Archive for May, 2010

Recent article published on

The below article was something I wrote for publication on the site (site also listed on my blogroll).  It is based on the ideas I explore in my project plan and I thought I’d also share them here.


The more I learn about capoeira the more I discover how its philosophies can apply to the field of community development. For me, a cornerstone of community development work involves creating a more socially inclusive society – one where individuals are able to participate fully in social and economic life. In Australia, it’s encouraging to see this vision being supported by the federal government’s Social Inclusion Agenda. What’s even more exciting though, are the possibilities I see for us at the individual level to use the principles that capoeira give us to actually live out this vision of a more socially inclusive society. I’m not sure how well I can actually explain what I mean by this, but I’ll give it a go!

Sometimes I find it helpful to flip things around the other way (a bit like seeing the world upside-down when we’re doing ‘bananeiras’). Instead of focusing on inclusion, we can examine the concept of social exclusion. In broad terms, social exclusion is often associated with economic deprivation, identity differentiation, or physical, cultural, sociological, or other barriers to full participation within society (Geddes, 1998). It can impact an individual’s emotional and psychological well-being and exacerbate the state of fragmentation within society. I’ve tried to depict this below in the form of a ‘problem tree’ (concept adapted from Veneklasen & Miller, 2008, p. 155), that shows possible root causes and consequences of social exclusion.

By using elements of music, rhythm, dance and martial arts, and also with a focus on mutuality over the win/lose mentality common to many sports, the art of capoeira can be used as a tool for fostering stronger inter-relationships and greater understanding between individuals. Pictorially, this might look a bit like the below ‘solution tree’ which depicts how I see the root elements of capoeira are combined to generate positive social outcomes.

Moreover, capoeira was forged through deep inter-cultural interactions between African descendants (from diverse Nations), Brazilian Indians, and exiled Europeans. It has, since its inception, been used by these marginalised slave populations as an instrument against oppression. As an art-form, it has equipped its participants with strong values of social cohesion and resistance against colonial exploitation.

Having withstood centuries of oppression, capoeira now enjoys formal recognition by the Brazilian government1 and is practised globally2. I believe that this in itself is testimony to the strength of capoeira as a mechanism for social integration. These historical foundations demonstrate to me the value of using capoeira today as a recreational activity that can empower individuals falling outside of the mainstream to engage more deeply with their immediate and surrounding communities. Vice versa, capoeira also creates opportunities for greater social and cultural diversity and fosters a deeper sense of connectedness within ‘mainstream’ society itself.

So…what all of this suggests to me is that there is an element of commonality between community development practitioners and capoeira practitioners as each engage in activities that can build stronger communities. For community development practitioners, this involves a subset of activities that use art and recreation to improve the quality of life of individuals experiencing disadvantage or exclusion. For capoeira practitioners, I believe this involves the use of capoeira to foster stronger community cohesion rather than (or in addition to) practicing capoeira as an end in itself.

Applying this to the field of community development, I think it’d be wonderful if we can foster greater collaboration between community organisations and the capoeira community. I envisage that, by forming and nurturing these connections and continuing the work we already do, we can create more opportunities for disadvantaged or marginalised communities to access Capoeira-based recreational programs. This can ultimately enhance the impact of the work we each do while also enabling each of us to live out, in a very personal and practical way, our vision for a more socially inclusive society right here in Brisbane.


1 – The official recognition came first in the 1950s during the government of President Getúlio Vargas. The first federal policy, however, was developed under the folder of the Ministry of Culture and came only in 2004. The federal government continues to develop this programme and today it is called Capoeira Viva.

2 – In 1998, According to Assunção (2005) ‘conservative estimates suggested that already 3 million people around the world were practicing Capoeira, a number that has been growing ever since’ (pp. 1-2).

4CapoeiraThoughts Note:

Along the lines of Janelle’s post I suggest you read the following posts:

1 – Project Learning from Brazilian Culture: A Brief History, Profile and Guidelines

2 – The Social Role of Capoeira: An invitation to make local sense of a cultural practice in global spreading

If you would like to share similar initiatives and/or successful social endeavours with Capoeira, contact me and we will post it. Sharing material and experiences through the blog will network like-minded people, helping people to establish their programmes and/or supporting ongoing initiatives.


Assunção, M. 2005. Capoeira: The History of an Afro-Brazilian Martial Art. NY. EUA: Taylor & Francis Inc.

