U2 Lecture 2 NSTP KNOWING YOUR COMMUNITY

U2
Knowing your
Community
Unit 2: Knowing Your Community 2.1

Unit 2 concept map
This map represents the core concepts that we’ll be covering in this unit,
and the relationships between them.

Study organiser
Before you begin this unit, please check through your study organiser. It shows the
topics that we’ll be covering, the skills you need to acquire (the learning outcomes)
and the activities you’ll do to help you acquire these skills.
Topic Learning Outcomes Activities/Readings

 draw a map of your community Activity 2.1
Community Map
 list and describe the resources Activity 2.2
and services available in your
community
 discuss how these resources &

services enhance development
– physical, cultural, knowledge- based
resources and services
 identify the social structure or

governance arrangements of
your community
 identify the social, economic Reading 2.1

Social Factors and cultural factors or features
of your community Reading 2.2
 demonstrate how these factors Reading 2.3

affect community development
Activity 2.3
Activity 2.4
Activity 2.5
 identify the roles of women in Activity 2.6

Women’s role in the community
development Reading 2.4
 describe the difference
between women’s role and Activity 2.7
gender
You should spend

approximately 2 hours a day
on this unit.

Introduction
In this unit you will learn more about the nature of a community so that you are
familiar of the different aspects of a community that you will work in. Failure to
understand a community will deny you credibility and make it difficult for you both
to connect with community members and to communicate and implement
community initiative or intervention. Therefore it is very important that before you
start with any community assessment, it is important to start finding out as much as
possible about the community you will work in. You won't necessarily look for this
information in the order given here, although it's a good idea to start with the
following:
Its physical and geographical characteristics, social structure, governance structure,

cultural factors, economic capabilities and resource available to name a few.
Apart from the information that you will gather from the results of the physical
resources as mentioned above, anything we do in a community requires us to be
familiar with its people, its issues, and its history. Carrying out an intervention or
building a coalition is far more likely to be successful if you are informed about the
culture of the community and an understanding of the relationships among
individuals and groups within it. In this unit you are also going to learn about the
roles of women in the community and an understanding of gender roles and how it
can contribute to community development..
Community Mapping
In Unit 1 we noted that the village was a
type of community. It is the most common
type of community to be found among the
Pacific islands.
Unfortunately, it is rare and difficult to find
up-to-date maps of villages as there did not
seem to be a need to produce them in the
past. Maps of the world, the continents,
countries and big cities have been
developed mainly for commercial reasons.
If we want development at village level,
then maps are essential for various
purposes.
A single map of a single village can give us its geographical and spatial
arrangements and uses. If such entities as the churches, rivers, farm sites, houses,
community hall, shop and bus shelter of the villages are included, the situation and
circumstances of the village become very clear. An overall impression of the village
situation can then be revealed and formed.

Maps will also help us to learn about the resources that are available in and around
our community. In this way they are useful in helping us to plan for further and
future developments with regard to site and suitable locations for these development
activities. Mapping also helps our visitors to become familiar with our village site,
location of the various houses and other building structures and other important
information needed to provide the right directions to the village.
Look at the map Namelimeli village on the next page. This village is located in the
province of Namosi on the main island of Viti Levu in Fiji. On the map you will note
various important features of the village that will give you an idea of the physical and
social make up of the community:
Namelimeli Village in the province of Namosi, Vitilevu, Fiji

Source: Community Education Training Centre students worksheet

Activity 2.1
Mapofyourcommunity
With reference to your findings in Activity 1.1, sketch the map of your community in the space provided.
App used: Adobe

What i s a community asset?
A community asset (or community resource, a very similar term) is anything that can be
used to improve the quality of community life. And this means:
 It can be a person -- The stay-at-home mom or dad who organizes a

playgroup. The church member who starts a discussion group on
spirituality. The firefighter who's willing to risk his life to keep the
community safe. These are all community assets.
 It can be a physical structure or place -- a school, hospital, church,

library, recreation center, social club. It could be a town landmark or
symbol. It might also be an unused building that could house a
community hospice, or a second floor room ideal for community
meetings. Or it might be a public place that already belongs to the
community -- a park, a wetland, or other open space.
 It can be a community service that makes life better for some or all
community members - good public transportation, early childhood
education center, community recycling facilities.
 It can be a business that provides jobs and supports the local economy.
 You and everyone else in the community are potential community assets.
Everyone has some skills or talents, and everyone can provide knowledge
about the community, connections to the people they know, and the kind
of support that every effort needs - making phone calls, stuffing
envelopes, giving people information, moving equipment or supplies -
whatever needs doing. This suggests that everyone in the community can
be a force for community improvement if only we knew what their assets
were, and could put them to use.

