TYPOLOGIES OF COMMUNITY

A
Typology
a classification according to
general type, especially in
archaeology, psychology, or
the social sciences.

2
 emphasizes
Formal- leadership and
Informal power relations in
Typology the community
 focuses on the scope
and breadth of

Local-
communities with
respect to its geographic

Global dimensions and the

Typology reach of its other

dimensions (e.g.
economic, socio-
political, and cultural)
 is based on the
distinction in terms
Rural- of development,

Urban industrialization,

Typology ecological
condition and
lifestyle.
B
Three types of
community in
terms of shared
political territory
and heritage.

6
 URBAN COMMUNITIES

pertains to cities or big towns where there is a large

high dense and heterogeneous population.

7
 RURAL COMMUNITIES

it refers to territorial enclaves or villages where there is

a small, low-density and homogeneous population

8
 SUBURBAN COMMUNITIES

are residential or mix-used areas located at the city

outskirts or within the commuting distance of a city.

9
C
Two Types of
Community in
terms of
geographical
boundary

10
 Two Types of Community in terms of
geographical boundary

Local community – is term often Global community – is term used

used to denote a geographically to characterize the
bounded community such village, interconnectivity of people and
town barangay, city, municipality, countries all over the world
province, region or even the entire
country.
 Community

D
Sector
refers to the subdivision of
the society that represent
cluster of social institution
according to their social,
economic and political
function.

12
1. Public sector – the part of an economy that is controlled by the government.
2. Private sector – the part of the national economy that is not under direct government
control.
3. Non-profit organization or non-government organization (NGO) – a non-profit
organization is a group organized for purposes other than generating profit and in
which no part of the organization's income is distributed to its members, directors, or
officers.
4. For-benefit corporation – a benefit corporation still has a profit-making goal, but it
also has a broader public benefit purpose: to make a material positive impact on
society and the environment. Managers must work to achieve this purpose and
therefore they have the flexibility to make decisions that balance profits with social
causes and environmental responsibility.

13
E
Social Space
refers to either geographical
or virtual community where
people gather or network
with one another due to
common interest.

14
COMMUNITY ACTION MODALITIES
AND CITIZENSHIP
 Vocabulary

• Community Action — refers to the collective efforts of people directed

toward addressing social problems, (e.g., social inequalities, environmental
degradation, and poverty) in order to achieve social well-being.
• Community Engagement — refers to the process of developing partnerships
and sustaining relationships with and through groups of people affiliated by
geographic proximity or common interests for the purpose of working for
the common good by addressing issues affecting their well-being.
• Citizenship — refers to full membership in a community where one lives,
works, or was born. (Atlanta and Marquis 2010)
16
Community Action
Modalities
The most common forms of community
engagement in the educational setting are
the following:
 1. Service Learning

 It is a teaching methodology that employs community service and

reflection on service to teach community engagement, develop
greater community and social responsibility, and strengthen
communities. (Donahue, Fenner, and Mitchelle 2015; Scott and
Graham 2015).
 Service-learning projects are expected to be a collaborative effort
between the community and the students so that community
issues or social problems can be addressed.
18
 2. Community Outreach

 It refers to the voluntary services rendered by students,

school faculty and employees, or alumni in response to the
social, economic, and political needs of communities.

19
3. Community Engaged Research (CEnR)

 It is a collective process between or among faculty, students,

and partner communities in conducting research. Here, the
communities are considered as co-leaders in the design and
conduct of the different phases of the research process.
 It is stressed that the foregoing serve as guides in exploring
the different avenues through which school stakeholders can
engage with the communities for social change.
20
F
The modalities
of Community
Engagement

21
 • a one-way community project or activity
that comes from service providers for the
community.

• this may include volunteer work, free

consultancy services, philanthropic cash
donations, skills transfer, and technical
Transactional support extension.

• in this level of community engagement,

interaction with the community is
occasional, service is on a need per need
basis (seasonal), and the service provider
has full control of the community
engagement process.
 • a two-way community project brought about by the
process of consultation and collaboration between
the service provider and the community.

• Here, repeated engagement between the community

and the service provider takes place as a result of
the infusion of consultation and collaboration
mechanisms in the organization and implementation

Transitional of community projects.

• By extension, the community members are then

expected to be primarily involved in the project
implementation, either as volunteer workforce or
regular participants. However, community project
management remains in the hands of the service
provider, informed only by consultations with the
community.
 • a two- way community project characterized by active
dialogue and critical reflectivity brought about by the
process of involvement of the external agent and the
community.

• Here, there is what is called the involvement of joint

learning and value-generation, and community
leadership in the decision-making process is

Transformational prioritized. Moreover, control over the community

engagement process is shared by the external agent
and the community, resulting in mutual trust grounded
on sustained personal relationships and shared
understanding.

