CHAPTER 4 - COMMUNITY DEVELOPMENT AND ADVOCACY

Introduction

The realization of the New Learning vision for community-based education is dependent on change occurring at several levels of society. Change must take place at the family and community level, with parents and citizens assuming responsibility for education and becoming lifelong learners and teachers. It must take place within organizations, institutions and businesses in order to integrate the process of education with the activities of living. And it must take place among public administrations and elected governments so that public resources can be effectively distributed to meet the diverse educational needs of students and communities.

As citizens of a democracy we have not only the power to elect representatives, but also the responsibility to ensure that our governments abide by the wishes of the people. This responsibility demands diligence of its citizens and participation in the process of design and implementation of public programs. To participate effectively requires knowledge and organization. To influence change demands awareness of better alternatives.

The aim of the New Learning Project is to equip individuals and communities with the tools and strategies necessary to exercise their democratic powers and responsibilities. Chapter 4: Community Development and Advocacy, uses the experiences of the Margaree community to illustrate means for community development and to present tactics for education advocacy.

The On-Going Need For Change in Public Education

Citizens of all three maritime provinces have been told by provincial governments that the “status quo" in education is not an option, that small community schools are not viable, and that the need to diversify curricula necessitates more students per school. The popular solution is to close community schools and to bus children to larger amalgamated schools. This solution essentially maintains the "status quo" in the education system, however, as it only changes the pattern of infrastructure while the organization of the education system remains the same. Amalgamation is only a temporary solution. When enrollment drops further, or when program needs increase, the viability of amalgamated schools declines.