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64.
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Student will demonstrate knowledge of the
“Cycles of Liberation” (Harro) theory and its uses in leadership
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HDF
412 HDF
417
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|
The
Cycles of Liberation demonstrate liberation in an individual’s life. The Cycle contains three divisions of
liberation, which are intrapersonal, interpersonal, and systemic. The cycle begins with waking up which is a
point in one’s life that affects them to have a new found
self-awareness. This then leads to an
inner reflection to examine the new thoughts in one’s mind. Following the get ready stage, one will
reach out. This is to reach out to others
to see and hear how others react to the new ideas. Next, moving into the interpersonal phase
one will build a community. Building
community is when one begins to look for the support from others for
verification and learn from the others with the same view point. The group or community then coalesces to
prove what a strong team it has become.
After coalescing, the group crates change when a variety of uses are
brought together. Lastly, maintenance of
the group or organization is required if change is going be sustained. The “cycles
of liberation” is then complete.
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65.
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Student will demonstrate personal
application of the “Cycles of Liberation” (Harro)
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HDF
412 HDF
417
|
|
When
I was a Senior Counselor at Clara Barton Camp, I realize that I had gone through
the “Cycles of Liberation” throughout the summer with my camp family. After a few days of being at camp I had
discovered that I needed to take better care of myself and my diabetes. I then took a few days to think to myself
of the benefits, risks, possibilities, struggles, and outcomes of this new
thought. I continued the cycle with
reaching out to the other staff living with diabetes. I talked with them about their experiences
and what they thought I should do to carry out my thoughts. Next, I continued to build a community with
the staff members around me. I looked
for their support, which I received on a daily basis. They all knew exactly what I’ve been going
through. After, I felt that because of
the similarities between myself and my co-counselors we had become a stronger
staff, with a strong bond. Lastly, we
all work as a team to help one another take great care of our health and the
health of our campers.
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66.
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Student will demonstrate knowledge of the
“Configuration of Power” (Franklin) and its relationship to leadership
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HDF
412
|
|
The
Configuration of Power demonstrates the four main focus points for what
constitutes as powerful in society.
The model displays four layers.
At the core is economics which points to those who control the wealth
and the means of production in the community.
This comes down to the control of the resources. The second layer is politics which deals
with economic interests. The third
layer is bureaucratic management. This
layer is who manages law enforcement and the protection of politicians. The fourth and final layer of the model is
the controllers of the symbols. This
refers to the media, education, religion, and popular culture. Beyond the layers of this model are other
factors within society that challenge this configuration of power, creating a
disruption in the hierarchy of power.
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67.
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Student will demonstrate personal
application of the “Configuration of Power” (Franklin)
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HDF
412
|
|
I
am looking at this model from the view of one of the people beyond the
configuration of power. Identifying as
a lesbian college student gives me little room for power through this model. As a young college student, very little is
mine. The government and university I
attend control how much I pay for my education and how much I can be given
for financial aid. The second layer of
politics control my right to get married to someone of the same sex in many
states throughout the United States.
In many situations I may be discriminated against by law enforcement
for being involved with the gay community.
Lastly the controllers of symbols run the lives of so many college
students including myself. These
controllers make it difficult for anything outside of this model, such as
being gay or even a woman nearly impossible to have the same rights as those
within this spectrum.
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68.
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Student will demonstrate knowledge of
racial identity development via the Cross & Helms models
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HDF
412
HDF
417
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Cross’ Black
identity development is a lifelong process that occurs in many areas of one’s
life. An individual can develop racial
identity through Cross’ theory of Racial Identity. Cross’ model demonstrates the six stages
that support one’s journey through racial identity development. Stage one is infancy and childhood in early
black identity development. Stage two
is preadolescence. Stage three is
adolescence. Stage four is early
adulthood. Stage five is adult Nigrescence.
Lastly, stage six is Nigrescence recycling. This
model is helpful in outlining racial identity as an active evolution,
influenced by individuals in a particular ethnic group as well as those
outside it.
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