Transcript Anti-Oppression - Community Integration Network

Presented By: Faye Roberts
Compiled By: Faye Roberts & Phianna Lee
Fall 2013
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Objectives
Ground Rules
AOP Video (Zero Clip)
What does “Anti-Oppression” mean?
Exploring Power and Privilege
Prejudice, “-isms”, and Oppression
Placing the “-isms”
Being an Ally
Reflections/Questions?
Resources
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The training must be participatory
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Reflect our values of the agency
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Carried forward into our programs in our Conversation
sessions, mentorships and events
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Build on the knowledge sharing of our newcomers to our
volunteers and beyond in to the community
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To identify the knowledge, skills and attitudes our
volunteers have to communicate across cultural boundaries
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To put the values of respect and diversity into practice in
our everyday lives
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Share knowledge
Be open
Show respect
Listen to each other
One person speaks
at a time
Honest with
feedback
Give feedback in
writing
BE YOURSELF!!!
Respect
Integrity
Friendship
Solidarity and Mutual support
Team Spirit
Tolerance and Acceptance
Fair Competition
Care
Equality
Excellence (a collective effort
to pursue our human
excellence)
Joy (one must find happiness
and pleasure in sport. This
goes beyond the all
competition.)
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Zero
http://www.youtube.com/watch?v=LOMbySJTKpg
Distribute the following materials or Post-it Labels:
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4
5
3
4
strings to tie feet together/to chair
strings to tie arms to together/to chair
pairs of 1-sided covered/blurred up glasses
gloves with foam/bead stuffings for 1 or 2 hand(s)
Ask 4 people to speak in home language to
communicate with others speaking English
Ask 2 people to express themselves in ways other than
talking (“muted/dumb”)
Ask 3 people to wear ear plugs/headphones
*** Be OPPRESSED for about 10 minutes & check-in with
certain individuals for group discussion ***
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http://www.tdsb.on.ca/wwwdocuments/programs/gender_based_violence_prevention__gbvp_/docs/Part%205%20%20Examining%20Power,%20Privilege%20and%20Oppression.pdf
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Oppression: a pattern/system of inequality that gives power
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AOP: making your views of the world large enough to
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Look for ways to make connections among different people’s
struggles
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Find ways to think about how issues affect different people in
different ways
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Recognize connections & relationships among different forms
of oppression
& privileges to members of 1group of people
at the expense of another
INCLUDE everyone
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Identity: group of characteristics
that make up who they are for
being “unique” & “different”
Characteristic: distinguishing
feature/quality
(e.g. person of colour, book lover, sibling)
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People may share characteristics,
but no 2 identities are exactly the
same
How do the different parts of your
identity give you power?
People: Entire group, prepared facilitator
Tools: Markers, construction/origami papers, magazines
(optional), scissors, glue
Time: 45 minutes
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Appreciate power of individuals & group, when
understand aspects of your identity & others
No 2 identities are alike
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Share thoughts on “identity” meaning & create working
definition on board/flip-chart paper
Compare group’s definitions to above
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Ask 5 participants to name aspects of their own identity
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(e.g. runner, tall, transgender, daughter, etc.)
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Where do identities come from?
How do the different parts of your identity give you power?
How is your identity different from the ways people might
perceive you?
Which aspects of your identity are easily visible to others?
Which aspects are less visible?
In what ways is your identity made up of more than one
layer?
What are some of these layers?
Which aspects of your identity are easiest to share in social
gatherings? Why do you think this is the case?
People: Entire group, facilitator
Tools: 4 pieces of flip-chart paper, blank papers,
Post-it notes
Time: 45 minutes
How does power fit into a discussion/activity on
anti-oppression?
[4 or more participants = effective]
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Use post-it notes to answer “What gives you
power?”
Flip-chart: “What Gives Us Power?” – ask to read
notes & have 2 volunteers group post-its by
similarities
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Ability to get what you want
Groups & individuals both pursue &
exert power
Individual level: people find power
within themselves in different ways
What makes 1 person feel powerful
may not make someone else feel
same way
(e.g. 1 person might find power in being
tall, while another person might feel being
tall diminishes his/her ability to get what
they want)
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In what ways and from what sources do people get
power?
What are some examples of power that comes from
external sources (power from outside of one’s self)
and from internal sources (finding power within
oneself)?
Do some people get power from both internal and
external sources? Explain.
Within your group, what were the most common
responses to the question of what gives people
power?
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http://web2.uvcs.uvic.ca/courses/csafety/mod2/las.htm
The Flower of Power is intended to get us thinking
about dominant groups in society and our individual
places of privilege.
Are most of your petals on the inside?
Are most of your petals on the outside?
Are your petals evenly mixed across inside and
outside?
Which petals do you think reflect the experience of
most people in our society?
Which petals do you think reflect marginalization or
oppression?
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What does ‘privilege’ mean?
