OT355. Occupational Reconstructions and Social Transformations

OT355. Occupational Reconstructions and Social Transformations

Mrs. T. H. Chan Division of Occupational Science and Occupational Therapy

at the Herman Ostrow School of Dentistry

University of Southern California

Instructor: Gelya Frank, Ph.D.

Spring 2017

Syllabus Rev. 3/15/17

Course Number: 47722R

Catalog Description: The use of occupations (meaningful, purposeful activities) to restore identity, agency, health, well-being, skills, and political power to populations in problematic situations, such as wars and natural disasters.

Course description:

This course introduces the concept ofoccupational reconstructions to understand how occupations (meaningful, purposeful activities) help to restore or develop human agency, motivation, hope, identity, opportunity, health and wellbeing, political power and skills in problematic situations.This question will be explored through films, readings, lectures and discussions offocused on the aftermath of wars, immigration,natural disasters, post-colonialism, andpoverty.

Credit: 2 units, applicable to Occupational Science Minor.

Open to all USC students. No prerequisites.

Class Meetings:Wednesday,10– 11:50 am

Location: VKC 210

Instructor:Dr. Gelya Frank

Professor, Occupational Science & Occupational Therapy and Anthropology

Email:

Skype: gelya.frank – Voice, Video, Chat

Emergency:Receptionist, USC Chan Division: (323) 442-2850 or x22850

Office hours:SOS B53 - M 4:00-5:30

SOS B54 - W 12:30-1:30 and 4:00-5:30 by appointment

Course Requirements:

Worksheets (4 @ 10% – P/NP) - 40% course grade
Short paper 1(3-5 pp.) - 15% course grade
No Midterm
Presentation (Single or co-authored) - 20% course grade
Proposed topic, abstract, online sources
Apply the seven principles to your topic using template
Handout with argument and sources
Final Paper (Single authored) (5-7 pp.) – 25% of course grade

Learning Objectives:

To understand occupation as a transaction between individual and social action
To understand how collective occupations are related to social change
To apply critical perspectives on power to occupational science
To learn basic theories and methods of organizing people

Student Presentation:

This will be an in-classpresentation using PowerPoint based on information and film/video clips of social changecollective action that are available in public and on the Internet. You may also participate in and report on a ‘live’ action with instructor’s permission. The presentation and paper must include an analysis using concepts introduced in the course readings, lectures, and discussions.

Final Paper:

While the research and presentation may be coauthored, each student individually will write his or her own final paper based on the project (about 7 pp.). Use Turninit on Blackboard to submit the paper.

Attendance and Participation:

Students are expected to attend class and participate in discussions and workshops, except as arranged in advance with instructor. Work that is handed in late will receive a lesser grade, except with instructor’s permission. Unexcused absence and weak participation in class discussions, worksheets or other exercises may affect a student’s course grade at the instructor’s discretion.

Blackboard:

Students MUST check their USC email accounts regularly for notices pertaining to this course. Course materials will be posted on Blackboard. Students must confirm receipt of instructor’s communications.

Incomplete Grades:

Incomplete grades will not be an option except as allowed by USC policy:

Statement for Students with Disabilities:

Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me (or to TA) as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m.–5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-0776.

Statement on Academic Integrity:

USC seeks to maintain an optimal learning environment. General principles of academic honesty include the concept of respect for the intellectual property of others, the expectation that individual work will be submitted unless otherwise allowed by an instructor, and the obligations both to protect one’s own academic work from misuse by others as well as to avoid using another’s work as one’s own. All students are expected to understand and abide by these principles. Scampus, the Student Guidebook, contains the Student Conduct Code in Section 11.00, while the recommended sanctions are located in Appendix A: Students will be referred to the Office of Student Judicial Affairs and Community Standards for further review, should there be any suspicion of academic dishonesty. The review process can be found at:

OT355. Occupational Reconstructions

Spring 2017

Gelya Frank, PhD, Instructor

Week / Day / Topics / Track Progress
1 / 1/11 / Introduction To Course
“Occupational reconstructions are what people do collectively to restore or remake ordinary life in response to a perceived injustice or other problematic situation affecting a social group or population” - (Frank, In class, this date)
Occupational Reconstruction Framework:

Participation in collective occupationfor a shared purpose.
Problem solving in order to ameliorate a situation.
Engaged experience through mind-body practices.
‘Event structure’ organization in time and space
Narrative congruence between personal and collective stories
Spaces for doing ordinary things in a different way
A voluntary social experiment involvinghopeand risk