Geddes, M. 1998. Local Partnership: A successful strategy for social cohesion?European Foundation for the Improvement of Living and Working Conditions, Dublin.

Veneklasen, L. & Miller, V. (eds.). 2008. A New weave of power, people and politics: the action guide for advocacy and citizen participation, Burton on Dunsmore, UK: Practical Action Publishing, pp.147-162.

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End-semester chaos

May 29, 2010 5 comments

I was in Darwin all of last week and have just come back from three days in Sydney.

Observation: Have noticed a serial raincloud following me from one end of the country to the other.

Vent: Why doesn’t work send me on cool trips when I DON’T have anything due?!

Positive affirmation (attempt #1): The universe gives me ample opportunity to find the silver lining.

Positive affirmation (attempt #2):  If even Darwin can get rain in their dry season, anything is possible!

Message to fellow students:  Hang in there! It’ll all be over soooooooon!

'Minties moment' creatively captured by photographer, friend, musician and all round top guy, Gary Cox

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Listen to some capoeira songs!

May 13, 2010 3 comments

I found some MP3s courtesy of and thought I’d share them with you 🙂





The beauty of capoeira lies also in the music – and this is something that I’m learning more about with each day.  If you’re free Monday 24th May, make and share some music with us at our workshop on how we can use capoeira to build stronger, more vibrant communities!

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To whom I write these words

May 12, 2010 3 comments

camouflage-notIt’s been ten weeks already since the start of the semester – and, no, that’s not because I can count, but it’s thanks to the reminders I got from fellow ‘communiteers’ I’ve been emailing via our virtual (‘Blackboard’) classroom tonight.  But, yes, ten weeks into the semester and I’m still feeling uneasy about blogging and the whole action-learning cycle.  The business and marketing philosophies that have been conditioned into me are telling me that to get ‘buy-in’ for my project, I should fill this space with ‘stuff that sells’  – pretty pictures? ‘Come one come all’ slogans? Big promises and even bigger disclaimers?   – Besides the pretty pics, I haven’t used this site as an overt marketing tool as such and I think this is both a source of comfort and a source of my unease.  It does feel a tad exposing and quite unnatural to me to use this site both as a space for personal reflection and as a medium for sharing information about the project.   At the back of my mind I can’t help thinking I’ve gone against all common sense by uploading wordy project plans, calls for help, and reflections about my dilemmas that give away all too clearly the constant state of confusion I’m in!  Nevertheless, I persist – I’m trusting that, with a sound analysis and a strong rationale, the theories and ideas I adopt can translate into praxis.  I’m trusting that on the other side of my discomfort will be discovery and I’m hoping beyond hope that you, the reader, will not lose faith in me!

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May 12, 2010 1 comment

Children Under The Sky – Capoeira At Al-Tanf

In the video at the link above, one of the children tells us that, “when they started to play capoeira, it made me happy”.  This simple yet powerful statement pretty much sums up my thoughts on capoeira today.

It’s nearly 1am.  I got home a few hours ago and now find myself tapping away on my laptop after what has been for me a long and rather confronting day.  Oh, okay, I was hoping I could write vaguely about this, but I’ll spit it out: I got a nasty shock this morning when I got back a dismal result on an assessment for one of my uni subjects.  I had managed to completely miss the point of the assignment and thought (pretty childishly might I add!) that this sort of stuff simply ‘never happens to me’.  Of course, I then proceeded to liken this result to something akin to catastrophe and extrapolated from this that my life must be a colossal failure.  My only saving grace was that the extent of my emotional turmoil was kept hidden in the confines of my own head.

Being a Tuesday night, I headed off to capoeira after uni.  Only now that I am home do I realise that the moment I had arrived at capoeira my mind had quite naturally moved there too.  My woes of the day had disappeared without me noticing – until, of course, I got back home and decided to let myself indulge in, erm, let’s  just call it a moment of self-deprecation…I’ve thankfully re-discovered perspective and, even more thankfully, have been reminded of how a spot of capoeira can make me deliciously happy.

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I have almost lined up a venue for the upcoming workshop and will be able to give people some more concrete details soon.  I feel I have been a tad premature in ‘advertising’  this workshop (even before I’d figured out the details!) but, for better or worse, it has kept everyone in the loop.  Today, I spoke to some wonderful people from the Communities for Children and the Pathways to Prevention projects and earlier this week I also had some very fruitful conversations with staff from the ‘Street to Home’ team at Micah Projects.

