DYCD Framework for Civic Engagement


Expanding Participant Leadership Definition and Practice


You cannot take your freedoms for granted. Just like generations who have come before you, you have to do your part to preserve and protect those freedoms... preparing yourself to add your voice to our national conversation. — Michelle Obama

Civic engagement activities foster the knowledge, attitudes, and skills, that are necessary for youth and adults to become agents of change in their communities. The Department of Youth and Community Development (DYCD) defines civic engagement as individual or collective action that seeks to enhance the well-being of individuals, families, and communities.

Civic engagement requires a combination of civic education and civic action, including knowledge of democratic institutions and processes, motivation to make a difference, willingness to learn about needs in the community, and recognition of ways in which issues can be addressed.

By intentionally expanding leadership development practice, DYCD and providers can promote civic engagement across all program areas by (1) fostering civic knowledge, attitudes, and skills; (2) engaging in opportunities for civic action and reflection; and (3) cocreating conditions for civic engagement with participants, through curriculum and instructional strategies, evaluation and feedback, and a supportive environment.

Knowledge, Attitudes, and Skills

Building civic literacy; knowing about social movements, democratic prosesses, digital citizenship, and social responsibility. Having strong inner/self characteristics, as well as communication and collaboration skills, to motivate, persist, inspire, convene, and work with others toward commin goals.

Action

Taking action by acting as a role model; motivating and inspiring others; participating in project- or service-based activities, councils, advisory boards, democratic processes, and/ or advocacy efforrts. Mastering skills through persistence, learning from mistakes, and ongoing engagement with one's school and community.

Reflection

Reflecting thorugh a process that is continuous, connected, and contextualized on the practices, needs, and resources that are available. Considering whether actions were appropriate, meaningful, aligned, and realistic. Recongnizing accomplishments, making new plans, and striving for goals.

Supportive Environment

Nurturing civic engagement by fostering conditions that make space for authentic participant voice, choice, and agency. Engaging in supportive environments that are welcoming, are inclusive, and honor participants’ lived experiences. cocreating spaces and opportunitiesthat encourage leadership at all levels and afford opportunities to give beyond oneself.

Building civic literacy; knowing aboutsocial movements, democraticprosesses, digital citizenship, andsocial responsibility.Having strong inner/self characteristics,as well as communication andcollaboration skills, to motivate,persist, inspire, convene, and workwith others toward commin goals.

Participants have opportunities for voice, choice, and agency. They are role models, motivating andinspiring others, mastering skills through persistence and learning from mistakes, and engagingwith the school and/or community in the following ways:

  • Project-based, service learning, or community service activities to identify and work on localcommunity concerns
  • Neighborhood or program boards, councils, or advisory bodies within government or other civicinstitutions (e.g., DYCD’s Neighborhood Advisory Boards or Interagency Coordinating Council on Youth)
  • Mobilized calls to action
  • Advocacy or community organizing around topics of interest and need
  • Democratic processes (e.g., voting in elections, meeting with elected and appointed officials,joining in participatory budgeting, serving on a community board, attending or testifying at publichearings or town hall meetings)
  • Employment opportunities that connect to civic engagement and support civic career pathways

Participants engage in a process that is continuous, connected to action, challenging, and contextualized.It is important to recognize that all participants come with knowledge and experience and provideintentional opportunities for reflection before, during, and after an activity or program.

  • What are the civic engagement practices, needs, and community resources that are availableto your program?
  • Were/are civic actions appropriate, meaningful, intentional, and aligned with personalexperiences, needs, and goals?
  • What are realistic expectations for the impact of civic engagement? What has supportedor hindered progress toward goals?
  • Recognize accomplishments: What are your goals and milestones? What progress hasbeen made?
  • Is it necessary to adapt or make new plans?

SCreating the right conditions for civic engagement requires intentional curriculum and instructionalstrategies (as well as resources and information that ensures participants are informed of opportunitiesfor involvement) and evaluation and feedback. A supportive environment that is welcoming, is inclusive,and honors participants’ lived experiences is essential. These conditions:

  • Are physically, emotionally, and psychologically safe
  • Intentionally foster civic knowledge and leadership attitudes and skills
  • Provide authentic opportunities for participant voice and choice (and avoid biases and “isms” thatmay hinder those opportunities for participants to show up as leaders
  • Encourage participation at all levels
  • Offer varied and progressive leadership opportunities
  • Afford opportunities to give beyond oneself
  • Support relationships and partnerships among participants, program staff, and the community
  • Reframe conflict and turn situations into opportunities for growth
  • Foster a process of reciprocal communication and collaboration (e.g., “ask-listen-encourage”)

Action

Participants have opportunities for voice, choice, and agency. They are role models, motivating and inspiring others, mastering skills through persistence and learning from mistakes, and engaging with the school and/or community in the following ways:

• Project-based, service learning, or community service activities to identify and work on local community concerns

• Neighborhood or program boards, councils, or advisory bodies within government or other civic institutions (e.g., DYCD’s Neighborhood Advisory Boards or Interagency Coordinating Council on Youth) • Mobilized calls to action

• Advocacy or community organizing around topics of interest and need

• Democratic processes (e.g., voting in elections, meeting with elected and appointed officials, joining in participatory budgeting, serving on a community board, attending or testifying at public hearings or town hall meetings)

• Employment opportunities that connect to civic engagement and support civic career pathways

Reflection

Participants engage in a process that is continuous, connected to action, challenging, and contextualized. It is important to recognize that all participants come with knowledge and experience and provide intentional opportunities for reflection before, during, and after an activity or program.

• What are the civic engagement practices, needs, and community resources that are available to your program?

• Were/are civic actions appropriate, meaningful, intentional, and aligned with personal experiences, needs, and goals?

• What are realistic expectations for the impact of civic engagement? What has supported or hindered progress toward goals?

• Recognize accomplishments: What are your goals and milestones? What progress has been made?

• Is it necessary to adapt or make new plans?

Cocreate Conditions for Civic Engagement

Creating the right conditions for civic engagement requires intentional curriculum and instructional strategies (as well as resources and information that ensures participants are informed of opportunities for involvement) and evaluation and feedback. A supportive environment that is welcoming, is inclusive, and honors participants’ lived experiences is essential. These conditions:

• Are physically, emotionally, and psychologically safe

• Intentionally foster civic knowledge and leadership attitudes and skills

• Provide authentic opportunities for participant voice and choice (and avoid biases and “isms” that may hinder those opportunities for participants to show up as leaders)

• Encourage participation at all levels

• Offer varied and progressive leadership opportunities

• Afford opportunities to give beyond oneself

• Support relationships and partnerships among participants, program staff, and the community

• Reframe conflict and turn situations into opportunities for growth

• Foster a process of reciprocal communication and collaboration (e.g., “ask-listen-encourage”)