Why should you i dentify community assets?
 They can be used as a foundation for community improvement.
 External resources (e.g., federal and state money) or grants may not be
available. Therefore, the resources for change must come from within
each community.
 Identifying and mobilizing community assets enables community
residents to gain control over their lives. People can become active
shapers of their own destinies, instead of passive clients receiving services
from a variety of agencies.
 Improvement efforts are more effective, and longer-lasting, when
community members dedicate their time and talents to changes they
desire.
 You can't fully understand the community without identifying its assets.
Knowing the community's strengths makes it easier to understand what
kinds of programs or initiatives might be possible to address the
community's needs.
 When efforts are planned on the strengths of the community, people are
likely to feel more positive about them, and to believe they can succeed.
It's a lot easier to gain community support for an effort that emphasizes
the positive - "We have the resources within our community to deal with
this, and we can do it!" - than one that stresses how large a problem is and
how difficult it is to solve.
Community Social Structure

You would by now have a fair idea on how things are being organized or run in your
community. This is what the term ‘being governed’ means. It also refers to the social
structure of the community. The process of how the community is being
organized/structured and run is called ‘governance’.

Activity 2.2
CommunitySocialStructure
Social structure of Savu village in the province of Tailevu, Fiji
Turaga ni Yavusa -Chief Mataqali/Clans
Matanivanua/Spokesperson Rokatabutabu
Cola Sau/Warlords Burenivalu
Bete/Priests Nabulula
Source: CETC Students Community Outreach files
Study the social structure of the Savu village and answer the following question.
1. Identify who has the most power or who makes key or important
decisions in Savu village?
The village chief, sometimes referred to as the "Kepala Desa," is the most influential figure in the
community of Savu. The Kepala Desa is the person in charge of making important choices on
behalf of the village. These decisions can include deciding how village resources are used,
mediating disputes amongst villagers, and organizing events for the community
2. The four level structures gives a fair idea that decisions can be made at
these levels. The arrows only go in one direction that is from top to
bottom.
Does this mean that those at the bottom cannot direct decisions to those above them?
no, not at all. Because being below is not a bad nor a good thing but at least you are part of that
community.

3. In the space provided, draw the social structure of your community
beginning with the most senior person or persons, and showing how they,
and the rest of the community link up together to form a social structure.
As you are drawing your diagram, make notes about the relations and
responsibilities of community members based on age, gender and social
status.
4. Is there a difference in your community social structure to that od Savu

village?
Yes, as for my community, there are many different kinds of individuals and many different
religions in the globe. A number of individuals subscribe to various worldviews, including

atheism, communism, nationalism, etc. These ideals are at the root of the demonstrations that take
place in a number of different nations. Now, in addition to leading to protests, these religious
convictions can occasionally result in physical conflict. There are many different sorts of belief
systems, but the one that is most prevalent is religious belief. Individuals who hold the same
opinions are more likely to live in close proximity to one another and discuss their perspectives on
a variety of issues. People might be said to reside either in a community or in a society. So, what
are some of the ways in which they are different from one another? What are they trying to say?
These are questions that could come up in our heads. Thus, let us start with the most fundamental
interpretation of these concepts.

Social Factors
We live in a society where many factors affect our life style. These factors are called
Social Factors. Some are more specific and are referred to as sociocultural or socio-
economic, socio-demographic, or socio-political factors. In this unit, we refer to them
as social factors.
Some important social factors are:
1. Religion
2. Ethnicity – culture and traditions
3. Family
4. Physical attributes (Skin color, Body type etc)
Economic Status
5. Education
6. Locality (where you live, type of neighbors etc.)
7. Life Partner and Children
8. Political System (Democratic or Socialist etc)
Some social factors can be the cause of biased or unacceptable behavior like treating
people based on their religion, gender or ethnicity etc. Some of these factors will be
discussed briefly in the next two units.
Reading2.1and2.2
Now turn to Reading 2.1: Increasing social problems in urban areas in the Pacific
and Reading 2.2: Socioeconomic factors.
Activity 2.3
The following question is based on Reading 2.1 andRea

ding2.2.
1. List and explain social and economic factors that affect community development.
Discrimination

Sometimes a country's sociocultural norms operate as a handicap to its economic
development. One of these is bias or discrimination. The entire output of a country can
take a hit if particular populations are treated unfairly. This could refer to a specific
ethnic group, linguistic minority, or social class. Population The population crisis is
intrinsically tied to the position of women. Women who value remaining at home and
raising a family more highly tend to have more children than women who pursue paid
employment outside the home. Culture The importance of women in commerce, trade,
and development is something I've already touched on, but culture can also have unseen
consequences. Although though China is a superpower now, it was the most advanced
nation in the world throughout the Middle Ages.

