MYOC - Make Your Own Community

A few weeks ago, Elizabeth discussed leadership, discussing in particular the merits of a non-hierarchical style. The Wilks Institute has adopted this style in its "public leadership" philosophy, a principle grounded in an acknowledgement that effective leadership in a democratic society relies on collaboration, compromise, and dialogue. Through a variety of programs -- the Public Achievement program at Hamilton High School, the Scholar Leader program, and the Acting Locally and Shaping Sustainable Communities, for example -- students working with the Wilks Institute develop these skill sets in preparation for leading a productive, civically-engaged life.

Sometimes when we discuss public leadership, we might not think of how these accompanying skills and values look in practical, everyday terms. NPR recently highlighted one example taking place this fall in Holyoke, Massachusetts.

On a recent evening, an abandoned gas station with a curb blocked by cement barriers is the meeting point for a group of people who appear to be pulling chairs and tables from the trunks of their cars. It's almost dark. Some boxes are set on the sidewalk; linens and dishes and food are pulled out; and what moments ago was an eyesore has been transformed into a popular place to eat. It's called BYOR. That stands for "bring your own restaurant." It's not quite an established venue, but the food is very good.

It's free to those who share. And the ambiance is unexpected, as the outdoor location keeps changing. People learn where BYOR is going to be via Facebook. In the mild weather, it's "open" every other weekend. No reservations required — just an appetite and some extra chairs if you have them.

BYOR started out of a frustration with limited restaurant options in Holyoke. The town's depleted economy has taken a toll on many businesses in the Holyoke community, and with crime picking up, many community residents have elected to withdraw from community life in hopes of staying safe. As a consequence, local restaurants close promptly at 5:00 to minimize their losses. When a couple wanted to attend an art opening and grab dinner beforehand, they could find no open restaurants. So they created their own, eating a home-cooked meal outside near the art gallery.

BYOR has since grown from its humble, simple beginning. The most recent BYOR gathering had over 40 attendees cooking and eating dinner in a public location. BYOR's success has largely been a consequence of its visibility. One participant was drawn in by others who literally took their food from the outdoor site to the streets, enticing drivers with some of the food. Each gathering takes place in a different location, with the goal of discovering the community and engaging more residents in the event. Participants, while getting to know each other and enjoying new friendships, are also pursuing another goal: demonstrating a demand to local restauranteurs for authentic, good, local food.

This example of community-based leadership demonstrates the power and scope of public leadership. While the founding couple could have chosen to ignore their dissatisfaction with restaurants or to complain (probably unsuccessfully) to local officials, they took matters into their own hands. By engaging various others within the neighborhood, they create their own dinner table and restaurant and effectively make their own community.

Democracy, Empowerment and the High School Engagement Program

According to the Public Achievement curriculum, leadership is equivalent to action and is an attribute that any citizen (i.e. any person) can develop and use.  This definition of leadership not only compliments that of the Wilks Leadership Institute, it defines the goals and purposes of Wilks.  It is no wonder, then, that Wilks uses Public Achievement for the High School Engagement Program.  The core of the Wilks High School Engagement Program lies in educating and empowering high school students to recognize areas for and make positive change, whether it be in their communities, school, personal interactions, or self (possibly even all of them at the same time).  The most empowered people are generally those who do the most within their communities/schools because they know their potential and their rights.  Most students, unfortunately, don’t know what they are capable of nor do they take the time to care.  This apathetic attitude presenting itself in high schools everywhere is manifested in the real world as well.  A person’s voting habits, involvement, expression of ideas and drive to complete tasks are all affected by how empowered a person is/feels.  In order to maintain the involvement of citizenry in democracy, people must be empowered to participate at an early age.  This is a cultural initiative.  It starts at home, continues in the schools, and in the community at large.  For this to truly work, it is necessary that all individuals be treated equally.  Everyone must be shown their strengths and be able to capitalize upon them.  Idealistic, you say?  Yes.  Impossible, you ask?  No, not in theory.  And besides, we are nowhere near ready to give up.  

Leadership and Miami's Culture

After becoming involved in Wilks about a year ago, my definition of leadership has been altered, to the benefit of my future career as an educator and to my collaboration with others. Once an independent leader, I now value the leadership capabilities that all members of a group, including young children, can bring to the table. In other words, I adhere to the Wilks position of public leadership. Having never discussed the concept of public leadership before last year, I find it interesting how many ways it has affected the way I lead my everyday life.

All people are members of a range of cultures: ethnicity, religion, gender, socioeconomic status, etc. Each neighborhood, place of work, and educational institution has a culture. The list could extend infinitely. Lately, I have been more cognizant of the many cultures I belong to here at Miami. There is the culture of my residence hall, of my major in Early Childhood Education, and of the group of friends I predominantly do things with. But I am also part of the culture of Miami University as a whole, which is built not only of the cultures I am a part of but of hundreds of other cultures as well.

When looked at this way, the way we lead within our more specific cultures at Miami affects the culture of Miami as a whole. Knowing that our actions influence Miami's culture, we must take care to lead ethically. In my view, this involves public leadership, accepting the views, styles, and capabilities of others as valuable contributions to achieving a goal. Once I began to develop an understanding of public leadership, I noticed that it has affected my leadership in a wide range of contexts, from working with children to planning events in my residence hall, and it has made me more appreciative of collaboration.

The culture of the Wilks Institute and Scholar Leader community affected my leadership, and now I am able to apply what I've learned to other cultures I am a part of, which in turn affects them as well, even if only in very small ways. So I encourage all students at Miami to consider the effect their leadership has on the University's culture as well as how the cultures they are a part of affect their leadership.