Community Engagement, Solidarity and Citizenship

Governor Pack Road, Baguio City, Philippines 2600

Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Name:
Email: email@uc-bcf.edu.ph; Website: www.uc-bcf.edu.ph

S.Y. 2020-2021 Second Trimester Grade Level/Section:

MODULE 2 – CESC Subject Teacher:

Perspectives and Application of Community Engagement, Solidarity and

Citizenship
I. LEARNING OBJECTIVES
 Differentiate the five (5) major perspectives in understanding CESC
 Cite the nine (9) areas of practices of CESC
 Understand the seven (7) major principles underlying CESC
II. DISCUSSION
Several proponents developed a working definition of community engagement that captures its key features:
…the process of working collaboratively with and through groups of people affiliated by geographic proximity, special
interest, or similar situations to address issues affecting the well-being of those people. It is a powerful vehicle for
bringing about environmental and behavioral changes that will improve the health of the community and its members. It
often involves partnerships and coalitions that help mobilize resources and influence systems, change relationships among
partners, and serve as catalysts for changing policies, programs, and practices (CDC, 1997, p. 9).
Community engagement can take many forms, and partners can include organized groups, agencies, institutions,
or individuals. Collaborators may be engaged in health promotion, research, or policy making.
Community engagement can also be seen as a continuum of community involvement. Figure 1.1 below, modified
from a diagram originally drawn by the International Association for Public Participation, and illustrates one way of
thinking about such a continuum. Over time, a specific collaboration is likely to move along this continuum toward
greater community involvement, and any given collaboration is likely to evolve in other ways, too. Most notably, while
community engagement may be achieved during a time-limited project, it frequently involves — and often evolves into —
long-term partnerships that move from the traditional focus on a single health issue to address a range of social, economic,
political, and environmental factors that affect health.

Community engagement can take many forms, and partners can include organized groups, agencies, institutions,
or individuals. Collaborators may be engaged in health promotion, research, or policy making.

Perspectives in Understanding Community Engagement

Systems Perspective
From a systems perspective, a community is similar to a living creature, comprising different parts that represent
specialized functions, activities, or interests, each operating within specific boundaries to meet community needs. For
example, schools focus on education, the transportation sector focuses on moving people and products, economic entities
focus on enterprise and employment, faith organizations focus on the spiritual and physical well-being of people, and
This module is an intellectual property of the University of the Cordilleras Senior High School. Unauthorized reproduction, modification, distribution, display or transmission in any form,
medium and manner of any of the contents of the modules (digital or printed) for whatever purpose is strictly prohibited.
 Community Engagement, Solidarity and Citizenship
Governor Pack Road, Baguio City, Philippines 2600
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Name:
Email: email@uc-bcf.edu.ph; Website: www.uc-bcf.edu.ph

S.Y. 2020-2021 Second Trimester Grade Level/Section:

MODULE 2 – CESC Subject Teacher:

health care agencies focus on the prevention and treatment of diseases and injuries (Henry, 2011). For the community to
function well, each part has to effectively carry out its role in relation to the whole organism. A healthy community has
well-connected, interdependent sectors that share responsibility for recognizing and resolving problems and enhancing its
well-being. Successfully addressing a community’s complex problems requires integration, collaboration, and
coordination of resources from all parts (Thompson et al., 1990). From a systems perspective, then, collaboration is a
logical approach to health improvement.
Social Perspective
A community can also be defined by describing the social and political networks that link individuals, community
organizations, and leaders. Understanding these networks is critical to planning efforts in engagement. For example,
tracing social ties among individuals may help engagement leaders to identify a community’s leadership, understand its
behavior patterns, identify its high-risk groups, and strengthen its networks (Minkler et al., 1997).
Virtual Perspective
Some communities map onto geographically defined areas, but today, individuals rely more and more on
computer-mediated communications to access information, meet people, and make decisions that affect their lives
(Kozinets, 2002). Examples of computer-mediated forms of communication include email, instant or text messaging, e-
chat rooms, and social networking sites such as Facebook, YouTube, and Twitter (Flavian et al., 2005). Social groups or
groups with a common interest that interact in an organized fashion on the Internet are considered “virtual communities”
(Rheingold, 2000; Ridings et al., 2002). Without question, these virtual communities are potential partners for
community-engaged health promotion and research. Chapter 6 focuses on social networking and expands on the virtual
perspective.
Individual Perspective
Individuals have their own sense of community membership that is beyond the definitions of community applied
by researchers and engagement leaders. Moreover, they may have a sense of belonging to more than one community. In
addition, their sense of membership can change over time and may affect their participation in community activities
(Minkler et al., 2004). The philosopher and psychologist William James shed light on this issue in his writings. James
thought it important to consider two perspectives on identity: the “I,” or how a person thinks about himself or herself, and
the “me,” or how others see and think about that person. Sometimes these two views agree and result in a shared sense of
an identity, but other times they do not. People should not make assumptions about identity based on appearance,
language, or cultural origin; nor should they make assumptions about an individual’s perspective based on his or her
identity (James, 1890). Today, the multiple communities that might be relevant for any individual — including families,
workplace, and social, religious, and political associations — suggest that individuals are thinking about themselves in
more complex ways than was the norm in years past.