Cultural Factors
Culture encompasses the set of beliefs, moral values, traditions, language, and laws (or
rules of behavior) held in common by a nation, a community, or other defined group of
people. Culturally determined characteristics include: the language spoken at home;
religious observances; customs (including marriage customs that often accompany
religious and other beliefs); acceptable gender roles and occupations; dietary practices;
intellectual, artistic, and leisure-time pursuits; and other aspects of behavior. For
example in Fiji and in other nations with different immigrant populations, there is a
wide range of cultural diversity, religious beliefs, customs, and values, reflecting the
scattered origins of its people with considerable variation still remaining distinguishing i
taukei (native Fijians) and Indo-Fijian (Indian origin), Christians and non-Christians etc.
Reading2.3
Now turn to Reading 2.3: Culture and Conflict. (LeBaron, M., 2003)
The young men in this

photograph are mixing kava
which is used by many Pacific
Islands for formal ceremonies
such as the welcome of important
visitors to the community or the
installation of a chief or village
leader
Source: CETC community Outreach photos
Activity 2.4
CulturalTraditions
1. Identify some of the more prominent/popular cultural traditions in your
community.
 Use of "po" and "opo" to the elder and older people
 Pagmamano to elder in the family

 Wearing polka dots in new year
 Eating pansit for long life
 Loud noise to drive off evil spirits
 Being hospitable to other people mostly to visitors
 Family Bonding
 Bayanihan

2. External influences can break down the local cultural traditions, and it
often requires a deliberate community strategy if they are to be retained.
As with other aspects of community development, there can be no simple
recipe of how this can be achieved.
Identify and list the significant components of your cultural heritage that you feel is
disappearing and worthwhile to be preserved. Talk to other people in your community
especially the older members and ask them what they feel about traditions that are now
at risk because of the impact of outside forces and modern developments. Which of
these do you think need to be preserved and why?
Culture, it is believed, reflects a nation. Learning about a country's culture is like getting to know
its people and customs. Whether or whether a culture is beneficial, if the people of a country have
adopted and incorporated it into their way of life, then it will be preserved and handed on to future
generations. Festive Occasions The Filipinos celebrate with feasts frequently throughout the year.
Since most of these festivities have their roots in Spain, they typically incorporate some sort of
religious ritual. The Spanish colonizers brought with them several new religious and cultural
celebrations, including the now-famous Sinulog Festival, the Traslacion (Black Nazarene), Flores
de Mayo (May Flowers), and Santacruzan
3. List and discuss cultural factors that affect community development.
The degree of your education has a correlation to your physical well-being. Good health choices
start with knowledge, and knowledge comes with education. Higher literacy rates are associated
with longer lifespans. They are more likely to engage in preventative healthcare behaviors such as
regular exercise and doctor visits.
A higher income is associated with better health and a longer lifespan. They tend to settle in
peaceful communities. They have easier access to supermarkets, and so to nutritious food options.
They tend to have easier access to secure areas where they can work out or pursue other interests.
Those on the lower end of the income spectrum tend to congregate in poorer neighborhoods.
Poor health is more likely to result from the stresses they experience. They may have less time to
exercise or be physically active, be housed in less secure environments, or have greater difficulty
obtaining nutritious meals. Health insurance and medical care can be too expensive if your
income is poor. As a result, this may change how frequently you see a doctor, if at all. Your health
can be negatively impacted by this.
The condition of your home can have a major effect on your overall health. Poor living
circumstances are associated with an increased risk of disease and illness. Your health can be
negatively impacted by conditions like those mentioned above, as well as others including
structural damage, mold, and the presence of harmful chemicals. Your home should be a place of
refuge, free from dangers like these. When a home is secure, it can improve residents' well-being.
Living conditions aren't just about the house itself; the environment around it can have a
significant impact on your well-being as well. For both kids and adults, being able to play outside
and get some exercise is much more important than worrying about being shot at or exposed to
harmful chemicals.
Affordability of health care

The inability to get to a doctor because of a lack of transportation is a real problem. Some people
just cannot afford it, while others do not understand it. A person's health care needs may go unmet
or be delayed due to any of these factors. When people are unable to access necessary medical
care, it can have devastating effects on their wellbeing.
Economic f eatures o f a community
Every community engages in some form of economic (or money-making) activity in

order to survive and to earn money for commodities (goods) and services that they are
unable to produce or provide in the community such as clothes, certain processed food
items such as sugar and flour, and services such as education and health. Some of these
activities are run by families or by private companies or at times by some government
funded enterprises. Some economic activities use natural resources belonging to the
community or use assets or people from the community.