Out of these conversations came more ideas and suggestions and contact details of other people I can connect with –  As much as I’d like to cover as much ground as possible, I’m staying with the targeted approach for the moment, given the time constraints!

Categories: Uncategorized

And the plan is…

I’m adding this post for those with an appetite for some of the theoretical and practical underpinnings of the project.  Included below is a paper I prepared in preparation for the project.


This paper is written in preparation for a community engagement project which focuses on the role that capoeira can play in building and strengthening communities experiencing disadvantage or isolation.  The project aims to bring together community development practitioners, capoeira practitioners and active citizens who all share a desire to contribute to strengthening relationships amongst and between different community groups in Brisbane, Australia.  The project will instigate dialogue to explore possibilities for collaboratively building stronger communities, first by strengthening relationships amongst participating individuals and organisations, then focusing on creating stronger inter-relationships between members of the wider community.

This paper will begin by providing the context and rationale behind the project, citing examples in Australia and overseas of collaborative efforts to use capoeira to engage the community.  This paper will then map out the landscape of individuals and organisations in relation to the project.  This will be used to identify current linkages and resource flows between those involved and also the gaps or weaknesses in these linkages.  It is through an analysis of these linkages that the action strategy for the project has been formulated.  To further support the strategy and to protect the people and work involved, a risk assessment has also been undertaken and included in this project plan, along with risk mitigation strategies.

Project context and rationale

The Creating Community Through Capoeira project recognises that, in Brisbane, there are community development practitioners and capoeira practitioners each engaging in activities aim to build stronger communities.  The change agenda for the project is therefore to foster greater collaboration between these two groups.  It will thus involve creating change by working within the current system and alongside existing networks.

The specific activities undertaken within the field of community development and in the practice of capoeira are vastly different.  However, there exists a shared subset of activities which are mutually complementary and can be enhanced through deeper collaboration.  It is within this mutuality that the Creating Community Through Capoeira project is premised.

For community development practitioners, this subset of activities involves the use of art and recreation to improve the quality of life of individuals experiencing disadvantage or exclusion.  In broad terms, exclusion is often associated with economic deprivation, identity differentiation, or physical, cultural, sociological, or other barriers to full participation within society (Geddes, 1998).  It can impact an individual’s emotional and psychological well-being and exacerbate the state of fragmentation within society.  Figure one below provides one representation of social exclusion in the form of a ‘problem tree’ (concept adapted from Veneklasen & Miller, 2008, p. 155), depicting possible root causes and consequences.

Seeking to address this issue are organisations throughout Brisbane such as Project Circuit Breaker in the northern suburb of Kedron, Communities for Children in Inala, Brisbane’s south, and Reclink which forms part of an inner-city homelessness services hub.  While each of these organisations differs in their model of service delivery, many see an engagement in community-based art and recreational activities as a means of assisting the families and individuals with whom they work.  In line with this, these and other organisations incorporate into their service opportunities for individuals within marginalised communities to engage various group-based leisure programs.

For capoeira practitioners, the area of mutuality from which the project stems concerns the use of capoeira to foster stronger community cohesion rather than (or in addition to) practicing capoeira as an end in itself.  The Brisbane branch of the capoeira school Cordao de Ouro, through the Brazillian art and practice of capoeira, brings together capoeira practitioners from culturally, socially and linguistically diverse backgrounds.  Currently included within the Brisbane school branch, averaging approximately ten students per class, are individuals from Israel, Egypt, Japan, Germany Zimbabwe, Thailand, Bolivia and Brazil, who work and/or study in the health, legal, community, education, hospitality, retail, film, music, animation and other sectors.

By using elements of music, rhythm, dance and martial arts, and also with a focus on mutuality over the win/lose mentality common to many sports, the art of capoeira can be used as a tool for fostering stronger inter-relationships and greater understanding between individuals.  Figure two below uses a ‘solution tree’ to depict how the root elements of capoeira can be combined to generate positive social outcomes.

