Invite Ongoing Participation from Youth, Faith Institutions, and Other Partners

Chicago
Ongoing partnerships among youth, religious institutions, and other community partners are key to the sustainability and effectiveness of interfaith service-learning programs. As suggested by the quality standards in service-learning, sustained partnerships lead to better experiences for young people, better community outcomes, and richer learning. They also allow you to work through the inevitable challenges of working together.
 
If you have held one-time interfaith service-learning events, you already have a foundation to build on for more sustained engagement. The same is true if you are already part of networks that would support such efforts. Here are tips for inviting others to be part of the interfaith service-learning vision in your community.

Start by Building Connections

  • Determine the scope and reach of the ongoing efforts. Do you want to focus in a particular neighborhood? Or do you envision a city- or county-wide effort? How many young people can you effectively engage throughout the process as leaders and contributors? Answering those questions will help determine what kinds of partners you need to be part of the effort.
  • Articulate what you are seeking from participants. What kind of commitments do you hope they will be able to make? What would be their investment? What’s core and essential, and where do you have flexibility to adapt to particular needs and priorities? For example, you may determine that the principles of interfaith engagement are non-negotiable, but the level of intensity ad involvement can be more flexible.
  • Identify and connect with individuals and organizations who could become part of moving the vision forward. Focus on building trust and enthusiasm, and learn about areas of mutual interest, the capacities they have to offer, and their concerns or limitations. (Sometimes, for example, a potentially perfect partner is involved in a major organizational transition and cannot commit to a new effort.)
  • Connect with bridge builders within groups, networks, or traditions where you may not already have relationships. These people are comfortable operating in different cultural settings so that they can “translate” for others and establish initial trust. If you’re not already, become familiar with some of the etiquette of interfaith relationships.
  • Engage both formal systems (top down) and informal networks (bottom up). Each brings important perspectives, and each has limitations. Finding the right balance will vary by community and by the individuals who are involved.
  • Spend time together and on their "turf." Do not rely on mail or e-mail for invitations. Personal, persistent invitations from trusted people are generally the only way to draw someone or an institition into a partnership.
  • Do a low-risk project or event together to establish an early success, mutual respect, and shared ownership. This might include special events with speakers, one-day service events, a traing events, town meetings, community service fairs, or other opportunities that fit your network’s priorities and personality. Use these events as catalysts to move the vision forward.
  • Let the vision and relationships guide the structure, not vice versa. Too often, collaborations put all their energy into figuring out the structures, committees, formal agreements, and processes that the energy and vision that brought them together is neglected or forgotten.
  • Start slowly, then let the partnerships grow over time. This gradual, organic process helps avoid the risk of creating formal leadership structures and strategies that consume energy without giving a sense of accomplishment or impact.

Invite Other Youth to Participate

Youth on the interfaith leadership team will be the core of the interfaith service-learning projects. Other young people may be invited in for particular service-learning projects (beginning with the investigation phase). In addition, it is important from year to year to integrate new groups of youth who can, over time, step into leadership roles.

  • Many young people may choose to participate through the invitations within their own faith communities. If you choose to invite youth independently, take care not to create misunderstanding by the religious institutions in which they participate (if they do). Check in with congregational leadership so that they are aware of the intentions and purpose. If you contact young people directly, it is also important to provide inforrmation to their parents (if they are younger than 18) and to have parental consent for their participation.
  • Estimate how many people you hope will participate, based on the model of service-learning you’re implementing and the level of structure you can offer for planning, service, reflection, and recognition. Adding more youth than the projects can support has the potential of undermining the quality of their experience.

  • Make personal contact with youth. Youth-to-youth contact is ideal. Few people will sign up for something they only read about, particularly if it involves a long-term commitment and isn’t part of their current social network. Once they’ve expressed interest, follow up with information in writing to them and their parents.

Work with Religious Institutions

Interfaith service-learning can be a great opportunity for churches, mosques, synagogues, temples, and other faith-based organizations expand and enrich their work with youth. Here are tips for approaching them.

  • Focus on building relationships. Religious leaders are much more likely to get involved when they have a personal connection to someone they trust who is already involved.
  • Be intentional about inclusivity. Existing networks among congregations tend to be specific to a particular faith tradition or particular racial/ethnic community. It’s important to be intentional and persistent in reaching beyond these comfortable patterns to include all aspects of the faith community.
  • Start with interests and strengths. Find out what strengths and resources people in the religious community believe they have for interfaith service-learning. Learn where they’re interested in developing additional strength. Use what you learn to shape your efforts.
  • Recognize that it will take time. Expect a network to build slowly; religious institutions tend to be slow and deliberate in how the embark on and embrace new efforts. Invite them to try it out to give them a taste of interfaith service-learning. Answer their questions. And check in regularly to see whether and when they might be ready to join in.

Engaging Parents and Other Caregivers

Parents and other caregivers are critical stakeholders for interfaith service-learning that involves young people. Their involvement can help to reinforce the growth and learning goals while also providing various kinds of support and leadership in the program. If they do not understand or support your goals and your approach, they can also undermine your efforts or prevent their children from participating. (You will need parental permission for their permission.) Consider these options for engaging parents as partners:

  • Communicate with them regularly. Keep them informed about what’s happening in the program.
  • Identify multiple ways that parents can support the program. Invite them to participate in ways that fit their interests, time, and resources.
  • Develop service-learning experiences that intentionally encourage youth and adults to engaging in interfaith service-learning together. Not only will it allow parents to experience the approach, but it also has great potential to strengthen family relationships. For more information, see the fact sheet, Engaging Families in Service: Broadening Service-Learning’s Reach, Impact, and Support, from the National Service-Learning Partnership.

Engage Other Community Partners

You may determine that you will engage community partners on a project-by-project basis, depending on what you learn through the the investigation phase of the service-learning process. Or your leadership group may determine that it wants to integrate all its service-learning projects in a partnership with a single community-based organization (such as a social service agency). In either case, consider these basic steps:

  • First listen to the partners’ interests and priorities. Conducting a community listening project that includes agencies that you might engage as partners would be a good first step.
  • Be clear together about mutual interests and expectations.
  • Start small, potentially with a single project. Let the partnership build over time as you are able to accomplish things together.

More Information