Activity 2.5
Economic Features
1. What commodities (goods) and activities (services) bring money into your
community/country?
We have both privately owned and publicly owned products in our community. Goods
that are considered private include corn, vegetables, fruits, and coffee beans. There is
fishing available on the water.
2. What is the main economic activity in your community/country?
There are three basic economic activities in my town, all of which are considered primary
activities. Agriculture, logging, and mining are some examples of these. Many people continue to
rely on agriculture for their subsistence and do so on tiny farms. They are only capable of
growing enough food to supply the farmer, his family, and his animals with nourishment. The
yield is the quantity of food that can be cultivated on a specific area of land, and it is typically
quite low. This is because subsistence farmers typically have lower levels of education and less
money available to spend on farming equipment. Famines are sometimes brought on by
droughts and other causes. In areas with low yields, the clearing of forest can make way for new
land on which more food can be grown. This may result in better nourishment for the farmer's
family, but in the long run it may be detrimental to the health of the country and the
environment in which it is located
3. Identify the key people (men, women, overseas groups, family group)
involved in key economic activity in your community. Do you notice
anything about the people who are involved? Are they mostly women? Are
they from a family group, a particular race, or are they from different levels
of your community?
There are mostly men in my community. If you are a member of a men's organization, such as the
National Association of Men or the Men's Health Network, you will have access to a forum in
which men's problems are discussed and assistance is provided. Joining a men's organization can
be one of the best choices you make in your life, regardless of whether you are in the midst of a
protracted court battle fighting for your rights or you simply feel the need to be a part of an
organization that cares about gender equality and men's liberation. Joining a men's organization
can be one of the most rewarding decisions you make

4. In your community, list and discuss economic factors that affect and promote
community development in your community.
Most people in positions of power in economic development hope to attract new community new
jobs to their area. But, there are times when it feels impossible to get things done, especially when
resources are scarce. But, there may be a solution. Even though this may be accurate, remarks like
this oversimplify a complicated problem. Several factors contribute to or detract from a region's
economic prosperity. It's natural to feel anxious when the largest local employer is having
financial difficulties, but keep in mind that very few firms fail during their first year of operation.

5. Use the table below to make a list of resources that are found in your
community (under the headings of “natural” and “human”. Also make a
list to determine whether they should be goods or services.
Type of economic activity Resources

Natural Human
Goods Bananas, mangoes Farmers and fisherman
Services Church Choir Church youth group

providing land mowing for
a fee
6. Describe how these resources are used for the benefit of the community.
For example; local crops can be sold in the local and regional markets.
Mangoes have several uses in different cuisines. Bengali culture includes the practice of pickling
unripe mangoes. Indian cuisine likewise makes extensive use of them in its primary dishes.
Mangoes can be consumed in their raw form or utilized in a variety of culinary applications such
as jams, compotes, and juices.
Bananas are another food item that originally came from India and Southeast Asia but is now a
staple in practically every household around the globe. These only last about 5 days before they
go bad from being stored at room temperature.
Raw, blended, or baked goods can all benefit from its inclusion.
To put it simply, bananas now are not the same as bananas of yesteryear. A few decades ago,
bananas still had their seeds and were somewhat smaller. After a modification to the original wild-
type banana in the first century, the domestic banana became widely distributed.
7. What services or goods or other factors that is missing but do affect

economic development in your community?
I think the plan with regards to disaster risk management. Because I notice in my community, our
government is not well-prepared.
In response to the answers to Activity 2.4, you may list factors that contribute and
negatively affect the economic development of your community. You may have come
up with factors that affect women’s role in community development.
The next section deals with women’s role in community development. Women’s role in
community development is important because a community is only fully empowered if
all its members are empowered, supported and acknowledged.

W o m e n ’ s r o l e in d e v e l o p m e n t
Women have been a largely untapped resource within development spheres, particularly
their economic contribution to Pacific Island economies. Much of the work carried out
by women occurs in the home and/or community setting and often goes unrecognised
and unrecorded in national planning and statistics. The majority of business enterprises,
which women undertake, are labour intensive, with little profits.
Women often face difficulties in juggling their reproductive, economic and social
responsibilities and there is little opportunity to improve this situation. Unless women
are healthy and able to cope with their daily burdens their contribution to their family
and the nation is severely limited. Therefore, there is a large percentage of the region
underutilised economically, with few opportunities for improvement.
However, women’s roles are changing and they have to become more involved in the
cash economy, especially as governments are undergoing structural changes with job
opportunities becoming less. As women are natural producers and marketers, there is a
need to focus resources on improving the situation of their capacity to produce and
generate income to contribute to the standard of living of their families, to the
community and generally to the development of the country. This is termed the
economic empowerment of women. There is a need to offer opportunities to women
who have a diverse contribution to make to families, communities and the economy.
Women’ s r o l e and Gender