2 / 1/18 / I. Understanding the Occupational Reconstruction Framework Case 1: The American Civil Rights Movement
View at Home: Eyes on the Prize, Episode 6 (1 hr.)
Reading Due: Frank & Muriithi (2015)
Visit: USC Society of Trojan Women (Social Media)
Plan for Women’s March Los Angeles Meetup - January 21, 2017, 9 a.m.
/ Women’s
March on Washington,
Los Angeles
Saturday 1/21/17
3 / 1/25 / II. Lessons in Public Narrative and Narrative Congruence
Case 2: The Women’s March on Washington
In-Class Discussion
Telling Political Stories
Reading Due:

Marshall Ganz on the Power of Social Movements

Ganz, Public Narrative, Collective Action and Power

4 / 2/1 / III. Using the Occupational Reconstruction Framework
Case 3: Healing War Trauma in Northern Uganda - for Individuals and Society
Reading Due: Frank (2016); Thibeault (2011)
View at Home: War/Dance (2008)
Worksheet 1 Due: Take notes while watching. Use time stamp. Handwritten notes are fine. Write dark and clearly. Send a digital copy to instructor at least 1 hour before class time. / Worksheet 1
5 / 2/8 / IV. Critical Perspectives: Incremental, Reform, Transformation
Case 4: Food Justice and Environmental Justice - Guerilla Gardening in Todmorden (UK) and Los Angeles (US)
View at Home:

Todmorden Video on Permaculture News Website (12 min)

A Guerilla Gardener in South Central LA – Ron Finley, TED Talk (2013) (11 min.)

Visit:
Reading Due: Thompson (2012); Palamar (2010) / Short paper
6 / 2/15 / V. Occupations and Collective Occupations
Case 5: Anti-Colonialism, Eco-Feminism and Democratic Actors in Kenya
“We propose the following working definition of collective occupations: Occupations that are engaged in by individuals, groups, communities and/or societies in everyday contexts; these may reflect an intention towards social cohesion or dysfunction, and/or advancement of or aversion to a common good.”
--Ramugondo & Kronenberg (2015, p. 10)
Reading Due:
Angell (2012), Ramugondo (2015)
View at Home: Taking Root: The Vision of Wangari Maathai (2008)
Worksheet No. 2 Due: Take notes while watching. Use time stamp. Handwritten notes are fine. Write dark and clearly. Send a digital copy to instructor at least 1 hour before class time.
7 / 2/22 / V. Institutional Platforms and Boundaries of Transformative Change
Case 6. Charity, Philanthropy, Volunteerism, Professional Services with At-Risk Youth
View at Home: New Stories/New Cultures (23 min.)
Reading Due:
Snyder et al. (1998), Frank et al. (2011); Campbell & Erbstein (2012) / Topic
Abstract
Sources
8 / 3/1 / Discussion: Examples of Occupational Reconstructions
Preparing: Student Presentations& Final Papers
9 / 3/9 / Continued
Students - Use the Google docs worksheet to post and find topics and partners -
3/15 / SPRING RECESS
10 / 3/22 / VI. Social and Participatory Art
Reading Due (Ebook available through USC Library): Finkelpearl, T., (2013).What we made: Conversations on art and social cooperation. Durham and London: Duke University Press. These chapters only:
Introduction: The Art of Social Cooperation Conclusion: Pragmatism and Social Cooperation
Access and View at Home:
Paul Ramirez, Key to the City, Creativetime.org
Christof Schlingensief, Please Love Austria
Ai Wei Wei and Olafur Eliasson, Moon
Prepare your own notes to ALL the following questions to discuss in class. In addition, see the particular question that you have been assigned to comment on:

What do you like about these participatory art projects? -Tamazin, Alina
What concerns, if any, do you have about these projects? For example, what questions would you like to ask? - Katrina
How do they rank in terms of most to least cooperative? - Ashley
Would you consider each of them an occupational reconstruction? - Amy
What is the situation in each? - Sabrina
What is the occupation in each? - Jackson
What is the purpose in each? -Sarina
How is meaning produced through occupation? - Jasmine
Who does what? What part does the artist play? What part does the public play? - Philip
How is participation recruited? - Natalie
What is the emotional dimension to the 'doing?' - Lea
What are the desired outcomes? -Driti
How can you judge the success of the project? -Maher
Does the project ameliorate anything? Must it, in order to be successful? Crystil

ALSO VIEW AT HOME FOR WORKSHEET 3, DUE NEXT WEEK:
Walker, Lucy. (Director). (2010). WasteLand. Arthouse Films, Access on NETFLIX, Amazon.com, or possibly YouTube
How does Muniz’s project Pictures of Trash compare with the previous examples of participatory art? / Short papers Returned
11 / 3/29 / V. Participatory Art, Liberation Theatre
Forum Theatre, Image Theatre, Rainbow of Desire, Cop in the Head
Guest Instructor: Kim Eggleston
View at Home:
Re: Augusto Boal, Founder of the Theater of the Oppressed

Democracy Now 5/6/09 Part 1 (9:18 min.)

