Abstract
A family policy analysis course, Child Care Think Tank, drew requests from policy advocates for an off-campus version of the course. The courses were redesigned and linked as an advocacy and empowerment process. Students in the resident course planned and organized a statewide conference, prepared technical information for advocacy, and facilitated conference sessions. Participants in the conference course were empowered to develop recommendations for the Governor's Child Care Task Force Report and to organize for continued advocacy. The critical theory of Habermas guided learning discourses, and Freire's problem-posing method was adapted as a guide for critical reasoning. Outcomes of the two courses demonstrate that teaching family policy through experiential involvement in advocacy and empowerment activities can be an alternate or complementary approach to didactic instruction in technical knowledge of family policy.
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