WATER WATCH
What - the source the material
This unit of literacy activities is based on the Water Watch campaign launched by the Canadian union of Public Employees (CUPE) with the Council of Canadians and the canadian Environmental Law Association. The focus of this campaign is to stop the privatization of water.
Why - the rationale for its selection
The rationale for the selection of this topic for workplace literacy materials development is as follows:
- water is essential for life, so this is an issue that all workers can relate to
- the topic allows exploration of a wide range of sub-topics relevant to workers' lives
- the materials are available across the country
- campaigns come up frequently in the labour movement and it is important to look at ways to integrate them into workplace literacy programs as they are a valuable means to mobilize members and build the movement
- this campaign is one that builds bridges between labour and other progressive organizations
- it connects local issues to larger issues at the national and global levels
How - the way the materials and activities were developed
The materials for the Water Watch campaign are so extensive that they could not be used as is for developing literacy materials. A selection had to be made. We started by reading the campaign material and becoming familiar with the issues and the content. Next, we tried to imagine an overall problem-posing "path" by which we could take participants through a process of learning about and critically reflecting on issues of water distribution in their own communities and beyond.
The path needed to start with a description of participants' own experiences and build from there, eventually connecting with the campaign and potential action in their communities. This path was broken down into six sections, each made up of various activities. Key vocabulary and concepts had to be developed within section so that each one provided a foundation for the next. each The description and analysis phases of the action and reflection cycle are incorporated into the activities within each section. The strategizing and action phases come into play with the follow-up activities for each section as well as for the unit as whole.
In order to develop the materials and activities that would take the participants through the path we had envisioned, we had to make appropriate selections from the background information provided in the campaign materials. In some instances we incorporated actual sections of written text. In order to include the Walkerton issue Footnote 1 *, which had come to public attention after the Water watch campaign materials were printed, we used information and text from the public media.