Figure 2: Solution tree analysis

Through greater collaboration and inter-sector support, capoeira and community development practitioners can enhance the impact of their work by creating more opportunities for disadvantaged or marginalised communities to access capoeira-based recreational programs.  This has been demonstrated through Project Bantu, a Sydney-based program which uses capoeira to ‘contribute to the empowerment of young people from Aboriginal and refugee backgrounds to support their ability to succeed and face the challenges of life’ (Project Bantu, nd).  This program was formed through a partnership between the capoeira group Capoeira Angola Ecamar, the NSW Service for the Treatment and Rehabilitation of Torture and Trauma Survivors (STARTTS) and the Granville Multicultural Community Centre, a non-profit organisation which provides educational, recreational, advocacy and other support services to the community in Granville and surrounding suburbs (Project Bantu, nd).

Internationally, the Meet In Play program in Syria, launched in March 2010 through the collaboration of an independent capoeira school, CapoeirArab, and partner organisations including the Delegation of the European Union in Syria, Terre des Hommes Italy and Companhia Pernas Pro Ar (Germany) (CapoeirArab, 2010a, CapoeirArab, 2010b).  In the United Kingdom, Project Gem engages ‘hard to reach young people in urban areas through innovative arts activities’ (Project Gem. 2007a) and, amongst other partner organisations, is also delivered in conjunction with a dance school, Evanescence (Project Gem, 2007b).  A number of social projects involving capoeira have also been initiated in Brazil, including Grupo de Capoeira Ginga e Malicia which ‘uses capoeira to develop a sense of social responsibility amongst children from the favelas’ and ‘provides stability and opportunities away from the streets’ (Project Gem, 2007c).

In recent years, the Brisbane Cordao de Ouro branch and its corresponding non-profit organisation Volta Por Cima (VPC) has engaged various government and non-government organisations with an invitation to explore a possible social program involving capoeira.  However, these have been isolated incidents with one organisation at time and have failed to gain momentum.  To date, no formal relationships exist between VPC and community development practitioners within either government or non-government organisations in Brisbane.

Given the diversity of activities conducted by the school and community development practitioners, each have to date operated in their respectively established networks with limited direct overlap (refer to figure four in the following section).  This is reflective of what Westoby and Owen (2009, p.10) identify as ‘action-oriented’ networks, and contrasts against networks that are created through intentional ‘web-weaving’ (Lederach, 2005, p.80), which enable people to meet on the basis of a shared concern, even where they conduct limited shared actions from day to day.  For this reason, the Creating Community Through Capoeira project aims to intentionally network a forum of like-minded community development and capoeira practitioners and also invite citizens to engage in discussion on how capoeira can be made more accessible to communities experiencing disadvantage or isolation.

Project systems analysis

To better understand the context within which the project will be conducted, two primary stakeholder groups can be viewed in terms of the networks in which they form a part.  These primary stakeholders are the capoeira practitioners and community development practitioners that hold a shared desire to develop stronger bonds within and amongst different community groups in Brisbane.  This is represented in figure three below:

Figure 3: Stakeholder orientation

In the context of network analysis, each individual, group, organisation can be considered as a node of the network (Chavis, Florin & Felix, 2008).  Each node is in turn linked into other nodes that together make up a complex system of social relations.  In line with this concept, figure four below charts out a landscape of different entities and collections of entities with a possible relationship to the proposed project.  Each of the boxes encapsulate a particular cluster of network ‘nodes’ and can be viewed as forming part of a larger system of inter-relationships, while at the same time being the product of their own intricate systems of connections.

Figure4: Network of entities related to the project

Connections or linkages between entities of the above network chart can in turn be characterised by their function and their structure, whether formal and mechanistic or more fluid and informal (Scott, 2008).  In figure five below, a sample of the different activity and resource flows and the structure of these flows have been overlayed across the network chart to create a ‘rich map’ of depicting some of the inter-relationships within the overall system as they apply to the proposed project.

Figure 5: Map of activity and resource flows

This ‘rich map’ is situated against a scale from micro to meta, with individuals and organisations participating within and between different levels depending on the context of each engagement.  This scale has been included to assist in structuring the map, even though in reality these inter-relationships are more dynamic than they are linear.  Spanning all levels of the system are environmental factors such as the socio-political environment, legal structure and cultural norms which influence the flows and functions within the system.  At the same time, the activities and connections produced within the system result in changes to surrounding environmental factors.

At the micro to mezzo level, individuals have relatively unstructured relationships and are connected through personal, informal relationships or simply by virtue of living in a common city which is subject to common ‘rules of engagement’ and operate under legal, political, economic, social and cultural forces common to their shared environment.

