership and wider
community.
REFLECTION QUESTION
What are the requirements for an effective community development?

What’s More

Activity 4: Paghahambing
Objective: To compare your point of view before and after a community exposure.

Instructions:
1. Review and reflect on your community exposure experience
2. Remember significant events in the community which is striking to you and affected your
view on five areas: your Self, the Partner Community Organization, the Community, the
Environment and Poverty
3. Answer the following questions:
 How do you see yourself in view of the five areas?
 Compare your viewpoints before and after the immersion.
 Write your answers in the table below.

Before the Exposure Areas After the Exposure

Self

Sector of your
Partner community

Community

Environment

Poverty

REFLECTION QUESTIONS

Is there a difference between your viewpoints before and after the exposure? What are the
differences? What are your insights?

What I have Learned

The Topic was about __________________________________________

It Matters because ____________________________________________

 What I can do

Get a chance to become as creative as you can, and this might lead to the birth of some of the
most unique digital challenges one has ever seen!
Try at least one challenge from Mrs. Gavia’s bucket list 😊
 Linis Bahay challenge
 Linis Banyo Challenge
 Linis Kalikasan Challenge
 Linis Ilog Challenge
 Linis Bakuran Challenge
 Linis Barangay Hall Chalenge
 Pet Paligo Challenge
 Alay kapwa Challenge (a simple cup of coffee will do 😊)
 Trashtag Challenge

You can upload your favorite 3-5 photos that best show the story of your project/challenge.
Choose photos that show the creativity, impact, and fun of your project. I’m especially looking for
action and candid shots that communicate the energy and enthusiasm of young people in service
or before & after photos that show the difference your project made. Please select and upload
your favourite 3-5 photos or short videos that best show the story of your project. Goodluck and
have fun 😊