• Thus, community assets (human, financial, natural,

social, and physical) are fully integrated in the
planning, implementation, and evaluation of the
undertaking.
 • It is emphasized that the modalities of community
engagement operate in a continuum, parallel to the
levels of community engagement. This means that
most community engagements begin as
transactional, which stops at the information level.

• However, repeated engagements in the community

increase the chances of consultation and involvement
Transformational of the community members in the engagement
process, which results in transitional modality which,
in turn, may evolve into transformational community
engagement depending on the readiness and maturity
of both parties to initiate active participation.

• In a sense, because it is a continuum, the levels of

community engagement and the modalities can
either evolve or devolve.
Dimensions of
Citizenship
According to Leydet (2014), there are
three interrelated dimensions of
citizenship that shape its common
notion or understanding:
1) Legal Dimension – a citizen refers to a person who enjoys civil (freedom of speech and
right to own a property), political (right to vote and hold a public office), and social
rights (right to education, health, and social security). A citizen, in this context, also has
the right to invoke protection by law.
2) Political Dimension – a citizen refers to a person who is a political agent and is actively
participating in society’s political institution and system. As a political agent, the citizen
is expected to participate in influencing the behavior of political decision-makers, in
crafting laws and policies, and in encouraging other citizens to promote the common
good (Sundaram et al. 2012).
3) Identity Dimension – a citizen is considered a member of a political community (nation-
state) that actively shapes his or her cultural identity. Here, a citizen is expected to
demonstrate national pride, loyalty, and love for his country. Thus, citizenship becomes
equivocal to the concept of national identity, which is understood as a body of people
who feel they are a nation (Emerson 1960).

27
 These dimensions of citizenship fuel one another. The legal
dimensions of citizenship, through its provision of political rights,
provide the basis for political participation stressed under the
political dimension of citizenship.
Political participation, in turn, strengthens and shape national
identity. A strong sense of national identity motivates citizens to
participate in society’s political life such as engaging in community
and national affairs.
Moreover, the core Filipino values of maka-Diyos, maka-Tao,
maka-Bayan, and maka-Kalikasan shape our national identity.

28
 Citizenship Advancement Training (CAT)
in junior high school

CAT aims to enhance the students’ social responsibility and

commitment to the development of their communities and
develop their ability to uphold law and order as they assume
active participation in community activities and assisting the
members of the community in times of emergency (Department
of Education Order No. 50 series, of 2005).

29
 3 COMPONENTS OF CAT

• Military orientation – provides learning opportunities for the students to gain

knowledge, skills, and understanding of the rights and duties of citizenship and
military orientation with a focus on leadership, followership, and personal
discipline.
• Community service – refers to any activity that helps achieve the general welfare
and betterment of life of the members of the community or the enhancement of Its
facilities, especially those devoted to improving the health, education, safety,
recreation, and morale of the citizenry.
• Public safety and law enforcement service – encompasses all programs and
activities which are contributory to peace and order and public safety and
compliance with laws.
30
 National Service Training Program (NSTP)
in senior high school

NSTP is a program aimed at enhancing civic consciousness and

defense preparedness in the youth by developing the ethics of
services and patriotism while undergoing training in any of its three
(3) program components.
Its various components are specially designed to enhance the
youth’s active contribution to the general welfare (R.A No. 9163).

31
 3 COMPONENTS OF NSTP

• Reserved Officers Training Corps (ROTC) – is a program institutionalized under

Section 38 and 39 of RA No. 7077 designed to provide military training to tertiary-
level students in order to motivate, train, organize and mobilize them for national
defense preparedness.
• Literacy Training Service (LTS) – is a program designed to train students to become
teachers of literacy and numeracy skills to school children, out-of-school youth, and
other segments of society in need of their services.
• Civil Welfare Training Service (CWTS) – refers to program or activities contributory
to the general welfare and the betterment of life for the members of the community or
the enhancement of its facilities, especially those developed to improve health,
education, environment, entrepreneurship, safety, recreation, and morals of the
citizenry. 32
“
The CAT and NSTP are service-learning courses that
help engage students with their communities.
Through such

”
programs, students are not viewed as “future
citizens” but as “citizens of today” who can make
significant
contributions to their communities in the present.
 INDIVIDUAL ACTIVITY

Directions: Based on the photos shown in the next slides;

1.) write the name of organization,

2.) what type of community sector is being shown in the
pictures below and
3.) cite its function or service to the community.
34
 TASK!
Read and analyze the following questions. For your output, come up with a
creative delivery of your answers it could be written, in art, or spoken. Present
in front of the class.

1. Do you think it is relevant to know your relationship towards your

community? Why or why not?
2. As students, why do you think is it necessary for you to become aware of the
different community modalities? Does it help you in any way? How?
3. Is it important to join or participate in a community action? Why or why not?
4. How will you contribute to undertaking community action in your respective
community now that we are in a face-to-face learning set up?
5. What do you think is your biggest contribution to your community in terms
of community engagement?
45