Resources from the World Bank
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| putting_the_“public”_back_in_public_values_research_-_8.pdf |
| what_we’re_talking_about_when_we_talk_about_the_“civic_field”_-_9_.pdf |
Update on the State of the Practice: Public Involvement in the 21st Century
Prepared by: Transportation Research Board Committee on Public Involvement in Transportation (ADA60)
"The Transportation Research Board (TRB) Committee on Public Involvement in Transportation is dedicated to the research and dissemination of information designed to improve the state of public involvement practice in transportation decision making. In pursuit of this mission, the Committee issues specific research problem statements and calls for papers for presentation and publication that address current needs and issues related to public involvement in transportation. The Committee coordinates and judges the TRB John and Jane Public Communications Contest, organizes panel sessions for TRB conferences and designs and executes workshops that share and provide practical instruction on the application of public involvement tools and techniques. These activities are implemented in collaboration with other TRB committees in an effort to ensure the relevancy of the Committee’s work as a provider of information that meets the needs 19 of the larger transportation industry.
This paper examines the current state of the practice in public involvement in transportation. Reassessing current practice provides a clean view for identifying the issues and practices that will influence and define public involvement into the future. The purpose of this document is to provide an update for transportation practitioners on the state of the practice in public involvement as provided in previous State of the Practice papers that articulate the issues and areas of focus that define the current state of practice, including areas in need of additional research, guidance and examination through TRB and this Committee.
This review includes: Definition of public involvement Key factors shaping today’s public involvement practice in transportation Evolution of public involvement in transportation Tools of the practice and technological changes Key lessons learned from recent documented experience in the transportation industry Challenges practitioners face going forward in the 21st century.
First published by the Transportation Research Board more than a decade ago, “State of the Practice: White Paper on Public Involvement,” highlighted the “explosion of interest” in public involvement that occurred during the 1990s, resulting in a fundamental shift in transportation decision making that places public input in the nexus of good transportation decision making. Since that time, more changes in legislation, demographics and technology have affected the practice. In order to better define these changes and understand their implications, TRB’s Committee on Public Involvement in Transportation conducted in 2012 a State of the Practice survey of practitioners across the U.S. This document presents an analysis of these survey results and an overview of where the public involvement practice is today. It identifies a number of key issues and areas of practice where the industry is in need of additional guidance and research."
If you would like more information, please visit the TRB Public Involvement in Transportation (ADA60) Committee website: https://sites.google.com/site/trbcommitteeada60/ or contact the Committee Chair:
Claudia M. Bilotto, AICP
Associate Vice President
Transportation
(404) 965-9655 Office
(404) 904-5743 Cell
claudia.bilotto@aecom.com
AECOM
One Midtown Plaza
1360 Peachtree Street NE, Suite 500
Atlanta, Georgia 30309
www.aecom.com
This paper examines the current state of the practice in public involvement in transportation. Reassessing current practice provides a clean view for identifying the issues and practices that will influence and define public involvement into the future. The purpose of this document is to provide an update for transportation practitioners on the state of the practice in public involvement as provided in previous State of the Practice papers that articulate the issues and areas of focus that define the current state of practice, including areas in need of additional research, guidance and examination through TRB and this Committee.
This review includes: Definition of public involvement Key factors shaping today’s public involvement practice in transportation Evolution of public involvement in transportation Tools of the practice and technological changes Key lessons learned from recent documented experience in the transportation industry Challenges practitioners face going forward in the 21st century.
First published by the Transportation Research Board more than a decade ago, “State of the Practice: White Paper on Public Involvement,” highlighted the “explosion of interest” in public involvement that occurred during the 1990s, resulting in a fundamental shift in transportation decision making that places public input in the nexus of good transportation decision making. Since that time, more changes in legislation, demographics and technology have affected the practice. In order to better define these changes and understand their implications, TRB’s Committee on Public Involvement in Transportation conducted in 2012 a State of the Practice survey of practitioners across the U.S. This document presents an analysis of these survey results and an overview of where the public involvement practice is today. It identifies a number of key issues and areas of practice where the industry is in need of additional guidance and research."
If you would like more information, please visit the TRB Public Involvement in Transportation (ADA60) Committee website: https://sites.google.com/site/trbcommitteeada60/ or contact the Committee Chair:
Claudia M. Bilotto, AICP
Associate Vice President
Transportation
(404) 965-9655 Office
(404) 904-5743 Cell
claudia.bilotto@aecom.com
AECOM
One Midtown Plaza
1360 Peachtree Street NE, Suite 500
Atlanta, Georgia 30309
www.aecom.com
| final_draft_trb_state_of_the_practice_pi_update_2013.pdf |
5 Common Myths about Diversity and Cultural Competency
Modified Diversity Wheel http://web.jhu.edu/dlc/resources/diversity_wheel/
Myth #1
There are too many cultures. I can’t possibly learn what I need to know about ALL of them.
Cultural competence does not mean learning as many "characteristics" as possible about every culture. The process of cultural competence means that a person:
Myth # 2
My own diversity, be it my ethnicity, gender or disability has taught me what it means to be culturally sensitive. I don't need any special training on how to become cultural competent.
