Speaker
Mr Marsela Dauti
Associate Professor
Department of Social Work and Social Policy, University of Tirana, Albania
Can information campaigns break community disengagement from local decision-making?
Abstract Narrative
A rich body of scholarly work underscores the importance of information for social and political development. Informed citizens are more likely to vote, protest, communicate with their representatives, and have a voice in political decision-making (Lieberman, Posner, & Tsai, 2014). Given “the power of information” (Reinikka & Svensson, 2011), information campaigns have become one of the main policy interventions in developing countries. Information campaigns are used to promote government transparency, curb corruption, improve the performance of elected representatives, encourage voting, increase public investments in poor communities, and enhance the quality of public services (Banerjee et al., 2007; Ferraz & Finan, 2008; Goyal, 2019; Protik et al., 2018). Evidence on the impact of information campaigns, however, is mixed. While some studies show that information campaigns have a positive impact, others reveal little or no impact.
We study the impact of an information campaign on community participation in local decision-making in Shijak – a municipality in central Albania. The information campaign – implemented in collaboration with a local organization – addressed the disengagement of community members from local decision-making through the provision of information on local representatives and increased opportunities for citizen – representative interactions. Around 80% of citizens in Shijak have never participated in public hearings organized by the local council, and 85% have never attended a community meeting to discuss issues that concern their own community (Kurti & Çela, 2014). Studies show that the lack of trust in representatives and limited access to information are among the main barriers to participation (Dauti, 2017). In the initial step of the campaign, a group of community members collected information on the characteristics of local representatives (e.g., education, profession) and monitored the performance of local representatives (e.g., meetings attended, topics discussed, requests made on the behalf of community members). Results were published in report cards that were distributed through face-to-face meetings, public meetings, open days, and media outlets. Throughout the campaign, community members were encouraged to participate in council meetings, public hearings, and interact with their representatives. Campaign messages emphasized the legal right to participate in public hearings and the importance of having a voice in local decision-making. Public forums were organized in communities, encouraging community members to address questions to local representatives. To measure the impact of the intervention, we tracked the number of community members who attended public hearings and council meetings, and reached out to local representatives with requests.
Results indicated that the information campaign did not have an effect on community engagement in local decision-making. Face-to-face interactions with community members revealed that they were distrustful of local representatives. Community members highlighted that their voices will “fall on deaf ears” – if they participate in public hearings or communicate with local representatives. Findings indicate that the provision of information – even when the
information is actionable – does not result into behavior change in the presence of deep distrust in representatives. We discuss the lessons learned and provide suggestions for the design and implementation of information campaigns in low-trust settings.
Biography
Marsela Dauti’s research investigates how democratization processes unfold at the community level, focusing on issues of inclusion, democratic accountability, and government responsiveness. She has published articles in the British Journal of Social Work, Global Social Welfare, International Social Welfare, Social Development Issues, Journal of Human Rights and Social Work, and Community Development Journal, among others. Marsela holds a PhD and MSW from the Brown School of Social Work at Washington University in St. Louis, and MA from the Department of Gender Studies at Central European University. During 2018 – 2020, she was a Marie Curie Fellow at the Department of Government at Uppsala University.
Mr Marsela Dauti
Associate Professor
Department of Social Work and Social Policy, University of Tirana, Albania
Using surveys to measure citizen satisfaction with government services: The role of political context
Abstract Narrative
Social work researchers draw on surveys to measure citizen satisfaction with government services and, further, to examine whether citizen satisfaction varies by characteristics such as gender, age, income, ethnicity, or race. Surveys, however, are used in different political contexts that can affect responses substantially. In contexts where citizens have limited access to political rights and civil liberties (Freedom House, 2020), survey respondents may be worried that criticizing the government can have repercussions such as losing one’s job or access to government services (Benstead, 2018). Despite this concern, the role of the political context and its impact on survey research has not received considerable attention in the social work literature. What do we learn from using surveys to measure citizen satisfaction with government services in contexts where citizens have limited access to political rights and civil liberties? How can social work researchers take account of the role of the political context when planning to study citizen satisfaction with government services and use evidence to influence policymaking? We address these questions in the context of Albania – a partly free country (Freedom House, 2020). Albania is one of the most corrupt countries in Europe (Taylor, 2020). The democracy score has been on a decline, some of the acute problems being low levels of government transparency and media control (Erebara, 2020; Freedom House, 2020).
We draw on a survey conducted by an Albanian think tank in 2020 (Institute for Democracy and Mediation, 2021). A nationally representative sample (n = 2500) was selected in the 12 regions of the country. Using a paper-and-pencil questionnaire, survey respondents were asked to rate their level of satisfaction with government services on a four-point scale – from very satisfied (1) to very dissatisfied (4). We examined citizen satisfaction with six government services, including health, education, emergency, social assistance, employment, and social insurance services. Regression analysis was conducted to predict satisfaction with government services from political affiliation, party membership, and employment sector, controlling for individual-level characteristics such as gender, age, income, and ethnicity. Regression results revealed striking differences between respondents based on their affiliation with the government and political parties. Public sector employees and party members were significantly more likely to report that they were satisfied with government services. High refusal rates were found among respondents who were the most dissatisfied with the performance of the government. Distrust in the data collection process and concerns over the use of data by government officials were pervasive during fieldwork.
Findings suggest that surveys may underrepresent the views of those who are the most dissatisfied with government services. To measure citizen satisfaction with government services in contexts where citizens have limited access to political rights and civil liberties, social work researchers should consider the use of complementary methods that address the shortcomings of
surveys and pay greater attention to ethical issues in the field. Comparative studies in countries that are free and not free (Freedom House, 2020) will provide more insights into the ways that the political context affects survey responses.