Why Practice Community Engagement?

Advocates of community engagement assert that it improves health promotion and health research. However, the
processes, costs, and benefits of community engagement are still a relatively new field of study. A recent review of the
literature on community engagement identified nine areas in which community engagement made a positive impact
(Staley, 2009). Although this study focused on research partnerships, many of its findings are relevant to community
engagement in general. The nine areas and the corresponding benefits were as follows:

1. Agenda—Engagement changes the choice and focus of projects, how they are initiated, and their potential to
obtain funding. New areas for collaboration are identified, and funding that requires community engagement
becomes accessible.
2. Design and delivery—Improvements to study design, tools, interventions, representation/participation, data
collection and analysis, communication, and dissemination can be implemented. New interventions or previously
unappreciated causal links can be identified through the community’s knowledge of local circumstances. The
speed and efficiency of the project can be enhanced by rapidly engaging partners and participants and identifying
new sources of information.
3. Implementation and change—Improvements can be made in the way research findings are used to bring about
change (e.g., through new or improved services, policy or funding changes, or transformation of professional
practices), and capacity for change and the maintenance of long-term partnerships can be expanded.
4. Ethics—Engagement creates opportunities to improve the consent process, identify ethical pitfalls, and create
processes for resolving ethical problems when they arise.

This module is an intellectual property of the University of the Cordilleras Senior High School. Unauthorized reproduction, modification, distribution, display or transmission in any form,
medium and manner of any of the contents of the modules (digital or printed) for whatever purpose is strictly prohibited.
 Community Engagement, Solidarity and Citizenship
Governor Pack Road, Baguio City, Philippines 2600
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Name:
Email: email@uc-bcf.edu.ph; Website: www.uc-bcf.edu.ph

S.Y. 2020-2021 Second Trimester Grade Level/Section:

MODULE 2 – CESC Subject Teacher:

5. The public involved in the project—The knowledge and skills of the public involved in the project can be
enhanced, and their contributions can be recognized (possibly through financial rewards). These efforts foster
goodwill and help lay the groundwork for subsequent collaborations.
6. Academic partners—Academic partners can gain enhanced understanding of the issue under study and
appreciation of the role and value of community involvement, which sometimes result in direct career benefits. In
addition, new insights into the relevance of a project and the various benefits to be gained from it can result in
increased opportunities to disseminate its findings and their wider use.
7. Individual research participants—Improvements in the way studies are carried out can make it easier to
participate in them and bring benefits to participants.
8. Community organizations—These organizations can gain enhanced knowledge, a higher profile in the
community, more linkages with other community members and entities, and new organizational capacity. These
benefits can create goodwill and help lay the groundwork for subsequent collaborations.
9. The general public—The general public is likely to be more receptive to the research and reap greater benefits
from it.

Principles in the practice of Community Engagement, Solidarity and Citizenship involves:

A. Culture and Community Engagement
One of the more useful of the hundreds of definitions of culture is this one from the anthropologist Christie Kiefer
(2007): “a complex integrated system of thought and behavior shared by members of a group — a system whose whole
pattern allows us to understand the meanings that people attach to specific facts and observations.” Culture shapes
identities and fosters notions of community, and it shapes how individuals and groups relate to each other, how meaning is
created, and how power is defined. Furthermore, culture shapes ideas about partnership, trust, and negotiation. Therefore,
culture shapes the process of community engagement, and effective engagement requires an understanding of culture
(Blumenthal et al., 2004; Dévieux et al., 2005; Silka et al., 2008).
B. Community Organization
The practice and theory of community organizing provide useful insights into mobilizing the community to
engage in health promotion. The foundation for community organizing is the principle of social action, bringing people
together — often, but not exclusively, from the same neighborhood — to pursue a shared interest. When pursuing social
action, a key question is who represents the community. Often, the most empowered members of a community will
quickly move to the forefront, regardless of whether they are truly the most representative. Similarly, engagement leaders
may want to work with those who can most readily deliver what they want but these persons may not be representative of
the community.
Community organizing is based on the principles of empowerment, community competence, active participation,
and “starting where the people are” (Nyswander, 1956, as cited in Minkler, 2005, p. 27). As Labonte et al. (1996) state,
imposing one’s own notions of health concerns over the community’s risks several disabling effects. These include being
irrelevant to the community, creating feelings of powerlessness in the community, complicating individuals’ lives, and
channeling local activism away from important challenges toward less important ones.
C. Community Participation
Community engagement requires participation of community members in projects that address their issues.
Meaningful community participation extends beyond physical involvement to include generation of ideas, contributions to
decision making, and sharing of responsibility. Among the factors that motivate people to participate are wanting to play
an active role in bettering their own lives, fulfilling social or religious obligations, feeling a need for a sense of
community, and wanting cash or in-kind rewards.
The “social exchange” perspective provides insight into motivations for participation; it uses the framework of
benefits and costs to help explain who participates and why. From this perspective, organizations and individuals are
involved in an “exchange system” and voluntarily share resources to meet their goals (Levine et al., 1961). Community
members and organizations will participate if they perceive that the benefits of participation outweigh the effort required
(Butterfoss, 2006; Butterfoss et al., 1993; Wandersman et al., 1987).
D. Constituency Development
Developing a constituency, or developing relationships with community members who have a stake in and
support public health and health care, involves four “practice elements”:
 Know the community, its people, and its capabilities
 Establish positions and strategies that guide interactions with constituents
This module is an intellectual property of the University of the Cordilleras Senior High School. Unauthorized reproduction, modification, distribution, display or transmission in any form,
medium and manner of any of the contents of the modules (digital or printed) for whatever purpose is strictly prohibited.
 Community Engagement, Solidarity and Citizenship
Governor Pack Road, Baguio City, Philippines 2600
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Name:
Email: email@uc-bcf.edu.ph; Website: www.uc-bcf.edu.ph