Each person has different levels of awareness and sensitivity about his or her own diversity or culture. Every human being, however, holds preconceptions about "different" cultures or dimensions of diversity. Every person, including a person outside the dominant culture, must use some kind of deliberate, analytical process to examine cultural misinformation and strive for cultural competence in each individual case.
Myth # 3
I need a more concrete way to achieve cultural competence. This process is too "touchy feely" in asking me to become more aware. How do I become aware? How will that make a difference in my journey towards cultural competence?
Awareness means knowledge of the existence of a thing, place, idea, etc. Awareness begins with the willingness to learn. The professional’s first step toward cultural competence in handling a situation is to become aware that he or she might have stereotypes or preconceptions about the person before him or her. Awareness is a complex skill gained over time. Only with greater cultural awareness can a person reject or avoid acting on the preconceived thoughts, obtain new individualized information and resolve the case with cultural competence.
Myth # 4
There are only a couple of cultures that are different from the dominant (American) culture in my community.
Culture is not defined exclusively by race and ethnicity. It includes a broad spectrum of identities. Regardless of the perceived diversity or lack of diversity in one's community, every person encounters people on a daily basis with cultural experiences that differ from their own. Using a process to practice cultural competence routinely in every case can help a ensure fair and equal treatment of every person with whom you come in contact.
Myth #5
Diversity equals preferential treatment for others, and doesn’t do anything to benefit me or others in the majority.
Diversity is the collective mixture of differences and similarities among all individuals in a community. Diversity pertains to each and every one of us, and therefore, an effective public outreach program should be inclusive—enabling everyone to have an equal voice in the decision-making process.
"Cultural Competency is not about behaviors governed by law, it is about behaviors and actions that improve a person’s ability to effectively and authentically communicate and interact with people perceived to be different. Cultural competency is about what you “can do” to improve the services and outcomes of people who come to you for assistance. A rule pertaining to Cultural Competency that one should strive to follow is the “Platinum Rule” which states, “do unto to others as they would want to be done unto.” Learn what others want by becoming aware, asking questions, and seeking out information in an authentic and respectful way."
Source: http://www.ncd.gov/rawmedia_repository/ac38d13d_b6ed_48d9_b5c7_54e850d988c2?document.doc
There are too many cultures. I can’t possibly learn what I need to know about ALL of them.
Cultural competence does not mean learning as many "characteristics" as possible about every culture. The process of cultural competence means that a person:
- learns to recognize and reject his/her preexisting beliefs about a culture;
- learns to recognize the influence of their own culture on creating those beliefs about other cultures;
- focuses on understanding information provided by individuals within the context at hand and;
- ignores the temptation to classify or label persons with cultural names.
Myth # 2
My own diversity, be it my ethnicity, gender or disability has taught me what it means to be culturally sensitive. I don't need any special training on how to become cultural competent.
Each person has different levels of awareness and sensitivity about his or her own diversity or culture. Every human being, however, holds preconceptions about "different" cultures or dimensions of diversity. Every person, including a person outside the dominant culture, must use some kind of deliberate, analytical process to examine cultural misinformation and strive for cultural competence in each individual case.
Myth # 3
I need a more concrete way to achieve cultural competence. This process is too "touchy feely" in asking me to become more aware. How do I become aware? How will that make a difference in my journey towards cultural competence?
Awareness means knowledge of the existence of a thing, place, idea, etc. Awareness begins with the willingness to learn. The professional’s first step toward cultural competence in handling a situation is to become aware that he or she might have stereotypes or preconceptions about the person before him or her. Awareness is a complex skill gained over time. Only with greater cultural awareness can a person reject or avoid acting on the preconceived thoughts, obtain new individualized information and resolve the case with cultural competence.
Myth # 4
There are only a couple of cultures that are different from the dominant (American) culture in my community.
Culture is not defined exclusively by race and ethnicity. It includes a broad spectrum of identities. Regardless of the perceived diversity or lack of diversity in one's community, every person encounters people on a daily basis with cultural experiences that differ from their own. Using a process to practice cultural competence routinely in every case can help a ensure fair and equal treatment of every person with whom you come in contact.
Myth #5
Diversity equals preferential treatment for others, and doesn’t do anything to benefit me or others in the majority.
Diversity is the collective mixture of differences and similarities among all individuals in a community. Diversity pertains to each and every one of us, and therefore, an effective public outreach program should be inclusive—enabling everyone to have an equal voice in the decision-making process.
"Cultural Competency is not about behaviors governed by law, it is about behaviors and actions that improve a person’s ability to effectively and authentically communicate and interact with people perceived to be different. Cultural competency is about what you “can do” to improve the services and outcomes of people who come to you for assistance. A rule pertaining to Cultural Competency that one should strive to follow is the “Platinum Rule” which states, “do unto to others as they would want to be done unto.” Learn what others want by becoming aware, asking questions, and seeking out information in an authentic and respectful way."
Source: http://www.ncd.gov/rawmedia_repository/ac38d13d_b6ed_48d9_b5c7_54e850d988c2?document.doc
| cole_ite_public_communication_august_2013.pdf |
| ite_cultural_competency_group_activity.pdf |
