When the class demonstrates particular interest and energy around a topic, the parent educator can help facilitate the process of exploring the possibility of action to address the issue. Civic action on an issue may involve a wide range of individual, group, or larger collective actions. This includes everything from a parent researching a topic and bringing information back to the class, or discussing the issue with neighbors, to organizing together to meet with civic leaders to work together for long-term changes. (Click on “Examples of Action” for ideas about what types of actions have been generated in parent education classes).

The following skills are important in the process of moving to action:

1. Carry Over: When an issue is first brought up, the parent educator may invite parents to reflect on it or gather more information to share with the class the next week. This involves preparing to carry over these themes to upcoming class sessions by planning some provocative questions, personal anecdotes, comments, or news clippings related to the issues. It may also involve carrying over public themes from one group of parents by bringing them up in another group.

2. Make connections outside of class: Civic action will be facilitated by connections that are made with group members outside of class. Sometimes educators identify common public themes among parents in more than one group. The parent educator may facilitate connections among these parents by sponsoring a meeting at ECFE or sharing information about a gathering outside of ECFE. Connecting these parents with each other provides a catalyst for organized action.

3. Assess interest and explore action possibilities through discussion: After the parents in a class have deliberated on an issue with interest and in some depth, the parent educator may assess their interest in discussing the issue further. Examples of questions you might ask include, “This issue has come up several times this semester. How many people are interested in discussing it further?” “Who feels passionate about this issue?” “Who is impacted by this issue?” “Would you like to use class time to discuss this, or would it be best to connect outside of class?”

4. Facilitate plans for action steps: If the class agrees to discuss the issue further, parent educators may facilitate plans for actions steps by asking questions such as, “Could you imagine the world in a different way? Is there anything that ordinary people could do about this?” This may then lead to further question such as: “Who can clarify what the issue is?” “What information and ideas have we already gathered?” “What additional information is needed about this issue, and how can we go about getting it?” “What can we do about this issue?” “What tools and resources are needed?” “What are the next steps to address this issue?” “Who else in the community has an interest in this?”

5. Encourage parents to take leadership: It is extremely important during this discussion that the parent educator encourage but not take over the process of organizing the action. The action must be owned and driven by the parents with parent educator as a partner. Parents should be the ones asking the questions, summarizing the ideas and generating plans in the discussion, following up with other parents, and carrying the discussion over into future class sessions.

6. Offer ongoing encouragement, information sources, connections, and logistical support: Parent educators may enhance the effectiveness and longevity of the civic actions by continuing to check in with parents and offer encouragement and resources. This may involve connecting parents with colleagues and community leaders, scheduling meeting rooms within the school building or offering the use of copiers, fax machines, or other resources when appropriate.