Gender: is a term which refers to the characteristics and roles that society defines for
men and women. It determines how we are perceived and expected to think and act as
men and women because of the way society is organised, not because of our biological
differences.
Gender includes:
Roles - What we think men and women should do?
Stereotypes - What we think men and women should be like?
Values - What we think is good for a women or man?
You would already have some understandings of the difference between ‘gender’ and
‘sex’. Read the summary of the difference in the caption below:

GENDER SEX
Sociallyconstructe Biological
d we are born with it,
We are not born with it; hence hence it cannot be
it is Interchangeable & varies changed
among Cultures
Gender roles are not Sex roles are fixed – e.g.
fixed men cannot bear
children
Gender Roles
The cultural beliefs and values in the Pacific which are closely identified with the
people are used to maintain law and order, influence gender roles. For example, men are
traditionally assumed to be the breadwinners and women to remain at home and take
care of children and the household.
Changing roles and values have emerged especially with contact to other countries.
Understanding the issue of gender will help realise that this understanding will enhance
and strengthen the culture and values, as it considers and strengthens the relationships
between men and women and the family.
To empower women does not mean reducing the traditional powers of men; it
means working alongside men, without discrimination or victimisation.
Empowerment can be facilitated through the consideration and integration of
gender dimensions into development processes.
TypesofGenderroles
Gender Roles are grouped into three types:
 Reproductive roles – as it is women’s biological capacity to give birth, it

is often assumed that child rearing and household maintenance is also
women’s role;
 Productive roles – informal economic activities often carried out by

women, are often not considered productive, yet they contribute to
society;
 Community roles – social or leadership/membership roles of women and

men in the community. Men usually dominate in leadership and political
roles, whereas women usually perform service oriented or cultural
activities.
The key to discussion of gender roles is the gender division of labour – noting the
different tasks carried out by men and women. This differs between cultures, and even
within cultures, such as from rural to urban communities, e.g women’s role in farming
across the Pacific differs, role of women in the city is different from in the rural areas
and outer islands.

Activity 2.6
Gender Roles in your Community
1. Women’s traditional roles included housework, collect herbal medicines,

plant crops (in some cultures), make handicrafts and on-shore fishing.
Can you identify what some of these traditional roles are in your community? In the
table below, identify new roles that women play now in your community under the
words ‘traditional’ and ‘new roles’?
Traditional Roles New Roles

not equal to that of a man. Leader
While women are expected to be Independent
nurturing
Women cook at home Education
Sensitive Can earn money

Behavioral norms Job selection
Housewife economic participation
Clothing style
2. From the list and your understanding, explain how your culture influences
some of the gender roles in your community and other Pacific islands?
Cultural norms shape how people form and sustain relationships. … Personality traits: How and if
you place value on characteristics like modesty, self-respect, politeness, and assertiveness is
shaped by your cultural background. The ways in which people cope with adversity and how
comfortable they are leaning on others vary from culture to culture. The geographical and
ecological factor is a natural or a physical factor. The climate or rainfall, attitude of the place,
closeness to the sea decides the culture and lifestyle of the people. Any change in the physical
features will automatically lead to a change in their culture, habits and way of living.
Gender i ssues
Gender issues are issues which consider the conditions and position of men and
women in society. If there are differences in opportunities, roles and situations
between men and women, including participation in decision making in your
community, gender issues arise.
These issues are influenced by:
 Unequal access and control over resources such as land, education and
training, decision making and finances;
 Unequal access and control over benefits generated from resources and
development initiatives;
 Gender division of labour within families and communities

influence health, social and economic conditions of men and women;
 External factors, which influence gender relations and access and control
over resources and benefits.

Reading2.4
Now turn to Reading 2.4: An Outer Island Community Story
Activity 2.7
ThefollowingquestionisbasedonReading2.4.
1. What could be the reasons that did not enable the women to meet their
commitments?
Recent months have seen an interesting shift in the discussion of women's rights and the role of
women in society. The old voices of women's liberation, clamoring for equal rights, have begun to
be heard above the whining of feminism, with its invocations of victimhood and of women's
special status.
An oversimplification, perhaps, but the two categories are still easily distinguished. When the
women's movement began, its goal was to grant women the same political, economic, educational,
and social rights as men. Like with any social movement, there were those on the far end of the
spectrum who refused to acknowledge any fundamental differences between the sexes and
displayed an alarming lack of sense of humor. Most of the public attention was focused on the
movement's smaller elements, such as the questioning of chivalrous acts like opening doors for
women. Most of us eventually found a non-ideological middle ground, one in which women aren't
constantly reminded of their difference every time they walk into a room, step out of an elevator,
or sit down at a restaurant, but where politeness permits the occasional gracious act—and allows
women to reciprocate.
2. Relate this story to your own experiences.

