a tree grows in brooklyn

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School

Walden University *

*We aren’t endorsed by this school

Course

2001C

Subject

Management

Date

Nov 24, 2024

Type

docx

Pages

2

Uploaded by ColonelIce3453

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My target community comprises major cultural groups, including Caribbean-born individuals and those identifying as Jewish. The economic spectrum is diverse, spanning different working-class segments with varying levels of educational attainment. Recognizing my limited understanding of Jewish culture as a potential barrier, I've witnessed tangible outcomes from collaborative social investment projects effectively bridging gaps within this community. As a second- generation Spanish-speaking Caribbean, I draw insights from my grandparents' experiences, though I cannot directly relate. The key to bridging gaps lies in collective investment and care facilitated through interactions with social and organizational groups. The shared identity as a financially impacted working class, intensified by current inflation, and limited resources, serves as the true bonding agent and foundational element. Cultivating cultural competency requires intentional efforts in building interpersonal relationships and garnering community support for stocking and identifying appropriate products reflective of diverse cultural backgrounds. A significant concern revolves around potential misinformation about the project's purpose. It is crucial that the initiative is perceived as a communal resource, with proactive addressing of concerns and apprehensions. The fear of unsustainability adds another layer of apprehension, impacting communal buy-in and interaction— elements integral to the project's success. In hindsight, I wish I had foreknowledge of the long-term buy-in to assess the project's benefits and impact on the community. However, given the experimental nature of the project and insights drawn from similar initiatives in other Brooklyn communities, it is inherently a trial-and-error endeavor. Aligning with the Quality of Life principles in Community Organizing (McKnight & Joanna McKnight Plummer, 2015, p. 237-238), my overarching approach to life is naturally influenced by these values. When considering potential ethical challenges in my community organizing endeavors, I immediately contemplate the cultural complexities and disparities in cultural competencies among the two predominant groups and newcomers unfamiliar with the area's history and diversity. The ethical framework of practicing cultural humility becomes imperative when aiming to provide access to resources while
navigating divisions stemming from unofficially labeled territories. It necessitates individuals, like myself, belonging to a subgroup of the dominant group, to operate with heightened awareness, ensuring comfort and accessibility for all—a concept encapsulated in the second ethical framework of joy sharing. In a community as diverse as mine, characterized by opposing views, practices, and historical conflicts, as described by McKnight and Joanna McKnight Plummer (2015, p. 249), "in the long run, though, an ongoing ethic of joyful sharing weaves a strong, resilient social fabric that can withstand disaster." This principle stands as a linchpin for the project's success, underscoring the importance of fostering shared joy and collaboration, creating a robust social fabric capable of withstanding challenges and adversity. References Mcknight, J. S., & Joanna Mcknight Plummer. (2015). Community organizing : theory and practice . Pearson.
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