Create working definition for ‘privilege’
Create your own personal “privilege web” on piece of paper
Write “privilege” in middle, circle it, create a web of
responses/other ideas around it
Ask group to write in its web “Ways That We Have Privilege in Our
Society”
If participants not comfortable with responses, will not have to
share their web with the group
Many different sources of privilege in our society— speaking
English, being able-bodied, male, etc.
Share their webs & have the option to pass OR
Collect all webs, give 5-min break for group to leave room while
you post webs anonymously on the wall for a “gallery walk” to
walk quietly around & view everyone’s webs
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Special advantage/right that a person is born
into/acquires during their lifetime
Not available to everyone in society
Privilege & Power closely related: privilege
often gives a person/group power OVER
others
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In what situations and contexts are you most aware of
your own privilege?
In what situations and contexts are you most aware of
your own power?
What is the difference between privilege and power?
Whether consciously or unconsciously, how have you
used your privilege, both as an individual and as a
member of various groups?
How do you acknowledge that you have privilege or
that you don’t have privilege?
How do you feel talking about power and privilege?
Why?
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Create working definitions
Ensure “power” is included in definition of
“oppression”
Discuss why it is so important to include it
People: Entire group, prepared facilitator(s)
Tools: Flip-chart papers, scrap papers, pens
Time: 15 minutes
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Write down 1 example of oppression & 1 prejudiced
belief they were raised with & how they came to
believe that idea
Share examples & beliefs in small groups
This is a safe space, but may be a challenging activity
because people may feel guilty for some of the privileges
that they have
Guilt is a common reaction as people come to terms with
their privileges
Beyond feeling guilt, must recognize our ability to do
something to ensure that we do not use our privilege over
others
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An attitude/belief about another
person/group based on stereotypes instead
of reason/experience
A woman—who in our society does not have
as much power as a man—can be prejudiced
against men (eg. may think all men are weak – not true,
but woman’s prejudice belief about men!)
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Reverse situation, think about a man who
believes all women were weak = sexism
FIRST THOUGHTS
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Refer to “The Diversity Training Activity Book”
on pg. 59-63 + handouts + worksheets
FIRST AND LASTING THOUGHTS
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Refer to pg. 259 – 261 + worksheets
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Brainstorm as whole group, possible definitions
for term “ism”, NOT types of “isms”; but a
working definition
Important that “power” be included in this
definition
Use the definition of “isms” to better understand
how oppression takes place
Make list of all types of “isms”, define each &
brainstorm examples on flip-chart paper
Ask the group who has the power in each of the
“isms” & in each of their examples
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A pattern/system of inequality that gives
power & privileges to members of one group
of people at the expense of another
Oppression is based on power and privilege—
while prejudice is based on stereotypes
Involves the oppressor & oppressed
Following activity helps group members
understand connections & differences
between prejudice & oppression
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Prejudiced beliefs, behaviours and institutional
practices by a group/person with power directed
against specific groups of people
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Prejudice + Power = Sexism, Racism, or any other “-isms”
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Men in our society have more privilege than women:
 In schools today, men’s sports often get more funding than
women’s sports
 Men often make more $$$ than women who do same job
 If a man is a political figure, media often focuses on his
opinions, while if a woman is a political figure = media often
comments on her clothing, hair/ smile = both are sexism
Ageism
Sexism
Heterosexism
Classism
Ableism
Racism
Faithism
Genderism
Anti-Semitism
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Discuss notion of reverse “isms”
Some people believe that reverse sexism/racism can occur;
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Explain why reverse sexism/racism cannot exist
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one must have power to oppress someone else
Privilege is:
 Being male
 Being white
 Being wealthy
 Being able-bodied
 Being a citizen
(NOT a complete list of privileges
people can have in our society)
Prejudice is:
 A woman believing that all men are sexist.
 A person of color thinking that all white people are rich.
 A wealthy person thinking all poor people are lazy
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Based on the list of “isms” that we generated during
this activity, what can you conclude about power
dynamics in our society? What groups have the most
power and privilege in our society? What groups are
oppressed?
How can groups and individuals work to challenge
the distribution of power within our society?
How do you think prejudice can best be challenged?
In your opinion, is it possible for people to overcome
prejudiced beliefs? Why or why not?
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Oppression takes different forms in different
cultures, countries, communities, families
and relationships
To fully understand how oppression works,
examine oppression on all levels
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steps can you take to help
end oppression?
People: Entire group, prepared facilitator
Tools: One sheet of flip-chart paper
Time: 10–20 minutes
Explain what each circle means.
How do you address oppression?