Relationship structures become more explicit as individuals reach the mezzo level.  Degrees of formality move from the fluid relationships with immediate or extended family, friendship or special interest units to organisations and groups such as sporting or industry affiliations, school committees, and the like.  The structure and function of relationships at this level is more formalised, such as employer/employee, student/teacher, service user/ provider or consumer/supplier.

Within the mezzo to macro levels, are the two primary stakeholder groups that form the focus of the Creating Community Through Capoeira project.  The Brisbane branch of the Cordao de Ouro school, located on the left in figure five, is situated alongside other capoeira schools around Australia as well as partner organisations such as the Aboriginal Centre for Performing Arts (ACPA).  The school can also be characterised by the flows of resources which are involved: Individuals from the community, each involved in their different circles of activity, direct their energies to the school and pay for classes, while the school offers training, education and other opportunities for engaging in the art of capoeira, holds capoeira events and brings together students and instructors in Brisbane, across Australia and around the world.  There is also a constant exchange of information, friendship and support to and from the school.  At the meta level, the school is connected with varying degrees of reciprocity and exchange to other branches of Cordao de Ouro as well as to other capoeira schools in Brazil and worldwide.

Community development practitioners are depicted at the mezzo to macro levels on the right-hand side in figure five and include a number of programs or organisations operating in Brisbane that focus on using community linking activities to connect individuals to various government and non-government services.  This stakeholder group potentially includes Reclink, Project Circuit Breaker and Communities for Children (mentioned previously), as well as Young Mothers Young Women, Police-Citizens Youth Clubs, the Multicultural Development Association and the Queensland Program of Assistance to Survivors of Torture and Trauma.

Such organisations give and receive information regarding needs of the communities with which they work.  They provide a service response to these needs in the form of financial, legal, health, emotional or general assistance and advocacy in accordance with community need,  available funding and other practical constraints.  Information, service and material flows and partnerships extend both horizontally between these organisations and vertically to state and federal government eg. Queensland Health, Queensland Council of Social Service, Ethnic Communities Council of Queensland (ECCQ), Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA), and internationally eg UNHCR, UNICEF, International Declaration of Human Rights.

Project strategy

As mentioned above, the diversity of activities in which capoeira and community development practitioners are involved has produced limited opportunities for mutual collaboration.  This is illustrated by figure five, showing various inter-relationships of the primary project stakeholder groups.  To address this, the Creating Community Through Capoeira project aims to bridge the ‘structural hole’ (Scott, 2008: 301) between the work of capoeira practitioners and that of community development practitioners interested in creating linkages to community recreational activities.  Shown in figure six below are examples of the type of information, services and energy flows that the project aims to facilitate.

Figure 6: Examples of potential information, services and energy flows

In an open systems framework consisting of inputs, throughputs and outputs (Katz & Kahn, 1978), the above flows can be considered amongst the inputs and form a strategic ingredient in making capoeira more accessible to communities experiencing disadvantage or isolation.  It is envisaged that fostering these new connections will initiate opportunities for deeper collaboration between individuals and community organisations with a shared interest in using capoeira as a tool for broadening and deepening their relationships.

These collaborative efforts can then be directed at developing and sustaining ‘short courses’ or programs that bring capoeira to the lives of marginalised populations in and around Brisbane.  Such activities correspond to what Katz and Kahn (1978) refer to as throughputs of the open system, with the outputs being that capoeira programs are made available to communities that may otherwise be unable to access them.  As individual programs grow in number and reach, opportunities may also be available to connect participants between programs to further integrate disparate community groups.  This can ultimately contribute to the diversity of social and cultural elements making up ‘mainstream’ society.  These outputs will also form part of the environmental factors constantly feeding back into the system.  Diagrammatically, the open system framework within which the Creating Community Through Capoeira project might ideally operate is as follows:

Figure 7: Open systems map for the Creating Community Through Capoeira project

Initial actions of the project will involve the gathering of inputs into the system, before focusing on system throughputs (Chavis, Florin & Felix, 2008).    Actions that can be undertaken to generate project inputs may involve:

