All Together
Training Course
15-21 February 2010
International Falcon Movement –
Socialist Education International
Session
‘Introduction to Inclusion’
Duration/ Date: 3.5 hr on Tuesday, 16th
Prepared by: Martin
Feedback given by:
Aim
Give an introduction to inclusion
Objectives
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
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
Define the term inclusion and getting a common understanding
Define who should we include
Raise awareness of identity and perception
Give them an perspective on intercultural learning
Context
The first part of the session is the shoe game to define the term inclusion and show
the difference to migration. Afterwards we are continuing with an exercise to reflect
on ourselves and our work on inclusion. The molecule exercise should help than to
bring the individual identities to paper.
Some perception exercises and a simulation should show the different difficulties of
inclusion work.
Time schedule
Time
Tuesday
14.00
14.15
Task
Shoe game
Statements Yes/No
14.35
15.05
15.40
16.00
Identity molecule
Perception exercises
Break
Cultionary
18.00
Dinner
Room/Materials
Seminar room
Facilitator(s)
Material needed
Signs with
statements,
questions
Flipcharts, makers
Print outs
Sticky tape, A4
paper, flip charts,
list of things
All Together
Training Course
15-21 February 2010
•
•
•
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International Falcon Movement –
Socialist Education International
Signs with statements, questions
Flipcharts, makers
Print outs
Sticky tape, A4 paper, flip charts, list of things
Preparation
1. Yes&No
a. Questions
b. Statements
2. Molecule identity
a. A draft of such an molecule on a flip chart
3. Perception exercises
a. Print out the figures
4. Cultionary
a. A list of things for participants to draw
b. A flip chart and marker to record the scores
c. Sheets of paper (about A4 size) and pens for the group drawings
d. Sticky tape or pins to display the drawings
Methods & Methodology (Step-by-step instructions)
1. Shoe Game (15min)
a. The participants stand in a circle and are asked to arrange themselves in groups
depending on their type of shoe (ie trainers, sandals). Observe the group as
they do this, noticing how they do it. Usually they make comments like ‘No, no,
yours aren’t the same… you go over there.’
b. Debrief this as a mirror for what happens in society, particularly with children,
as people who are alike group together by colour, race, creed, ability, disability.
Normally there will be one group bigger than the others; identify this as the
‘normal’ category. Sometimes people are left on their own.
c. Ask the group again to divide themselves, this time depending on the colour of
their shoes. The same sort of thing happens.
d. Tell those in the smaller groups that they can’t be involved in the session any
longer. Then ask them how that feels. Ask the ‘normal’ (big) group if they
would be prepared to incorporate them and what ideas they have to make the
colour of their shoes fit in. They might say things like ‘paint their shoes black’ (if
black is the norm). Let this continue for a while. Ask them then if what they are
doing is ‘inclusive’. They may come up with it themselves, offering suggestions
to include them whatever their colour, without making any changes.
e. Debrief: whether they came up with suggestions like the former or the latter,
facilitate a discussion about the difference between ‘integration’ and
‘inclusion’. The former integrates while the latter includes. Explain that the
issue of inclusion is not about ‘integration’ (ie painting shoes black) but about
inclusion (making adaptations ourselves to include others).
f. Suggest that the issues that exclude people are of course more serious than
shoe colour but that the principle is always the same. Ask them to remember
All Together
Training Course
15-21 February 2010
International Falcon Movement –
Socialist Education International
that they wanted to include the girl with blue / gold / multi-coloured shoes and
this is always the thing to hold on to.
2. Statement Yes/No
You have to put a “YES” sign on one wall, and on the other wall at the opposite,
you have to put “NO” sign. Get questions prepared in advance and ask
participants to choose either YES or NO answer to the question. There is also the
middle, but only if people are really not sure. After people choose the answer,
ask a few people from both YES / NO / MIDDLE group to explain their answer a
bit more in detail,
This method can be used for any kind of topic.