S.Y. 2020-2021 Second Trimester Grade Level/Section:

MODULE 2 – CESC Subject Teacher:

 Build and sustain formal and informal networks to maintain relationships, communicate messages, and leverage
resources
 Mobilize communities and constituencies for decision making and social action
E. Capacity Building
Building capacity to improve health involves the development of sustainable skills, resources, and organizational
structures in the affected community. For engagement efforts to be equitable, effective, and sustainable, all stakeholders
must be ready for collaboration and leadership. Thus, building capacity also includes fostering shared knowledge,
leadership skills, and an ability to represent the interests of one’s constituents. Because capacity building is deeply rooted
in the social, political, and economic environment, it cannot be conducted without an understanding of the specific
environment in which it will take place.
F. Community Empowerment
The theoretical roots of “empowerment” as a critical element of community engagement can be traced back to
Brazilian educator Paolo Freire (Freire, 1970; Hur, 2006). As articulated by Kenneth Maton (2008), empowerment is “a
group-based participatory, developmental process through which marginalized or oppressed individuals and groups gain
greater control over their lives and environment, acquire valued resources and basic rights, and achieve important life
goals and reduced societal marginalization.” Ideally, empowerment is both a process and an outcome of community
engagement.
G. Coalition Building
Community engagement often involves building coalitions, defined by Cohen et al. (2002) as “a union of people
and organizations working to influence outcomes on a specific problem” (p. 144). The goals of a coalition might range
from sharing information and resources to advocating for specific policy changes (Cohen et al., 2002). Increasingly,
funders have supported the building of coalitions for improving community health. The motivation to create coalitions
comes from the recognition that they can accomplish what each partner cannot accomplish alone.

III. ACTIVITY (Written work 2 – 20 points)

Identity Profiling
Instructions: Using the diagram below, identify five (5) major positive characteristics of an active Filipino Citizen and
explain how each characteristic is able to contribute in the practice of community engagement.
Scoring Criteria:
Identification: 1 pt each characteristic (5 items, 5 pts)
Explanation: 2 pts - Clarity of Thoughts; 1 pt - Sentence Structure (5 items, 15 pts)

1. __________________

2. ___________________

3. ___________________

4. ___________________

5. ___________________
This module is an intellectual property of the University of the Cordilleras Senior High School. Unauthorized reproduction, modification, distribution, display or transmission in any form,
medium and manner of any of the contents of the modules (digital or printed) for whatever purpose is strictly prohibited.
 Community Engagement, Solidarity and Citizenship
Governor Pack Road, Baguio City, Philippines 2600
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Name:
Email: email@uc-bcf.edu.ph; Website: www.uc-bcf.edu.ph

S.Y. 2020-2021 Second Trimester Grade Level/Section:

MODULE 2 – CESC Subject Teacher:

IV. ADDITIONAL RESOURCES

Web Article: Solidarity and sharing in an unequal society: Covid-19 in the Philippines
https://www.opendemocracy.net/en/democraciaabierta/solidarity-and-sharing-unequal-society-covid-19-philippines/
YouTube Video: The importance of community engagement during a crisis
https://www.youtube.com/watch?v=LG2maTqCqOw

V. REFERENCES
National Institutes of Health. Principles of Community Engagement (2nd Edition). NIH
Publication. USA; 2011.

Centers for Disease Control and Prevention. Principles of community engagement (1st ed.). Atlanta
(GA): CDC/ATSDR Committee on Community Engagement; 1997.

Community Engagement, Solidarity and Citizenship Curriculum Guide. Department of Education.

Madrid, R., Santarita, J. (2016) Understanding Culture, Society, and Politics. Quezon City: Vibal Group, Inc.

This module is an intellectual property of the University of the Cordilleras Senior High School. Unauthorized reproduction, modification, distribution, display or transmission in any form,
medium and manner of any of the contents of the modules (digital or printed) for whatever purpose is strictly prohibited.