  1. Identifying potential participants through –
  2. Initiating and maintaining contact with participants through –
  3. Conducting an exploratory workshop in late May 2010 by –
  4. Ongoing engagement to develop project inputs (the knowledge, energy and connections) into throughput activities.  This can include:
  • Talking to members of the capoeira community and community development practitioners and asking for suggestions/’leads’ or personal expressions of interest
  • Internet-based research
  • Synthesising findings through a subsequent network analysis.
  • Face to face contact with community development practitioners and members of the capoeira community and providing verbal project updates
  • Emailing community development practitioners with information about capoeira and how it might be used in the context of a social program for communities experiencing disadvantage or isolation
  • Making any announcements, as they arise, via the project blogsite.
  • Soliciting expressions of interest from participants
  • Inviting participant input into workshop topic development (via the project blogsite, email and face to face conversations)
  • Using a participatory approach to deliver the community workshop.
  • Developing regular newsletter updates for email distribution to interested parties depending on outcomes of the initial exploratory workshop
  • Continued informal, fact to face project updates to project members
  • Delivering on any follow-up actions agreed on during the workshop
  • Delivering subsequent workshops if this is something for which project members express a desire
  • Providing opportunities for project members to stay in contact with each other (this can be through any medium preferred by participants, including via the project blog, a potential Facebook page, email, phone or informal catch-ups)

A key action of the project in this intial phase will be the delivery of an inclusive, collaborative workshop to formally engage and connect participants.  This workshop will be premised upon the shared desire of participants to explore possibilities for how capoeira programs can be delivered to marginalised populations.  To increase motivation and commitment to the workshop, give a voice to all potential participants as well as create additional opportunities for individuals to discuss and reflect upon the project, the workshop will be designed through of Participatory Curriculum Development (Taylor, 2003) and delivered using a range of participatory methods such as those suggested by Chambers (2002) and Pretty et al (1995).

The International Association for Public Participation identifies five levels of public participation – inform, consult, involve, collaborate and empower – and describes these on a continuum of increasing level of public impact (IAP2, 2007).  While the workshop will sit predominantly within the level of collaboration, it will also involve elements of information exchange and mutual consultation and will rely on the empowerment of participants to take action and ownership in order for the project to progress beyond the initial stages.  Thus project actions will move along different points of the spectrum at different stages of the workshop as well as at different stages of the overall project.

Likewise, principles of collaboration will be maintained wherever appropriate to guide project throughput activities.  At this stage, project members will need to determine how the project can be operationalised and maintained by considering:

  • Commitment levels and members’ expectations
  • Constraints (time, money, or resources)
  • Project possibilities vs scope
  • Roles and responsibilities
  • Required costs
  • Who and how to negotiate access to required resources
  • How a potential capoeira program will be run (who by, whom for, how long and how often?)
  • Who and how to monitor and evaluate project delivery and outcomes
  • Project goals (reasons for forming a partnership)
  • Project exit strategies (reasons for dissolving the partnership).

In adopting the above strategy, the Creating Community Through Capoeira project hopes to further enhance the work of capoeira practitioners and community development organisations through the delivery of capoeira-based leisure programs to disadvantaged communities.  It is hoped that these programs will in turn contribute to a greater level of social cohesion by creating additional opportunities for cross-cultural learning and empowerment (refer to outputs identified in figure seven and the solution tree in figure two).  However, this does rest on a number of assumptions and risk factors, which will be discussed in the following section.

Risks and risk mitigation

In terms of the delivering each capoeira session to community groups, a separate risk assessment will be conducted and mitigation strategies developed as part of the throughput activities conducted prior to implementing a program.  This risk analysis will focus on risks associated with the project of facilitating closer collaboration between capoeira practitioners and community development organisations to enable the development and delivery of ongoing capoeira-based leisure programs.

Chavis, Florin and Felix (2008: 44) warn of the entropic nature of community organisations by highlighting that ‘these organisations must build a highly efficient capacity to gain access to and use resources in order to survive’.  This suggests that the project risks losing momentum where it is lacking in collective skills, resources, time, desire or commitment to keep it going.  For example, the inability to source an affordable and accessible venue for conducting capoeira classes or the failure to secure ongoing funding can drain the project of its momentum.  Similarly not enough (or too much) of other types of relationship flows can also be detrimental.  For example where too much or too little control is exercised by a particular party, or where the project becomes overly prescriptive or is lacking in a concrete direction.

The table below identifies associated project risks and suggests possible methods for safeguarding against these risks.

