When we transform, we lose an old self, and we grieve for that loss. Analytical depth psychology provides a framework for understanding the grieving process in transformative learning.

Ten Industrial Areas Foundation national community organizers were interviewed about their experiences of organizing in broad-based organizations. All were trainers and all shared stories of how participation in action facilitated transformation personally and socially. Three stories were chosen as exemplars for how transformation occurs in relationship-based organizing. They illustrate three themes: freedom from victimization, freedom from slavery, and use of controlled anger. Imagination, relationships, disequilibrium, internalization, and changes in consciousness are processes that seemed to bridge the rational with the emotional as the social is constructed in participative action.

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Program planners in all educational organizations and situations are responsible for carrying out the various steps of program planning and for understanding the context and politics involved. The situation for planners in community-based contexts differs from those who plan institutional program, however, in that the direction comes from the learners themselves. Grassroots organizations are usually flat in structure, with few administrative personnel. The stakeholder population consists of board members, volunteers, and participants as well as government programmers, funders, and policy makers. Program planners must work with all interests, keeping in mind that the learner comes first. Operating with a guiding principle of participation as the foundation for program planning makes it challenging for the program planner as ethical dilemmas emerge in the negotiation process. This chapter examines the intentionality of the program planner and the ethical dilemmas encountered as she works through the negotiation process with a community-based, grassroots organization. Community-Based Education: Models, Processes, and ProgramsAn examination of the literature on community-based or grassroots education reveals numerous models, processes, and programs. Because of the emancipatory and process-based nature of this type of education, a great deal has been written about the involvement of the community or organization in determining its own future. However, much of this literature does not address program planning specifically, nor does it provide a detailed analysis of the role of the N w DIRECTIONS FOR ADULT AND CONTINUING EDuCATIDN, no. 69, Spring 1996 OJos+~y-Bass F'ublishm 69

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