Part 2 (8:35 min)

Check Blackboard for updates to assignment
Reading Due: Horghagen & Josephsson (2010), Tan (2013) / Worksheet3
Substitutes for Midterm(10%)
12 / 4/5 / Human Rights, Social Justice, Occupational Justice, Capabilities
Check Blackboard for updates on assignment
READ:
Staydnyk et al (2010); Durocher et al. (2014) / Worksheet 3
Substitutes for Midterm(10%)
13 / 4/12 / Student Presentations and Discussion
1. Amy & Lea - Yarnbombing
2. Katrina & Tamazin – Half the Sky Website
3. Jasmine & Alina – Women’s Village / Presenters:
HandoutsCopies for all
& Turnitin
AFTER CLASS SAME DAY
WRITE PARAGRAPHS FOR TODAY’S PRESENTERS / Begin
Worksheet 4
14 / 4/19 / Student Presentations and Discussion
4. Crystil & Jackson - Refugees Cooking
5. Sarina & Ashley -
6. Maher – Sikhs in America / Presenters:
HandoutsCopies for all & Turnitin
AFTER CLASS SAME DAY
WRITE PARAGRAPHS FOR TODAY’S PRESENTERS / Continue Worksheet 4
15 / 4/26 / Student Presentations and Discussion
8. Philip – Youth & Music
9. Natalie – Cooking & Community Development
10. Dhriti & Sabrina – Butterfly Movement / Presentation
Handouts Copies for all & Turnitin
AFTER CLASS SAME DAY
WRITE PARAGRAPHS FOR TODAY’S PRESENTERS

Upload to blackboard Turnitin
Send copy to all members of the class tonight 4/26

/ Complete Worksheet 4
16 / No Final Exam
Final papers due on Blackboard (Turnitin) – Monday, May 8, by 10 am / Final Paper
Blackboard
Turnitin

OT355. Occupational Reconstruction Framework

Instructor: Gelya Frank, PhD.

Worksheet No. 3

Note: You may change the orientation of this page or size of the write-in areas

STUDENT NAME :______FILM:______DUE DATE______

Characteristic elements / Examples - Be very specific – Note and describe scenes and moments – Use quotes where relevant – Use time stamps

What is the problem situation? What is the desired change?

/ PROBLEM SOLVING

What is the shared occupation?

/ OCCUPATION

How are mind and body engaged?

/ PARTICIPATION, ENGAGEMENT

What ‘event structure’ organizes participation in time and space”?

/ NARRATIVE STRUCTURE

What opportunities (such as art media, meetings, technology) , allowed people to connect their personal story with a collective story?

/ NARRATIVE CONGRUENCE

How were hope and risk involved?

/ INTRINSIC MOTIVATION

What new things emerged?

/ CREATIVITY, DISCOVERY, GROWTH

What was the outcome? Was the problem ameliorated? Was the desired change accomplished? Who benefited? How?

/ OUTCOME

Sources

Alves, I., Gontijo, D. T., & Alves, H. C. (2013). Theater of the oppressed and occupational therapy: A proposed action with youth in social vulnerability.Cadernos De Terapia Ocupacional,21(2), 325-337. [In Portuguese]

Angell, A.M. (2012): Occupation-Centered Analysis of SocialDifference: Contributions to a Socially Responsive Occupational Science, Journal of OccupationalScience, DOI:10.1080/14427591.2012.711230

Boal, A. (1974/2000). Preface to the 2000 edition. Theater of the Oppressed

Campbell, D, & Erbstein, N. (2012) Engaging youth in community

change: three key implementation principles, Community Development, 43:1, 63-79, DOI:

10.1080/15575330.2011.645042

Dewey, John, (1915/1990). The Psychology of Occupations. In The School and Society (pp. 131–154). Chicago: University of Chicago Press. NOTE: Free e-book on Google Booksor

Dickie, V., Cutchin, M.P. & Humphry, R. (2006) Occupation as Transactional Experience: A Critique of Individualism in Occupational Science, Journal of Occupational Science, 13:1, 83-93, DOI: 10.1080/14427591.2006.9686573

Durocher, E., Gibson. B.E., Rappolt, S. (2014). Occupational Justice: A Conceptual Review, Journal of Occupational Science, 21:4, 418-430, DOI: 10.1080/14427591.2013.775692

Finkelpearl, T., (2013). What we made: Conversations on art and social cooperation. Durham and London: Duke University Press.

Frank, G. (2016 ). Collective occupations and social transformations: A Mad Hot Curriculum. In N. Pollard, D. Sakellariou. Occupational Therapy without Borders, II. Elsevier Press.

