How to conduct a Study Circle

Study Circles

Study circles provide a venue for in-depth, regular, lengthy discussions that allow exchange of information on a particular topic or issue.

Study circles develop better informed citizens who are then in a better position to manage their local natural resources, or to contribute to planning initiatives in relation to these resources.

Method:

1. Identify an issue of broad community concern. Some of the issues communities have started with include: race relations; crime and violence; understanding environmental impact statements; or exploring the issues involving proposed developments.
2. Let people start where they are. It must be clear from the outset that the dialogue is not just for conservatives, or for liberals, or for 'the civic crowd,' or for any one group. By bringing personal stories and experiences into the discussions early on, the dialogue will naturally welcome people of all backgrounds and points of view.
3. Arrange a venue for study circles, and determine whether there will be one facilitator, or shared facilitation within the group.
4. For large, community-wide study groups, build a broad coalition to implement and sponsor the dialogue. Community members will get involved in the dialogue when people they know and respect make it clear that their participation is essential.
5. For small-scale study circles, an individual or group within a grassroots organisation (churches, neighbourhood associations, businesses, schools, and clubs) need only find a topic of community interest and invite people.
6. Aspects of the topic can be determined from one meeting to the next, depending on current issues or specific aspects of interest to the group.
7. Facilitators should try to move the group from the personal to seeing the issue within the wider systems at work within their community.

Uses/strengths:

• Allows citizens to gain ownership of the issues, discover a connection between personal experiences and public policies, and gain a deeper understanding of their own and others' perspectives and concerns.
• Since the dialogue does not promote one particular point of view or try to persuade people to take a specific action, potential coalition partners can usually find ways to work through ownership issues, mistrust, or genuine disagreement.
• Fosters new connections among community members that lead to new levels of community action.
• Can create new connections between citizens and government, both at an institutional level and at the level of parents and teachers, community members and social service providers, residents and police officers.

Special considerations/weaknesses:

• Building a coalition that represents many points of view takes time and effort.
  
• This kind of coalition building for democratic participation requires leadership, a working knowledge of community dynamics, and a willingness to learn by trial and error.