Risk Safeguard / Alternative solution
Unable to access funding Where funding is unavailable, costs for instructors can be waived (where instructors agree to volunteer their time) and alternative options can be investigated for securing sponsorship to cover venue and other costs.  Any initial programs can be formally evaluated and results used to support funding applications for future programs.
Unable to secure appropriate venue Where an accessible, sufficiently sized, affordable indoor venue is unavailable, free outdoor venues such as parks can be considered on a short term or exceptional basis.Enquiries can be made with a broad range of community or neighbourhood centres, school halls, gyms or sporting complexes to negotiate a suitable venue.
Unable to recruit skilled capoeira instructors Involve capoeira instructors in determining the day and time of capoeira sessions and include a roster of back-up instructors.Given sufficient funding, the expertise of overseas instructors can be commissioned to run the program, if local instructors are unavailable.
Insufficient time to organise program Rather than be an extracurricular endeavour, the program will seek out project members who would already be working to create similar programs from day to day.
Insufficient desire to organise a program The project is premised on all members having a shared desire to use capoeira as a tool for building stronger communities and project members choose to participate on this basis.
Inability to effectively collaborate or reach collective agreement Where a collaborative approach is ineffective, measures can be taken to assess whether a different approach may be more appropriate in the given context eg a different level of participation along the IAP2 spectrum (IAP2, 2002) may be adopted.
Program is not welcomed by recipient community Members of potential recipient communities will be informed about the program and participation is voluntary.  Introductory DVDs and opportunities for group or private discussions about the program can also be made available to potential participants to assist them in making an informed decision about participating.
Program fails to meet expectations Expectations will be set collaboratively by the project members and clearly communicated so that both successes and failures are jointly owned.  Project members will also be encouraged to continuously reflect, plan and act on new project developments and will also be reminded that expectations, as with the workings of all open systems, need a degree fluidity to adapt should any significant system changes develop.
Program fails to build stronger relationships within the community The benefits of a capoeira-based social program have been demonstrated through current and past initiatives in Australia and worldwide eg. Project Gem, Project Bantu, CapoeirArab.To safeguard against this risk, each session of the capoeira program will be monitored progressively and field notes kept where relevant to assist in an action-learning cycle which will continually inform how the program can be delivered to most effectively foster stronger relationships for community participants.
Too much or too little control is exercised by a single party The project will operate upon a collaborative framework and, if deemed necessary, a partnership protocol can be designed to help ensure the even distribution of decision making power.
The project is either becoming too prescriptive too lacking in formal direction Project members will be encouraged to continuously reflect, plan and act on new project developments and maintain an awareness of how actual progress is tracking against project goals as well as the appropriateness of project goals themselves.

Concluding comments

This project recognises that, despite the broad array of work and deeply established systems that community development practitioners and capoeira practitioners are each engaged in, both of these groups ultimately conduct activities that serve to build stronger communities.  An analysis of the respective networks of each of the groups reveals limited formal linkages between them. This forms the basis of the change agenda being pursued through the Creating Community Through Capoeira project, which is to foster greater collaboration between community development practitioners and the capoeira community.

In so doing, the project looks to create a ‘bridge’ facilitating a flow of energy, resources and services which will form a vital input into a larger project system involving a collaborative effort to bring capoeira-based leisure programs to marginalised communities.  It is hoped that through a partnership involving the capoeira community, community development practitioners and other related organisations, the art and culture of capoeira can be used as a tool to stengthen the number and quality of connections formed amongst marginalised populations and foster greater levels of social inclusion in and around the Brisbane area.

References cited

CapoeirArab. 2010a. Meet in Play. Accessed 18 April 2010.  Available at

CapoeirArab. 2010a. Meet in Play: Integration through capoeira and performing arts. Unpublished concept note.

Chambers, R. 2002. Participatory workshops: a sourcebook of 21 sets of ideas and activities. Earthscan.

Geddes, M. 1998. Local Partnership: A successful strategy for social cohesion? European Foundation for the Improvement of Living and Working Conditions,  Dublin.

IAP2. 2007. IAP2 Spectrum of Public Participation.  Accessed 15 April 2010.  Available at

Katz, D. & Kahn, R. The social psychology of organisations, 2nd Ed. New

York, NY, John Wiley and Sons.

Pretty, J. et al. 1995. Participatory Action Learning. IEED Publications.

Lederach, J. P. 2005. The Moral Imagination: the Art and Soul of Building Peace. Oxford University Press, Oxford.

Pretty, et al. 1995. Participatory Action Learning. IIED Publications.

Project Bantu. nd. Project Bantu Capoeira Angola for Young People.

Accessed 18 April 2010.  Available at

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