The one lady who doesn't feel the need to bring up women's issues is the one I've always aspired
to be.
I've always aspired to be the kind of businesswoman who never gets the term "women in
business" attached to her title, but who is universally regarded as a wise leader and formidable
opponent nonetheless. For as long as I can remember, my dream has been to be the self-reliant
female business owner who doesn't need handouts from the government. For as long as I can
remember, it has been a personal goal of mine to shatter the stereotype of the hard-working,
career-focused woman. I've always aspired to be that confident and capable female who can stand
her ground when necessary. One of my lifelong goals is to be that woman who never sheds a tear
while on the job.
To be the kind of woman who laughs off references to her femininity has always been an
aspiration of mine. I've always aspired to be the kind of girl that wouldn't notice being the only
girl around, even if she was. For as long as I can remember, I've yearned to be the woman who,
without compromising her femininity, could hang out and drink with the boys. My lifelong goal
has been to be the woman who can speak frankly to men without "giving the wrong impression."

Summary
In this Unit, we focused on how communities are organized, within this organization,
members have responsibilities based on their gender, age and social status. These
responsibilities contribute to the development of the community especially in how
resources are used for economic benefits. In this way, the community is able to survive,
to grow and to develop as a community.
We also identified various social and cultural and economic practices that affect
community development. We also identified those practices that are hindrances to the
development of our community and discussed whether these should continue to be
preserved in the interest of progress given the realities of life today.
References
Increasing social problems in urban areas in the Pacific. [Online]
Available at: http://www.unescap.org/huset/pacific/pacific1.htm#1g
[Accessed 18 June 2013].
Definition of socioeconomic factors eHow.com . [Online]

Available at: http://www.ehow.com/about_5370269_definition-socioeconomic- factors.html#ixzz15
LeBaron, M., 2003. Culture and Conflict [Online]

Available at: http://www.beyondintractability.org/essay/culture_conflict/
[Accessed 17 August 2013].

Feedback on Selected
Activities
Activity2.2
Social Factors:
Religion
Ethnicity
Family
Physical attributes (Skin color, Body type etc)
Economic Status
Education
Locality (where you live, type of neighbors etc.) Life
Partner and Children
Political System (Democratic or Socialist etc)
Activity2.3
1. Samoa –tattoo, Vanuatu –land diving, Fiji – fire walking, Solomon –
Dowry system
2. Gender inequality which allows only men to speak during community

meetings and decision making process.
Activity2.4
Natural – land, sea, forest,
Human – labour, management/skills, capital
1. to develop and export products made from these resources to fund
development activities and projects for the people
2. infrastructure (road, power, bridge, buildings), post office, police posts,
communication, transport, shipping, shops, schools, hospitals, etc

Glossary
Start to develop your own glossary in this unit by completing the following table,
filling in the terms that relate to the given definitions. Some terms are defined for you
but you can try the rest.
Key terms Definitions
the set of beliefs, moral values,

Cultural factors traditions, language and laws held in
common by a community or nation.
Gender is a term which refers to the

characteristics and roles that society
defines for men and women.
Gender division of labour noting the different tasks carried out by

men and women.
Gender roles what we think men and women should

do
Gender stereotypes
Gender values

R e a d i n g 2 . 1 Increasing social problems in urban areas in
the Pacific
Available at: http://www.unescap.org/huset/pacific/pacific1.htm#1g


Various institutional, cultural and social factors affect the nature and pace of the
adaptation from village to town living. The national development process in the Pacific
involves the movement of people from villages and outer islands to urban or town
centres.
In urban areas there is a lot of pressure on the traditional social value systems
developed over centuries. These traditional leadership structures continue to serve
well in the rural areas but in the urban settlements family and clan-based authority
systems are breaking down. The social disruption caused by the division of families
between urban and rural areas and the loss of traditional "safety nets" has
contributed to higher levels of divorce, single parent families and a rise in domestic
violence. Insecurity and rapid urban growth have caused tensions even conflicts
between migrant groups, landowners and urban authorities.
Unemployment is one of the major problems associated with urbanization in the Pacific.
Many employment policies and programmes stress formal sector jobs instead of
improvements in the subsistence or informal sectors in local communities. The growth
potential in the small business sector remains undeveloped. In Port Moresby, up to one
third of the urban population is seeking work and in other urban centres of Papua New
Guinea unemployment is more than 10 per cent. The numbers of the unemployed are
rising as new batches of the younger generation join the workforce (Connell, 1999).
Unfulfilled expectations of the urban settlers have spawned alcohol and drug abuse,
family violence and -
- what has become the most publicized social problem amongst youth gangs in most of
the Pacific urban centres. Unemployment is also one of the causes of the rising
incidence of crime in the large cities.