Frank, G, Kitching, H. with Joe, A., Harvey, C., Bertram, A., Bechar, R., Blanchard, J. and Taguchi-Meyer, J. (2008). Postcolonial Practice in Occupational Therapy: The Tule River Tribal History Project, pp. 223-235. In N. Pollard, D. Sakellariou and F. Kronenberg, Eds. A Political Practice of Occupational Therapy. Edinburgh, UK: Elsevier/Churchill Livingston.

Frank, G & Muriithi, BAK.(2015). Theorizing Social Transformation in Occupational Science: The American Civil Rights Movement and South African Struggle against Apartheid as ‘Occupational Reconstructions.’ South African Journal of Occupational Therapy, 45(1):11-19.

Frank, G. & Zemke, R. (2008). Occupational Therapy Foundations for Political Engagements and Social Transformation. In N. Pollard, D. Sakellariou and F. Kronenberg, Eds. A Political Practice of Occupational Therapy, pp. 111-136. Edinburgh, UK: Elsevier/Churchill Livingston.

Ganz, M., with Zhang, S. & de Vulpilleres, V.(n.d.) Public Narrative Participant Guide. Pamphlet.

Horghagen, S. & Josephsson, S. (2010) Theatre as liberation,collaboration and relationship for asylum seekers, Journal of Occupational Science, 17:3,

168-176, DOI: 10.1080/14427591.2010.9686691

Kronenberg, F. (2013). Doing well-Doing right TOGETHER: A practical wisdom approach to making occupational therapy matter. New Zealand Journal of Occupational Therapy, 60(1), 24–32.

Palamar, C. (2010). From the ground up: Why urban ecological restoration needs environmental justice.Nature and Culture,5(3), 277-298. doi:10.3167/nc.2010.050304

Ramugondo, E. L. (2015).Occupational Consciousness, Journal of Occupational Science, DOI: 10.1080/14427591.2015.1042516

Ramugondo, E. L. & Kronenberg, F. (2015) Explaining Collective Occupations from a Human Relations

Perspective: Bridging the Individual-Collective Dichotomy, Journal of Occupational Science,

22:1, 3-16, DOI: 10.1080/14427591.2013.781920

Snyder, C., Clark F., Masunaka‐Noriega, M. & Young, B. (1998) Los Angeles Street Kids: New Occupations for Life Program, Journal of OccupationalScience, 5:3, 133-139, DOI: 10.1080/14427591.1998.9686441

Stadnyk R., Townsend E., Wilcock A. (2010). Occupational justice. In Christiansen C. H., Townsend E. A. (Eds.), Introduction to occupation: The art and science of living (2nd ed., pp. 329-358). Upper Saddle River, NJ: Pearson Education.

Tan, K. P. (2013). Forum theater in Singapore: Resistance, containment, and commodification in an advanced industrial society.Positions: East Asia Cultures Critique,21(1), 189-221.

Thibeault, Rachel. (2011). Rebuilding Lives and Societies through Occupation in Post-Conflict Areas and Highly Marginalized Settings. In Frank Kronenberg, Nick Pollard, Dikaios Sakellariou (eds). Occupational Therapies Without Borders, 2. pp. 155-162. Edinburgh: Churchill Livingston.

Thompson, J. (2012). Incredible Edible – social andenvironmental entrepreneurshipin the era of the “Big Society”Social Enterprise Journal Vol. 8 No. 3, pp. 237-250

Watson, Ruth. (2004). A Population Approach to Transformation, Transformation Through Occupation. R. Watson and L. Swartz, Eds., pp. 51-65. London and Philadelphia: Whurr Publishers.

Wilcock, A. A. (1999). Reflections on doing, being and becoming. Australian Occupational Therapy Journal, 46(1), 1-11. doi: 10.1046/j.1440-1630.1999.00174.x

Media

Agrelo, Marilyn (Director). (2005). Mad Hot Ballroom. Paramount Classics. (105 min.)

Amazon, Instant View: $3.99

Fine, Sean and Andrea Nix (Directors). (2008). War/Dance. Velocity/ThinkFilm. (107 min.)

(Accessed 1/17/17 gf)

Merton, Lisa Dater and Alan Dater (Directors). (2008). Taking Root: The Vision of Wangari Mathaai. Marlboro Productions. (80 min./53)

(Accessed 1/17/17 gf)

New Stories/New Cultures: Kids Make Media. (2001) 24-minute video by Marita Giovanni and

Charley Scull, USC Center for Visual Anthropology and Ishtar Films.

PBS. Eyes on the Prize. Episode 6: Bridge to Freedom (1965) (Episode 6) (1 hr.)

(Accessed 1/16/17 gf)

Walker, Lucy. (Director). (2010). WasteLand. Arthouse Films. (99 min.)