Well functioning groups are aware of these tensions and work together to manage and respond to them as needed. Facilitators can assist by observing, acknowledging and actively managing these tensions as they arise.
Cassandra Star (2012) argues that the rise and success of community action on climate change opens a space for critical reflection on current ENGO efforts to secure effective public policy outcomes on climate change.
James Whelan (2002). A critical appraisal of the Midwest Academy community organiser training program (a modified version of this paper was published in Applied Environmental Education and Communication)
Tracey Ollis has researched the ‘social learning’ of social and political activists. She argues that activists’ learning is holistic and embodied. Activists learn through cognition, emotions and the physical body.
Aidan Ricketts (2000) examines how the North East Forest Alliance has successfully combined uncompromising direct action strategies in the form of blockades and occupations with sophisticated lobbying and litigation. Published in the Alternative Law Journal.
A process guide to enable a team to come to a shared definition of consensus; encourage group members to work together before they deal with a decision they must make; and strengthen the relationships within the group before they make consensus decisions.
Julie Foreman (2010) reflects on her community development work in Minto. This case study examines the dilemmas and challenges of working with communities undergoing crises, in this case the demolition of the homes of public housing tenants.
James Whelan (2012) describes how parts of the environment and climate change movements are adopting the techniques and logic of community organising. This challenges them to learn new habits of political analysis and engagement, and unlearn old ones.