Reading 2.2
Socioeconomic factors
Definition of socioeconomic factors eHow.com . [Online] Available at:

http://www.ehow.com/about_5370269_definition-socioeconomic-
factors.html#ixzz15 [Accessed 18 June 2013].

Socioeconomic factors are the social and economic experiences and realities that help
mould one's personality, attitudes, and lifestyle. The factors can also define regions and
neighborhoods. Law-enforcement agencies throughout the country, for example, often
cite the socioeconomic factor of poverty as being related to areas with high crime rates.
Education- Among socioeconomic factors is education. One's level of education can

shape how he or she views the world and can contribute to social growth. It can lead
to increased earning capacity, which in turn can contribute to quality- of-life issues.
Education also can contribute to decision-making processes that alter the paths
people take in life.
Income and Occupation- One's income and occupation are factors that can contribute
to socioeconomic status. A career in medicine, for example, places a person in a higher
income bracket, while also making that same person part of a social class of doctors,
nurses and other medical-profession peers. In society, we often are judged by what we
do and what we earn. When getting to know someone, the question of what we do for a
living often is among the first addressed.
Place of Residence -From the type of house we live in to the region and neighborhood
in which we reside, place of residence is another leading socioeconomic factor. For
better or worse, neighborhoods often group us socially among people with similar
incomes and often similar backgrounds. For instance, at points in history, entire
neighborhoods have been established around factories or mills for purposes of housing
employees. The city of Gary, Indiana, for example, rose to prosperity around the steel
mills on the shores of Lake Michigan. And when the steel industry began to take a turn
for the worse in the late 1970s and early '80s, the neighborhood structures of Gary
began to crumble, and poverty and crime set in.
Culture/Ethnicity -Culture and/or ethnicity also are socioeconomic factors that can
contribute to our thoughts and attitudes. Both can have an impact on how people are
raised, their core values, and their sense of family and tradition. The history of one's
ethnicity, special holidays, and cultural beliefs are all things that can be passed down
between generations and shape individual identities.
Religion -Often closely tied to culture is the socioeconomic factor of religion.
Whole social networks are built around churches, temples and mosques. From
church barbecues and football games to overseas missionaries and outreach groups,
religion plays an important social role in the lives of many.

R e a d i n g 2. 3
Culture and Conflict
LeBaron, M., 2003. Culture and Conflict [Online]

Available at: http://www.beyondintractability.org/essay/culture_conflict/
[Accessed 17 August 2013].

Cultures are like underground rivers that run through our lives and relationships,
giving us messages that shape our perceptions, attributions, judgments, and ideas of
self and other.
Cultures are more than language, dress, and food customs. Cultural groups may share
race, ethnicity, or nationality, but they also arise from cleavages of generation,
socioeconomic class, sexual orientation, ability and disability, political and religious
affiliation, language, and gender -- to name only a few.
Two things are essential to remember about cultures: they are always changing, and they
relate to the symbolic dimension of life. Cultural messages from the groups we belong
to give us information about what is meaningful or important, and who we are in the
world and in relation to others -- our identities.
Cultural messages, simply, are what everyone in a group knows that outsiders do not
know. They are a series of lenses that shape what we see and don't see, how we perceive
and interpret, and where we draw boundaries.
How culture works

Each of us belongs to multiple cultures that give us messages about what is normal,
appropriate, and expected. When others do not meet our expectations, it is often a sign
that our cultural expectations are different. We may mistake differences between others
and us for evidence of bad faith or lack of common sense on the part of others, not
realizing that common sense is also cultural. What is common to one group may seem
strange, counterintuitive, or wrong to another.
Cultural messages shape our understandings of relationships and of how to deal with the
conflict and harmony that are always present whenever two or more people come
together. Writing about or working across cultures is a challenge, but not impossible.
Here are some challenges in working with cultural dimensions, and the implications that
flow from them:
Culture is multi-layered -- what you see on the surface does not tell the differences
below the surface.
Culture is constantly in flux -- as conditions change, cultural groups adapt in dynamic

and sometimes unpredictable ways. Any attempt to

understand a group must take the dimensions of time, context, and individual
differences into account.
Culture is elastic -- knowing the cultural norm of a given group does not predict the
behavior of a member of that group, who may not conform to norms for individual or
contextual reasons. Therefore, comments such as "Fijian thinks this way," or "Samoans
prefer that" have limited use, and can lead to error if not checked with experience.
Since culture is so closely related to our identities (who we think we are), and the ways
we make meaning (what is important to us and how), it is always a factor in conflict.

