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- Beginning to Play (Debating Play).
Focusing on issues of identity, displacement, language, sexuality, and class, their contributions challenge and encourage readers to experience the multiplicity of experiences that make up the fabric of identity. Ano: ISBN ISBN: X. File: PDF, 1. Leia livro online Send-to-Kindle or Email Please login to your account first. The file will be sent to your email address. It may take up to minutes before you receive it. The file will be sent to your Kindle account.
It may takes up to minutes before you received it. Please note you've to add our email mailer bookmail. Read more. Post a Review. You can write a book review and share your experiences. After the allotted time, ask all participants to sit and open the discussion.
How did people define respect? What were some of the core concepts discussed? All responses are worthy of reflection in terms of their cultural and hegemonic influences. Ask participants where their ideas of respect come from and whom they are meant to protect. If the group raises any of the common responses above, challenge them to answer the following questions:. The point of the discussion is to reflect critically on assumptions and socializations regarding respect. This activity helps to establish a basis of respect within the group, helping the participants take the first steps toward creating and maintaining a constructive discussion of social justice and equity.
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At the very least, participants meet someone new and exchange ideas with that person. The group also gets its first look at the similarities and differences between participants, potentially in ways that reflect privilege and power. Definition Everyone has a personal and social identity. Social identity includes affinities one has with other people, values and norms that one accepts, and the ways one has learned to behave in social settings.
Instructions Write out your fullest name and tell your story. On the back of the piece of paper write the top three identities you feel closest to. The facilitator encourages participants to go around the circle to share any meanings, significance, culture, significant ancestors and the top three identities they hold dearest. Everyone will have a chance to share and be heard by the group.
Facilitators should encourage students to be creative. Make it clear that it is acceptable to write poetry, list adjectives that describe them, include humor, etc. If your group is large, break into diverse small groups of five or six to make sure everyone has an opportunity to share her or his story. Ask for volunteers to get the group started and tell participants they can share their stories from memory, or read them. Discussion When everyone has shared, ask participants how it felt to share their stories.
Why is this activity important? What did you learn?
Definition Privilege is a right or exemption from liability or duty granted as a special benefit or advantage. Oppression is the result of the use of institutional privilege and power, wherein one person or group benefits at the expense of another. Objective The objective of this activity is to confront entrenched systems of power and privilege, and identify common situations when privilege is not acknowledged, to the detriment of the disadvantaged and oppressed.
Check off all of the statements that apply to you. Consider whether or not this would apply should your race be different. Discussion What is privilege? We all have privileges.
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- Of Vietnam : identities in dialogue.
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What are yours? Were you surprised by any of the privileges you found in your invisible knapsack? This should not be confused with the biological male and female sexes. Instructions Break participants into small groups and give them a printout of the chart below. Instruct participants to convert the suffixes of the nouns into gender-free, inclusive terms by changing the noun root word or substituting a non-gender-specific root word from another language.
Tell participants that since male endings are so pervasive, it is OK to invent new words by replacing the endings of existing words with something non-gendered. The facilitator should ask the following questions of the group while also encouraging them to share personal experiences that speak to their point.
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What happens when someone falls outside of this norm? How do the words we use influence the way we think about certain professions? Definition Race is a social construction that has real consequences and effects. Technically, however, race is based on national origin, sociocultural groups and self-identification. The U. For a full explanation of how each racial category is defined, refer to the U. Census About Race page.
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In a historical context, race has played a large part in how our society has evolved, and it shapes the way we see others and how we experience our lives. Objective The objective of this activity is to help participants take stock of the multicultural diversity in their lives. It should help participants get a clear image of how diverse or homogenous their surroundings are and identify ways to improve their exposure to multiculturalism on a daily basis. Objective The purpose of this activity is to explore the diversity among the members of our community.
How a person identifies can affect many facets of his or her life. We will use this activity to get to know one another on a deeper level. What are our values, backgrounds, and visible and invisible labels? This activity requires everyone to step outside of his or her comfort zone. Participants being vulnerable can help the group learn more about the identities they do not share.
Instructions Have all participants line up in a straight line facing the facilitator. If the room is too small to have each participant standing shoulder to shoulder, an alternative is to have the group stand in a circle and step into the circle. The facilitator should explain that he or she will read a statement. If the statement describes you, then silently step across the line.
Everyone should quietly notice who stepped across the line and who did not. After a moment, the facilitator will thank those who stepped forward and will then have everyone step back in line. This toolkit was designed to address human issues that everyone faces and help participants recognize how they can better understand and work toward solving, or at least improving, these issues.
Participants were often forced to confront socialized and entrenched notions of privilege, identity and social justice. Anything that was difficult to confront during the training will be even more difficult to confront in practice, but if these were easily solvable issues, they wouldn't be issues for long. Participants should feel better equipped with newfound knowledge and empathy, and prepared to apply the lessons they learned in their own lives and communities.
Activity Affirmation Mingle Source: Objective To practice giving positive feedback and to have participants leave the workshop feeling energized. Repeat several times so that each person gets feedback and support from different people in the group. If there are an odd number of participants, the facilitator should address the odd person out each time. Completing this training is not the end, but merely the beginning.
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Hopefully, this toolkit has helped to create new understanding among your participants. Those interested in this type of work may be interested in a career in social work, facilitation, advocacy or sociology. At the end of the training, facilitators should be prepared to provide additional resources for participants who want to learn more about issues of identity, power and privilege.
Below we cite several resources to help you get started. Facilitators should remind participants that: They will not be lectured or told what to believe. This is not an indoctrination. This is a participatory workshop that is intended to help guide all participants to better understanding and to address difficult issues.
Privacy Facilitators should emphasize that what is shared during the workshop is private and confidential. Go to top What is Social Justice? The first core concept is culture, which is: The integrated pattern of human knowledge, belief and behavior that depends upon the capacity for learning and transmitting knowledge to succeeding generations. A set of shared attitudes, values, goals and practices that characterizes a group of individuals or an institution or organization. The second core concept is identity, which is: Distinguishing characteristics. The condition of being the same with something described or asserted.
Everyone Has Many Identities Age, gender, religious or spiritual affiliation, sexual orientation, race, ethnicity and socioeconomic status are all identities. The key features of oppression are: An agent group has the power to define and name reality, and determine what is normal, real and correct.
Differential and unequal treatment is institutionalized and systematic. Psychological colonization of the target group occurs through socializing the oppressed to internalize their oppressed condition. Individual — feelings, beliefs, values. Interpersonal — actions, behaviors and language.
Internalized domination. Go to top Communal Agreements Before initiating any activity, it is critical that the group builds communal agreements.
Facilitators should ask their team what respect means to them. It is critical to draw a line between individual experience and communal experience to prevent alienating someone whose experience may be different.