Biography
My research investigates how democratization processes unfold at the community level, focusing on issues of inclusion, democratic accountability, and government responsiveness.
Dr Susan Mapp
Professor of Social Work
Elizabethtown College, USA
Applying a Rights-Based Approach to Short-Term Study Abroad and Service Learning Trips
Abstract Narrative
Abstract: Short-term study abroad programs are one means to extend global learning beyond the classroom, but can perpetuate stereotypes and dysfunctional power relations if not done carefully. How to apply the human rights-based approach when developing these study abroad experiences will be discussed to benefit both students and the host community.
Proposal:
An increasing number of social work programs in the Global North are offering short-term study abroad experiences. The trips have the potential to teach participants about the “the structural causes of global poverty and inequality, while also learning techniques and strategies for effective community development.” However, if not done correctly, these experiences can perpetuate stereotypes and the idea of the traveler as “savior”, as well as do harm to those they are intended to help. It is therefore necessary for educators to ensure they are developing these experiences in a rights-based fashion that centers on the host community. By identifying members of the host community as educators, these experiences can also facilitate inter-professional education
If the focus is only on student learning, it neglects the host community who is providing this learning. Research has found that “voluntourism” can cause more harm to a community than aid. Despite good intentions, some short-term study abroad and service learning programs often use a flawed nature of “helping” that increases distance between cultures and places students as experts by virtue of being from the United States. This can lead to “academic tourism” and actually perpetuate stereotypes. In order to guard against this, developing programs from a rights-based framework rather than a needs-based approach is required. When this framework is applied to short-term study abroad programs, the community in which the visit will occur is placed at the center of planning efforts and they are partners in deciding what will occur. This ties with Freirean theory in which he notes that pedagogy “must be forged with, not for, the oppressed (whether individuals or peoples in the incessant struggles to regain their humanity.”
This session will share the key concepts of the human rights-based framework and demonstrate how to apply it throughout the development and implementation of short-term study abroad and service learning trips. Tasks such as developing partnerships, pre-departure preparation, and critical reflection throughout the trip will be discussed. The goal is to demonstrate how this framework aligns with core social work values by fostering respect, collaboration, authenticity, transparency, and accountability to ensure our “helping” promotes human rights and social justice, and that student learning does not come at the expense of the host community.
Biography
Susan Mapp, Ph.D., MSSW, is a Professor of Social Work and Associate Provost for Institutional Effectiveness and Innovation at Elizabethtown College. She has written two books on global social work issues: Human rights and social justice in a global perspective: An introduction to international social work (currently in its 3rd edition) and Global child welfare and well-being as well as authoring the book Domestic Minor Sex Trafficking. She is the author of numerous book chapters and peer-reviewed articles on a variety of topics, including the impact of war on children, violations of women’s human rights, law enforcement awareness of human trafficking, as well as issues relating to the child welfare system. She has presented her work at numerous national and international conferences. She is the Treasurer for the Council on Social Work Education Board of Directors, was the 2014 CSWE Partners in Advancing International Social Work individual award, and is the co-founding Editor-in-Chief of the Journal of Human Rights and Social Work.
Dr Karen Rice
Associate Professor/Department Chair, School of Social Work
Millersville University
The Challenges, Barriers, and Implications to Unequal Access to Study Abroad for Students of Color within the United States
Abstract Narrative
Abstract: The importance of study abroad experiences is recognized by many given the personal and professional benefits for the student. Despite the benefits, students of color are underrepresented in study abroad programs. The barriers and implications to unequal access will be discussed as well as recommendations for change.
Proposal:
Study Abroad is a High Impact Practice where students complete academic credits through educational activities outside of their home country. High Impact Practices (HIPs) are promoted as experiences that improve the quality of undergraduate education for students and include learning communities, service-learning, undergraduate research, and study abroad (McCormick, et. al., 2017). HIPs are reported to be positively related to a range of desired student outcomes, such as retention, cognitive development, grades, and deep learning experiences. The importance of study abroad experience for US undergraduate students is recognized by the federal government, US higher education institutions, and professionals in the field of international education exchange (Karsavi, 2009).
Study abroad programs (SAPs) foster global-mindedness by broadening student’s perspectives on prejudice, opens viewpoints that differ from their own, and connects students to people of vast backgrounds (Brownell & Swaner, 2010). Participants of SAPs learn to work in a multicultural world that will provide them the ability to effectively embrace diverse cultures, which is a key skill area for entering their professions. SAPs can also help to remove an ethnocentric and nationalistic views as it develops intercultural sensitivity, which enhances cross-cultural awareness amongst students (Hembroff & Rusz, 1993). Kasravi (2009) argues that study abroad not only benefits students personally, academically, and professionally, but it also benefits the American society, economy, and workforce.
Craig (1998) discussed the top ten reasons why study abroad is important for students of color, which included 1) expanded employment opportunities; 2) increased understanding of the world and our society; 3) broadened educational experiences; 4) meet people from different backgrounds and cultures; 5) increased income potential; 6) the opportunity to explore new interests; 7) increased career related skills; 8) the opportunity to gain new insights and outlooks while enjoying new relationships; 9) taking control of their future; and 10) exploring career options. Despite these benefits, few students of color participate in study abroad programs. The barriers students of color face as well as their interests in wanting to participate in study abroad will be discussed. The role of faculty and mentors in encouraging and supporting students of color will be shared as well as specific steps universities can take to support their students of color in being able to participate in this HIP to foster students’ personal and professional growth.
Biography
Director, DSW Program
Advisor, MSW/MSEM Dual Degree Program
Coordinator, Trauma Informed Expressive Arts Certificate Program
Coordinator, Social Work International Field Placements and Internships
Director, The Learning Institute-Center for Advancing Justice and Human Rights