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Internalized oppression: process by which people who are
targets of oppression begin to
believe prejudices directed against them
(e.g. Deaf man thinks he deserves to be treated poorly because he is deaf)
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Individual oppression: occurs between people in 1-on-1
interactions
(e.g. Landlord refuses to rent an apartment to prospective tenant
because of tenant’s race, gender/sexual orientation)
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Group oppression: oppression a person feels within group of
people
(e.g. group of friends makes plans to take trip together without
recognizing that 1group member cannot afford to participate)
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Community oppression: oppression that 1 experiences within
a community to which they belong
(e.g. Lesbian attends a house of worship that preaches homosexuality
is a sin)
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Institutionalized oppression: when society gives privilege to 1
group at expense of another
through use of language, media,
education, religion, economics &
laws
(e.g. When person watches TV, he/she sees primarily white people as
actors, anchors & talk-show hosts)
Provide additional examples of each
form of oppression
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What form of oppression do you see occur
most frequently in society?
How and where does it take place? In which of
the oppression circles does this behaviour fit?
How did thinking about oppressing someone
else feel?
What steps can you take to help end
oppression on each of the five levels
addressed in this activity?
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Deepen your awareness of institutionalized
oppression & ways in which all of us
perpetuate forms of oppression every day!
Activity designed to give you an opportunity
to learn more about institutionalized &
individual oppression in today’s society
People: Entire group, facilitator
Tools: Flip-chart papers, Post-it notes
Time: 25 minutes
Create this diagram on flip-chart:
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Some forms of oppression are obvious and public, while other forms
are concealed and hidden
Institutionalized oppression: when society values & gives privilege to
1 group over another through use of
media, government, education, religion
& laws
Individual oppression: when 1 person oppresses another person
Covert oppression: concealed, disguised/hidden activities
Overt oppression: public/obvious actions to everyone in society
Chart above enables us to see not only the different levels of
oppression that occur in our society, but also different ways in which
oppression occurs
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Write down examples of oppression they have
seen/heard about (contemporary & historical)
on Post-it notes (1 act per note)
Place notes on chart in category that fits best
Discuss if each example of oppression has
been placed in the correct section of chart
People: Entire group, facilitator
Tools: Flip-chart papers, markers, scrap papers,
Post-it notes
Time: 20 minutes
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Partner with someone you do not know very well
Discuss & write down what “ally” means to you
Write “How To Be an Ally” on flip-chart paper
Think about how you could be allies to 2
different groups of oppressed people
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“As a straight person, I am
going to speak out every time
I hear a homophobic
comment.”
Put post-it notes on flip-chart
& explain how they are going
to be allies
Each take 2 Post-it notes that
are not theirs off flip-chart
Keep them as reminder of
different ways in which we can
all be allies to each other 
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An ally is a member of a privileged group who takes a
stand against oppression
Examples of allies include:
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White people who speak out against racism
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Straight people who work to end heterosexism
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Works to be a part of social change rather than being
part of oppression
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Activity focuses on weapon effective against all forms
of oppression: allies
Think about the ways in which we can all be allies to
each other
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Summarized copy of Phianna’s (1 pg) “Five Faces of
Oppression” (Young, 1990) – Exploitation; Marginalization;
Powerlessness; Cultural Imperialism (or Dominate Hegemony); Violence &
Threat of Violence
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Colour of Poverty Ontario Resources
http://www.colourofpoverty.ca/
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Personal Exercises
http://web2.uvcs.uvic.ca/courses/csafety/mod2/las.htm
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1) What is This Thing Called Culture?
2) Reflection on Discrimination
3) Reflection on Racialization
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Nancy, a black woman, is a member of the Department of Social Work at a
university. Six months ago she had been appointed head of the department.
One of her new duties was to attend meetings of the Academic Senate, the
senior academic committee in the university, comprised of deans, department
heads, and other senior academics. Most of the members of Senate were
white men who had been at the university for years.
During the first few meetings that Nancy attended she noticed that whenever
she spoke, she received police attention but then the discussions would
proceed as if she had not said anything. As time went on, the polite attention
disappeared. Other Senate members would interrupt her and act as if she
were invisible.
In discussions with some of her female colleagues about what was happening,
she was told that it was gender issue and that she should raise it at a Senate
meeting. In conversations with some of her family and black friends, she was
told it was a race issue and that she should raise it at a Senate meeting. This
is probably a situation where Nancy is experiencing sexism and racism
simultaneously.
Obviously, it is a delicate issue for Nancy. How should she approach Senate?
What are some hidden “-isms” and assumptions for the above interactions?
Oppression at the Personal Level:
• Thoughts, attitudes, behaviours
depict prejudgments of subordinate
groups
• Based on stereotypes & conscious
acts of aggression and/or hatred
Oppression at the Cultural Level:
• Suppress and/or repress all
subordinate cultures
• Dominant culture = universal cultural
norm through mass media,
entertainment industry & social
institutions
Oppression at the Structural Level:
• Oppression is institutionalized in
society
• Benefit dominant group >
subordinate groups
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Think about the times that you have been
oppressive or have used your privilege over
someone else
Spend 5 mins for brainstorming in small
groups & write down your responses
Share with large group