Module 3: The CRS Integral Human Development Framework: Structures & Systems

Permanent Module

Module 3 describes the role of engaging systems and structures in the CRS Integral Human Development framework. It defines systems and structures through examples, emphasizing the role of influence, access, and control. It also highlights the importance of partnerships with and among various systems and structures in the work of IHD.

The slide deck, The CRS Integral Human Development Framework: Structures and Systems, is this Module's core resource.  It is designed to be self-guided for use by individual learners, along with discussion questions, readings, and exercises.  The slide deck can also be used as a presentation in a more traditional classroom format.  

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Course materials

Module Materials

LEARNING OBJECTIVES

1. Define and identify the importance of systems and structures in the CRS Integral Human Development framework.

2. Understand how to engage systems and structures.

3. Identify the role of partners, locally and in the United States, especially the role of university students.

DISCUSSION QUESTIONS

1. Why are structures and systems a crucial element of the CRS Integral Human Development Framework?

2. Can you think of examples from your own life or the lives of others where structures and systems have been enabling or constraining? How can structures and systems play a role in inclusion and participation?

3. How do the photos and images in the Module 3 slide deck illustrate the role of structures and systems within integral human development?

ADDITIONAL MATERIALS

Term Sheet

Primary Resources

Slide Deck: The CRS Integral Human Development Framework: Structures and Systems

 

This slide deck is the core resource for Module 3.  It provides an overview of the CRS Integral Human Development Conceptual Framework and explores two components, structures and systems. 

 

Bitter Chocolate: A CRS Case Study from Cote D'Ivoire

 

In the case study Bitter Chocolate, follow the Diallo family who live in West Arica and explore the IHD components, structures and systems. 1 page.

 

Adapted from TED Case Studies #664. Chocolate and Slavery: Child Labor in Cote D'Ivoire. Samlanchith Chantavong. 2002.

CRS Video: I am the Cause, I am the Solution

 

On over 100 college and university campuses across the country, students learn, lead, and advocate for the global common good in partnership with Catholic Relief Services.  After watching a 2:23 minute video, consider (1) what systems and structures you and other students can use to seek change and (2) how our US structures and systems impact people's lives around the world.  

Article: “Mediating the Global Common Good: Catholic NGOs and the Future of Global Governance.”

 

This article explores the transformative potential of Catholic NGOs and other faith-based groups and their role as mediators of the global common good. Further, the author proposes a “’webbed model of NGO participation’ to highlight the significance of Catholic NGOs in the development of a participatory system of global governance.” 11 pages.

 

Kevin Ahern. “Mediating the Global Common Good: Catholic NGOs and the Future of Global Governance.” Found in Public Theology and the Global Common Good: The Contribution of David Hollenbach, S.J. edited by Kevin Ahern, Meghan J. Clark, Kristin E. Heyer, and Laurie Johnson. 2016. p 14 - 25.