Re 9: Hostile Hallways analysis

From: Alice Macpherson (alicemac@Kwantlen.BC.CA)
Date: Wed Mar 24 1999 - 10:20:27 EST


On Mon, 22 Mar 1999, John Meyer wrote:
> Now, you're a teacher and you overhear something in the hall. You have two
choices: stop the incident, punish the offender, and face a lawsuit by the
offender's parents, _or_ stay in the shadows, and see the parents sue the school
district. The parents don't back you, the administrators don't
back you, the community doesn't back you.

I think that this is an important point. Many people do not respond
because they feel that they "can't" for a variety of reasons.

Last evening I attended a lecture on "Anti-discrimination Response
Training" sponsored by the University of British Columbia and given by Dr.
Ishu Ishiyami. His basic premise is that everyone can learn to respond to
discrimination (racism, sexist, or any other sterotype / harassment). By
everyone, he includes young children. I agree.

I work with adults in a University College setting and with adult
educators. I use the following written information in the training and
group work that I do to frame and support interactive practise and
practice. I follow it to the best of my personal ability in the situation I am
in. I offer it in the hopes that others might find it useful.

Responding to Discrimination

I Didn't Speak Up ...

In Germany, they came first for the Communists, and I didn't speak up
because I wasn't a Communist.
Then they came for the Jews, and I didn't speak up because I wasn't a Jew.
Then they came for the trade unionists, and I didn't speak up because I
wasn't a trade unionist.
Then they came for the Catholics, and I didn't speak up because I was a
Protestant.
Then they came for me, and by that time no-one was left to speak up.
        Martin Niemoeller (1892-1984)

There is a continuum of possible responses in incidents of discrimination.
The following are rough categories that they might fall into.

No Response
As the above quote from Martin Niemoeller suggests, saying nothing or
looking the other way implies approval or agreement of the status quo or
the opinions expressed or actions done.

Neutral Response
This could include trying to change the subject or just looking on and it
still implies approval, agreement or acceptance. The perpetrators of the
incident do not get any message that there is a need for change in the
situation. It may be an attempt to pretend that nothing is wrong.

Partial Response
Partial responses can include variations on changing the subject or
dismissing a situation by stereotyping it ("Ignore that remark, they're
all like that"). It expresses lack of power or will to effect change. On
the positive side, it does show personal support for the marginalized
person(s) in a situation.

Full Response
This indicates clearly that you don't agree and are looking for change in
the status quo or the opinions expressed or actions done. You want to
identify distinctly what the situation is and give counter arguments to
negative comments or actions. A full response actively and openly supports
the marginalized person(s) in a discriminatory situation. It is intended
to make direct changes where the power to do so is available to the
respondent. This type of response initiates and follows up action to make
changes when the power lies in the hands of others.

INCLUSION AND DISCRIMINATION ACTION PLAN BASICS

Developing and Implementing Inclusive Behaviours
Value both "masculine" and "feminine" qualities in individuals of both
sexes. Be aware of non-verbal behaviour that differentiates among people
on the basis of their gender, culture or race. Listen well to verbal and
non-verbal communications from all individuals. Include the perspectives
of others in conversations and groups.

Refer to materials that mention and are positive about persons and groups
not usually represented in dominant materials. Get everyone involved in
groups. Wait a little longer (up to 10 seconds) for opinions and comments
from participants who may hang back (women, ESL students, different
cultures). Set up a system of taking turns so everyone has a chance to
participate. Support these comments so that the person will have
encouragement to speak again. Watch who speaks/interacts and on an
individual basis look at ways to involve people.

Lead by example
Respect everyone's differences and make it clear that you expect this
behaviour of everyone. Clarify terms and expectations of others. Share
power with others and expect them to be responsible.

IN NEGATIVE SITUATIONS

When do I act?
Be aware that what is comfortable for you may not be comfortable for
others. If you are not comfortable, then there is a problem. Respond when
you realize that there is a problem or a potential problem.

What can I do?
Be aware that, if a situation is uncomfortable for anyone, it needs a
strong response. Try to speak up - for yourself or for someone else. Fully
respond to discriminatory humour or comments. Identify what actions you
can take within your position in the situation.

If you feel that you cannot act ...
Offer support to the affected parties. Find out who can act and encourage
them to do so. If they need help, use your position so that they get help.

best regards and good luck
alice

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* Alice Macpherson, TQ, ID phone: (604) 599-2697 vm 9954 *
* Kwantlen University College email: alicemac@kwantlen.bc.ca *
* 8771 Lansdowne Road, Richmond, B.C., V6X 3V8, Canada *
* "Life Long Learning includes Everyone, All the Time" *
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