DIVERSITY LEARNINGSHOP
* Welcome and introductions
* 3 Options reminder
* Fun grouping – shoes, car, marital status, children, sex.
* Male/female grouping and typical traits on flip chart.
* Comments on differences – big/small, important/unimportant, easy/difficult, known/unknown
* Differences evident in collective experience – hiking, travel, crises.
* Unknown differences elicit responses ranging from delight/disgust, elation/depression, acceptance/denial.
* This learningshop is about important differences that have significant ramifications.
* Right/left brain research IQ, EQ and SQ well documented. MENSA is an elite group.
* Whole brain integration and thinking factors – holistic intelligence.
* Cranial capacity measurements – on selected individuals in both groups
* Overheads : Holistic Intelligence and 3D Stats from Rainier Institute
* 3D sheets – indicate when see both
* All sheets collected when about one third are successful
* Grouping : two with possibility of 3rd group (1 correct)
* Necessity of identifying patterns or trends
* 2D pictures with 2 groups
* Dingbat cards
* Structure/function relationship : Kinanthropometry
* Confirmation of whole/part brain thinking categories re : cranial capacity
* Scientific research backup – 2 Tobias overheads – kept on screen – National Geographic showing and reference
* Work implications for part and whole brain thinking?
* In separate locations groups to obtain agree/disagree statistics on 11 findings – give sheets and remove chairs
* Part brainers on floor, whole brainers on chairs – report back to whole group re : agree/disagree stats
* Reinforce differences and research findings with part brainers responses, e.g. holistic intelligence sculpting
* Prof Sperber overhead (section by section)
* Whole brainers : discuss how they can assist part brainers. Part brainers : discuss how they can become more like whole brainers and learn from them – Offer eats : different snacks to groups : peanuts/smarties, biscuits/cake – Feedback
* What are you feeling in one sentence? – one by one starting with part brainers
* Revelation – apology and explanation of categories (1/3), 2D pictures, dingbats, overheads, etc.
DO NOT TELL COLLEAGUES
INTRODUCTION
GROUP CATEGORISATION
* Reason for experience – history – major obstacle to community building – departure point for a deep, gut level of understanding the emotional, psychological and social effects of prejudice, stereotyping and discrimination.
* Reading excerpts from handouts.
* Discuss in troikas (1 whole 2 part) your :
(a) Emotions and thoughts
(b) Learnings and insights
(c) Feelings about your facilitators and whether this exercise is justified
* Feedback to whole group – our role and invitation for 1 on 1 discussion if emotional
* Jane Elliott video – brief discussion
* Remainder of Learningshop used to further expand and contextualise our understanding of prejudice, stereotypes and discrimination at both the personal and collective levels (possibly illustrate with object under holed cover).
* Male/Female stereotypes : Feedback by group spokesperson of lists made. Spokesperson to present to whole group – no responding, just listening. What did you feel when you heard this about your group? RITUAL DESTRUCTION OF SHEETS
* Designing models of discrimination : groups of 6 to design own models using MIND MAPPING technique. Each group gives feedback to whole group.
* Study of Discrimination literature which is handed out – formal dictionary definitions. Why do we discriminate? – Quotes/stories – Obstacles to Community Building
* Teaching Circle : Female/Black/Jew/Junior/Afrikaans/Gay/Disadvantaged. Tell your story to inner circle – if person, what would you say to them now? Outer circle response
* Attitude awareness questionnaire – brief discussion
* Capture minds video – brief discussion
* Make a list of the groups to which you belong :
(a) Formally – clubs, committees, organisations, etc.
(b) Informally – friends, family, hobbies, etc.
(c) No formal or informal connection but to which you feel drawn, attached or sympathetic
* In small groups share this and discuss how belonging to these groups has led to your personal prejudices, stereotypes and acts of discrimination
* Remorse/Forgiveness : In pairs – partner to represent the actual person/group you have discriminated against –with what you know now, say something to this person/group from the heart
Feedback to whole group as teaching circle experience
* In small groups discuss : What you can PERSONALLY DO to :
(a) Overcome your own personal prejudices and stereotypes
(b) Creatively handle and reduce words and/or acts of discrimination in your sphere of influence
* Summary of major learning points – elicit responses in whole group
* It’s in all of us video
* Biodanza circle dance/life walk/drumming