Questions
1. My organisation is inclusive;
2. Our organisation reflects the society we live in;
3. Disabled people are leaders in our organisation;
4. Disabled people have no problems joining in our organisation;
5. There are openly gay members and leaders in our organisation;
6. Our leaders reflect our membership;
7. Our young members include those living in alternative care;
8. Our organisation is ethnically diverse;
9. Our young members have equal say to older members in our organisation;
10. We play games that appeal to both genders.
3. Molecule identity
a. Draw a diagram like the one on the right. Write your name on the central
circle, and on the outer circles write words that identify you, making them
bigger or smaller according to the importance that you attach to each
descriptor. For example, you might feel that your nationality is more
important than your gender. Or your political
views less important than your job title.
b. Invite everyone in your group to make their
own molecule, writing down all the things
that are important to them, using as many
social descriptors as they like (dancing,
singing, dreaming, youth club etc). Ask them
to share their molecules in small groups.
c. Afterwards, moderate a discussion in the
whole group, asking which of their
descriptors is the source of privileges or of
obstacles in their society? What is the link
between identity and privilege?
d. Next, use the identity iceberg below to make
All Together
Training Course
15-21 February 2010
International Falcon Movement –
Socialist Education International
an input to the group, raising awareness of the visibility and invisibility of
identities, and the links between what we see and what we think.
4. Perception exercises: Bird in the cage
a. Exercise I
The and The
Read the following text:
A
BIRD
IN THE
THE CAGE
What did you read? Did you see anything strange in the text?
Many people do not notice that one of the words is written double until you
tell them. This is how
perception deceives us. We think we see things and actually see them
wrongly.
b. Exercise II
The F’ing exercise
A similar perception exercise: Read the following sentence and count how
many times the letter F is used:
Finished Files are the Result
of Years of Scientific
Study Combined with the
Experience of Many Years
How many letter Fs did you count? Again, many people only count three but
in fact there are more. Because we read fast and focus on the general
meaning of a sentence, we often forget the small words, such as ‘of’. This
shows how we tend to block out information from our perception.
c. Exercise III
1. Ask half of the group to close their eyes
– and show the A B C horizontal line to
the others (cover the 12 & 14). They
should only observe for a few moments
what they see. Take the paper away.
2. Ask the other half of the group to close
their eyes – and show 12 13 14 to the
group that had their eyes closed fi rst
All Together
Training Course
15-21 February 2010
International Falcon Movement –
Socialist Education International
(cover the A & C). Let them observe what they see for a few moments. Take
the paper away.
3. Everybody can watch again – and then you only show the character in the
middle (covering the A, C, 12 and 14). Ask everybody to write down
immediately what they see. – Ask what people wrote down.
Debriefing
• What did you see? Did you see different things?
• Why did the different groups (that closed their eyes at different moments)
see something
different? Some saw the letter B and some the number 13.
• Does a similar procedure happen as well in real life? Examples?
• What conclusions can we draw from this exercise
d. Exercise IV
Numbers and words
Below you will fi nd a logical sequence where nothing is random. Try to fi nd
out the logic behindthis sequence and add one more valid row to it:
1
11
21
1211
111221
Try the exercise fi rst before reading the solution below!
Solution: What do you have in the fi rst row? One (1) number one (1) = 11.
And now, what do you have in the second row? Two (2) number ones (1) =
21. And now the third row? One (1) number two (2) and one (1) number one
(1) = 1211, and so on… This means that the logical solution for the last row is:
312211 = three (3) number ones (1), two (2) number twos (2) and one (1)
number ones (1) You might have been struggling to fi nd the answer in the
activity above, since you might.
5. Cultionary
Aims
• To work with and explore our stereotypes and prejudices about other people
• To work with the images we have of minority groups
• To understand how stereotypes function
• To generate creativity and spontaneous ideas in the group.
Instructions
1. Ask participants to form teams of three or four people.
2. Tell the teams to collect several sheets of paper and a pencil and to find
somewhere to sit so they are slightly isolated from each other.
All Together
Training Course
15-21 February 2010
International Falcon Movement –
Socialist Education International
3. Call up one member from each team and give them a word.
4. Tell them to return to their groups and to draw the word while the other team
members try to guess what it is. They may only draw images, no numbers or
words may be used. No speaking except to confirm the correct answer.
5. The rest of the team may only say their guesses, they may not ask questions.
6. When the word is guessed correctly tell the team to shout out.
7. Put the score up on the flip chart.
8. After each round ask the drawer to write on their picture, whether finished or
not, what the word was.