R e a d i n g 2. 4
An Outer Island Community Story
Community Education Training Centre lecture notes.

Ha’apai is one of four main islands in Tonga, where approximately 8% of the
population reside across several islands and hundreds of kilometres of sea.
This island group has the second lowest per capita income in Tonga, with a heavy
reliance on remittances from relatives overseas as well as donor assistance for economic
development and improvement in the standard of living.
With consideration by Government to improve the situation of the outer islands of

Tonga through improving the capacity to trade, both nationally and internationally,
efforts were made to boost farm based enterprises for commercial purposes. This was
carried out through community based workshops involving the Trade Office and the
Ministry of Agriculture and Forestry (MAF). A mentoring program continued through
MAF extension support.
Women were encouraged to make handicrafts in response to developed market outlets.

AUSAID provided a building for handicraft making and a shop for display was already
available. Commitments were made by the Ha’apai women to provide specific items for
sale at particular times and the women were keen to produce their handicrafts. The
women forgot that they also had to cook, look after their families and had other
commitments to the church and the village. They also needed other members such as
the males to help in the harvest and preparation of the pandanus leaves which is a long
and tiring process. The men did not see these as priority and spent a lot of time drinking
kava or talking in village halls. Also, two different groups of women began in conflict
with each other’s achievements, petty jealousies and squabbles began to undermine
activities.
As the time for the different market connections arose, no handicrafts were
available for sale. After the proposed periods of sale, a few poor quality products
were sent from Ha’apai for sale.

U2 Lecture 2 NSTP KNOWING YOUR COMMUNITY

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

U2 Lecture 2 NSTP KNOWING YOUR COMMUNITY

Uploaded by

Copyright:

Available Formats

U2

Unit 2: Knowing Your Community 2.1

Unit 2: Knowing Your Community 2.2

Topic Learning Outcomes Activities/Readings

 discuss how these resources &

 identify the social structure or

 identify the social, economic Reading 2.1

 demonstrate how these factors Reading 2.3

 identify the roles of women in Activity 2.6

You should spend

Unit 2: Knowing Your Community 2.3

Its physical and geographical characteristics, social structure, governance structure,

Unit 2: Knowing Your Community 2.4

Namelimeli Village in the province of Namosi, Vitilevu, Fiji

Unit 2: Knowing Your Community 2.5

App used: Adobe

 It can be a person -- The stay-at-home mom or dad who organizes a

 It can be a physical structure or place -- a school, hospital, church,

Unit 2: Knowing Your Community 2.7

Community Social Structure

Unit 2: Knowing Your Community 2.8

Social structure of Savu village in the province of Tailevu, Fiji

Turaga ni Yavusa -Chief Mataqali/Clans

Cola Sau/Warlords Burenivalu

Source: CETC Students Community Outreach files

Unit 2: Knowing Your Community 2.9

4. Is there a difference in your community social structure to that od Savu

religions in the globe. A number of individuals subscribe to various worldviews, including

Unit 2: Knowing Your Community 2.12

Some important social factors are:

The following question is based on Reading 2.1 andRea

Unit 2: Knowing Your Community 2.13

Unit 2: Knowing Your Community 2.14

The young men in this

Source: CETC community Outreach photos

 Use of "po" and "opo" to the elder and older people

 Pagmamano to elder in the family

Unit 2: Knowing Your Community 2.16

3. List and discuss cultural factors that affect community development.

Affordability of health care

Economic f eatures o f a community

Every community engages in some form of economic (or money-making) activity in

Unit 2: Knowing Your Community 2.18

fishing available on the water.

2. What is the main economic activity in your community/country?

Unit 2: Knowing Your Community 2.19

Unit 2: Knowing Your Community 2.20

Type of economic activity Resources

Services Church Choir Church youth group

7. What services or goods or other factors that is missing but do affect

government is not well-prepared.

Unit 2: Knowing Your Community 2.21

Women’ s r o l e and Gender

Unit 2: Knowing Your Community 2.22

 Reproductive roles – as it is women’s biological capacity to give birth, it

 Productive roles – informal economic activities often carried out by

 Community roles – social or leadership/membership roles of women and

Unit 2: Knowing Your Community 2.23

Gender Roles in your Community

1. Women’s traditional roles included housework, collect herbal medicines,

Traditional Roles New Roles

Sensitive Can earn money