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Residents v. Board of Education Case

Navigate to The Heights and find the HPS Central Office. Complete the scenario about Residents v. Board of Education.

After you have completed the scenario, participate in the following poll, then respond to the prompts below.

Poll on Residents v. Board of Education Case
What individual and collective strengths was the social worker able to help the task force draw on through the process of reaching a resolution?

Responses are anonymous to students but not to faculty

How does the social worker's knowledge about the community and the connection developed with the community play out in this case? Why is this important?
How do issues of diversity (age, race, ethnicity, education, gender), oppression, and power differentials play out in this case? Using specifics from the case, provide examples of where one or more of these factors presented challenges here. What steps could you take to meet those challenges?
The task force was able to expand their base of support by reaching out to their communities of identification. What external supports might be available to you, in your community, or the community in which you practice?
What might you have done differently?
What is your overall takeaway from this virtual case?

Full Answer Section

What individual and collective strengths was the social worker able to help the task force draw on through the process of reaching a resolution?

In this hypothetical scenario, the social worker would leverage several individual and collective strengths within the residents' task force: Individual Strengths:

Passion and Commitment: Many individuals would possess a deep emotional connection to Maple Street Elementary, perhaps having attended it themselves or having children currently enrolled. The social worker could help channel this passion into constructive advocacy rather than purely emotional outbursts.
Local Knowledge: Individual residents possess invaluable on-the-ground knowledge about the neighborhood's unique challenges, traffic patterns, safety concerns, and the informal support networks centered around the school. The social worker would facilitate sharing this granular data, making the residents' arguments more specific and compelling to the Board.
Leadership Potential: Within the task force, some individuals might naturally emerge as leaders, possessing strong communication skills, organizational abilities, or a knack for negotiation. The social worker could identify and empower these individuals, providing guidance on strategy and presentation. For example, helping a naturally articulate parent frame their personal story of the school's impact into a powerful testimony.

Collective Strengths:

Shared Purpose and Solidarity: The common threat of school closure would forge a strong sense of unity among residents, transcending individual differences. The social worker would emphasize this collective identity, fostering mutual support and reinforcing the power of a united front. This would be visible in large attendance at meetings or organized demonstrations.
Diverse Skills and Resources: The community likely includes individuals with various professional backgrounds (e.g., a retired teacher, a small business owner, a community organizer) or practical skills (e.g., someone good at graphic design for flyers, someone with data entry skills). The social worker could conduct an asset-mapping exercise to identify and mobilize these diverse talents to strengthen the task force's arguments and outreach efforts. For instance, the retired teacher could provide data on class sizes and educational outcomes, challenging the Board's enrollment claims.
Community Networks: The residents are interconnected through informal social networks, faith-based organizations, local businesses, and community groups. The social worker would help the task force tap into these existing networks to disseminate information, mobilize support, and gather broader community input, turning a small group of concerned parents into a wider movement.

Sample Answer

Hypothesized Scenario: Residents v. Board of Education

Let's imagine a scenario where:

The Heights community is a diverse, lower-income neighborhood.
The Board of Education proposes closing the local elementary school, "Maple Street Elementary," citing declining enrollment and budget constraints, intending to bus students to a larger school further away.
Residents are vehemently opposed, concerned about the loss of a vital community hub, the safety of longer bus rides for young children, and the impact on community cohesion. They feel unheard and disrespected by the Board.
A social worker is brought in to facilitate dialogue and problem-solving between the residents' task force and the Board.