9. Now ask the teams to choose another member to be the drawer. Make sure
everyone has an opportunity to draw at least once.
10. At the end ask the groups to pin up their pictures so that the different
interpretations and images of the words can be compared and discussed.
Debriefing and evaluation
• Do this in small groups (they can be the same teams).
• Ask participants to say if the activity was difficult and why.
• Then ask people to look at the drawings on the walls and compare the
different images and the different ways people interpreted the same words.
• Ask them to say whether or not the images correspond to reality and ask the
drawers to say why they chose particular images.
• Go on to ask where we get our images from, whether they are negative or
positive and what effects that may have on our relations with the people
concerned.
Tips for the facilitator
• If you have a small group, 'Cultionary' can be played in one group; ask one
person to draw in the first round, whoever guesses draws in the next round.
• Be aware that people who consider themselves poor artists may think this
will be difficult for them. Reassure them that you are not looking for works of
art and encourage everyone to have a go at being the drawer.
• This activity is likely to raise the most immediate and generalised stereotypes
we have about other people, including foreigners or minorities. It is very
creative and lots of fun. However, it is very important that the activity does
not stop at the drawings but that the group reflects on the risks of
stereotyping and, especially, where we get our images from.
• Everybody needs stereotypes in order to be able to relate to the environment
and the people around us. All of us have, and carry stereotypes, this is not
only inevitable but also necessary. Therefore any judgements about the
stereotypes participants have should be avoided. What the evaluation and
discussion should promote is that we need to be aware that stereotypes are
just that: images and assumptions which often have little to do with reality.
Being aware of stereotypes and of the risks that relying on them entails is the
best way to prevent prejudice that leads to discrimination.
• It is interesting to note that we don't usually have a stereotype image of
people with whom we have little contact. For example, consider your own
stereotype of someone from Slovenia, Moldova, San Marino or Bhutan? If we
do have one it may simply be 'that they are nice people'. We therefore
All Together
Training Course
15-21 February 2010
International Falcon Movement –
Socialist Education International
suggest that you include in your list of words to be drawn, an example of at
least one national who is a minority in your country and one who is not and
with whom the group will have had little or no direct contact. Ask people to
consider the differences between the stereotypes and the possible reasons
for this.
• Another point to be raised in the discussion is where do stereotypes come
from. The role of media, school education, the family and peer group may be
analysed.
• For the Cultionary:
• The rules and ideas for what the teams will have to draw must be adapted to
the national and cultural context of the group. The words in the list below are
merely suggestions for you to adapt. For example, if you plan to use images
of nationalities, it may be important not to allow players to draw flags or
currencies - that would be too easy! On the other hand, in order to prevent
guessing by simply building on an association of sequences, it is important to
alternate descriptions of a particular minority with other words relating to
concepts, objects or people who have nothing to do with the topic e.g. if you
plan to ask for the description of a Hungarian, a Rumanian and a French
person, it is better to start with an Hungarian, followed by "racism" or
"minority" and only then a Romanian, followed by "friend" before the French
person. This will add variety, stimulate competition and make the activity a
lot more fun.
Suggestions for words to draw:
Racism - Difference - Education - Discrimination - Anti-Semitism - Refugee Conflict - European - A national (from the country where the activity is taking
place) - A peasant - Poverty - A Muslim - A Homosexual person - A European Equality - An HIV positive person - A Roma person (Gypsy traveller) - A Japanese A Russian - An African - Human Rights - Media - A Tourist - a Foreigner - Solidarity
- a Refugee - A blind person - Love - An Arab - A Moldovian.
Suggestions for follow up
Encourage members of the group to be more aware of how stereotypes are used
in the media and in advertising and of their own reactions to them. Ask them to
find examples to bring to the next session.
We get images of other people and cultures not only from pictures, and writing,
but also from music. You might like to try 'Knysna Blue' to explore these musical
images.
Alternatively, having just been thinking about stereotypes you might like to go on
to explore what the effect of stereotyping and putting 'labels' on people may be.
If so use 'Labels'.
Another activity dealing with stereotypes is 'Heroines and heroes' in Compass. It
involves individual and small group work to explore stereotypes of heroines and
heroes and their roles as symbols of socialisation and culture.