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Component for Module 110

Constituency Building

Content Outline l Resources l Suggested Developmental Activities l Next Component

Purpose
Throughout the history of the National Park Service, the approach to constituency building has evolved in response to external pressures and ever-changing demographics. Without continued strong, broad-based public support, park protection and stewardship may be compromised. This component traces the roots of constituency building and why the concept must keep pace with changing external pressures.

Objectives
Upon completion of this component, the learner will be able to:

  • Describe the purpose in building constituency support in furthering NPS mission and park goals;

  • Recognize changing demographics in the United States (and locally) to identify the importance of multiple audiences in building constituencies;

  • Explain that multiple audiences include in-park customers as well as those outside the park.

Approach
The overlying concept for the module is the ability of the interpreter to recognize that constituency building is a "moving target" and that different audiences have different perspectives on the same resources. Activities and developmental efforts should focus on recognizing that each of the many publics we serve can develop a sense of importance and can place value on park sites from their own perspective.

Additional emphasis must be placed on motivations of audiences, and the reasons why they do or do not visit a site. Some potential audiences do not come to, or care about, individual sites. The skillful resource interpreter will make efforts to identify those which do not visit in attempts to include them both mentally and physically in the park story. Through this effort, new constituencies may be built which will create wider support for park preservation.

Content Outline

I. Constituency building

A. Historical foundation

1. Mather and Albright

a. issues, external pressures
b. context

-historical perspectives of "value"

B. Value in constituency building

1. political influence
2. meeting mission

C. Evolving demographics

1. local, national, international
2. changes in national notion of "conservation"
3. development of preservation and stewardship ethics as separate notions
4. international perspectives on National Park idea

a. "conservation" in international context
b. multiple truths about NPS mission/values

5. importance of reaching NPS mission through continued use of fundamental Mather/Albright approach of meeting audience/non-audience needs

II. Multiple communities and potential audiences

A. NPS

1. within park (building relationships between divisions, partners, within divisions/districts)
2. between parks, partner organizations, and neighboring agencies

-interrelationships between parks, other agencies, and local communities
-"combining forces" with partners and neighboring agencies to convey a consistent message and meaning, where appropriate, to develop accurate informational resources to support each other

B. Non-NPS

1. immediate park neighbor groups (cultural, ethnic, political, geographic, special interest, etc.) with active interests in park resources, operations, policies, and other practices
2. immediate park neighbor groups with potential interests which have not demonstrated interest in park policies or practices
3. regional neighbors (within driving distance) who may or may not have potential interests with park practices and protection

III. Group process

A. Group process will vary according to audience

1. dynamics of groups a. small group communication techniques b. inter-group dynamics when group makeup is diverse c. working with homogenous audiences from under-represented groups
2. strategies for dialogue

a. connecting discussions to meanings for diverse audiences
b. avoiding debate in a "meaningful" way

1. questioning/discussional strategies

IV. Getting help

A. Sources of information about audiences

1. Universities, graduate programs
2. Visitor Services Project data
3. U.S. Census statistics

Resources

Interpretation and Inclusion, Ongoing series of articles by Costa Dillon (14 to date)

Interpretive Skills Lesson Plans: "Demographics" by Rebecca Warren/Karen Boucher, 1992; "Identifying and Understanding the Visitor" by Linda Olson, 1983; "Extending the Park Influence" by Sandy Early, 1983; "The Interpark Perspective" by Linda Olson, 1983; "Communications" rev. by Bill Fuchs, 1992.

The National Park Service Strategic Plan, NPS, 1996.

Visitor Services Project Annual Reports, ed., Gary Machlis.

Park, Visitor, Interpreter, NPS Workbook and Videos

Birth of the National Park Service, Horace Albright, Chapters 1-7, Howe Brothers, 1985.

The National Park Service, William Everhart, Chapters 1, 2, and 6. Westview Press, 1983.

Battling For the National Parks, George B. Hartzog, Chapters 1 and 20. Moyer Bell, Limited, 1988.

National Parks: The American Experience, Alfred Runte, Chapters 1, 2, and 11, Epilogue, University of Nebraska Press, 1987.

Playing God in Yellowstone, Alston Chase, Harvest Books, 1987.

The State of the World's Parks, Gary Machlis, Chapters 2, and 5. Westview Press, Inc., 1985.

History of NPS Reorganization, an article

Principle Legislation Affecting the NPS, Information Bulletin #5, August 28, 1989, available from Wildlife and Vegetation Division, NPS.

Suggested Developmental Activities
1. Identify and list specific, active audience types and the multiple perspectives which these visitors may have on the park themes. Describe how you would employ specific tangibles within your site to link to those perspectives through interpretive efforts.

2. Identify specific, non-active audiences which have not traditionally shown interest in visiting or supporting park resources. For each group identified, list specific tangibles within site which could be potential links for those audiences, and discuss with colleagues potential interpretive techniques appropriate to make linkages to those audiences.

Next Component

Strategies for Inclusion

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Editor: STMA Training Manager Interpretation

 
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