Stages TOOLKIT

Categories

1st Workshop

Workshop 1:

The 10 stages of Genocide – classification to discrimination (Stages 1-3)

Aims

• Explore issues around identity and diversity • Examine common myths and facts about stereotyping and discrimination • Begin an exploration in to factors that may contribute to stereotyping and discrimination

• Explore notions of sectarianism

 

Learning Outcomes

On completion of the drama workshop participants have knowledge of:

· Issues around diversity and identity including stereotyping, discrimination and anti-racism work

· How the 10 stages are relevant to current locale

Introduction

1. Each person states their name and why they are doing this project

2. Discuss the 10 Stage of Genocide

3. Explore each person’s own narratives – about themselves – start with identity which is a form of CLASSIFICATION (Stage 1)

Culture Shock Name Game – Introducing Diversity

1. Explain to the group that there are many different cultural greetings, for example one we may be familiar with is a handshake. Everyone walks around the room, mingling and shaking hands with everyone they meet. You move from person to person with the greeting ‘Hi, my name is…‘ saying your first and second name, making direct eye contact and accompanied by the handshake.

2. The facilitator calls ‘freeze’ and introduces the next cultural greeting, which is to stick out your tongue (a tradition of some Tibetan tribes). Again everyone mingles and greets each other with ‘Hi, my name is…’ accompanied by sticking out your tongue.

3. Two more cultural greetings are introduced; rubbing noses and finally hugging and kissing with two great big kisses on both cheeks or large ‘air’ kisses. Encourage the participants to exaggerate all the greetings.

4. Then ask the participants for suggestions on a final cultural greeting that they may know of or to create their own variation.

5. To finish, ask for comments and feedback.

 

Identify Your Name

1. How did you get your name? Divide group into pairs. In pairs, each person tells the other about their first name – who they were called after and what their name means.

2. The facilitator then selects two or three pairs to repeat back to the whole group with A telling the group what B’s name means and who B is named after and then B telling the whole group about A’s name.

3. In pairs, each person then tells their partner what their surname is and where it originates.

4. At the end the idea of one’s name is linked to the term identity.

 

 

 

Discussion

Begin by asking is your name important? Why is it important? How do you feel when someone cannot remember or pronounce your name? Is your name linked to your sense of identity? What is identity?

 

Oranges:

1. Participants sit in a semi-circle around the flipchart and the facilitator asks them to brainstorm the question ‘What is an orange like?’ As participants call out words to describe an orange the facilitator writes a list of them up on the flipchart (for example ‘round’, ‘orange’, ‘man from Delmonte’, etc).

2. Then divide the participants into groups of four and ask each group to pick an orange from a pile on the floor (have a large bunch of oranges, more than the number of groups involved). Each group has ten minutes to create a story about their orange.

3. After ten minutes each group shares their story with the rest of the participants.

4. The facilitator then takes back the oranges and places them together on the floor. Make sure to mix up the oranges. One member from each group is asked to retrieve their orange. It usually happens that each group will have no problem identifying their own oranges, as the oranges are no longer generic specimens but individuals with characteristics. 5. The participants then discuss what made each of their oranges unique for example individual markings, names, personalities, stories, histories, etc. Then ask the participants to consider what they can learn from this activity in terms of how we view other human beings (for example do we tend to categorise rather than take on more meaningful ways in which we can know an individual). This introduces the two definitions ‘Stereotyping’ and ‘Prejudice’, which are linked to discrimination.

 

Resources: Oranges. This exercise can be used with potatoes, mandarins or lemons.

Getting to Know You

1. The facilitator distributes a set of cards with each card containing a piece of information that could be used in the description of a person for example ’78 years of age’, ‘wealthy’, ‘blind’, ‘refugee from Afghanistan’, ‘asylum-seeker’, ‘poor’, ‘in a wheelchair’, etc. Each participant is given one card.

2. Each participant is now the character referred to on the card and each person is encouraged to come up with three facts about their character. For example the title is ‘Elderly’. The three facts can be (a) I go to bingo, (b) I love to walk in the

park, (c) I play with my grandchildren. Each person also explores a walk for his or her character. 3. On a given signal, the partners begin an improvisation called

‘Getting to Know You’ where they get to know each other. During the improvisation they must act as if the information on the card is true, that they are the person described, but to not directly reveal this information. The whole group is working together in pairs at the same time and depending on the group experience you may ask one pair to demonstrate on their own for the whole group.

6. After 6-8 minutes, ask each couple to try and identify or guess what was written on their partner’s card.

Myths and Facts

A list of ‘Myths’ and ‘Facts’ based on themes of discrimination, racism, equality and inter-culturalism are prepared. The speaker places three large sheets of paper on the floor. On the paper will be clearly written

‘Agree’, ‘Disagree’ and ‘Not Sure’. When the speaker calls out each statement, participants in the room walk over and stand beside their chosen piece of paper on the floor. A short discussion on each statement can then take place and the speaker can explain why the statement is a myth or a fact.

Myths and Facts:

· Some groups of people are superior to others. Myth

· Only people not born in Northern Ireland experience

discrimination or racism. Myth

· Discrimination occurs when someone or a group of people act

on their prejudices. Fact

· Discrimination occurs when someone is treated differently

because of their religious belief or membership of a particular

group. Fact

· Nothing can be done to erase discrimination and racism. Myth

· Inter-culturalism is about promoting equality and challenging

inequality Fact • Human rights apply to everyone irrespective of their country.

Fact

Image Theatre

Divide the participants into teams of 2. Participants will prepare an image theatre presentation leading to a short five-minute improvisation based on an experience of discrimination and racism and incorporating ways to combat racism and discrimination.

Each couple share their stories of discrimination and select one to show, by first presenting three images (a beginning, middle and end to their narrative). They then improvise the scene by bringing the images to life.

The group discuss the presentations after each showing.

Where do I belong?

Instructor reads out a list of statements and asks the group to get into groups according to the statement. For example if the statement is ‘Those who go/do not go to a place of worship regularly’. Ask those who do go a place of worship regularly to go to one corner and those who do not go to a place of worship regularly to go to another corner. Add in a third neutral area for ‘Not sure’.

The idea is that the participants move to either end of the room in response the statements and discover which group or ‘community’ is important for them.

Once in their groups or ’communities’ invite members of the group to talk among themselves about whether they consider this to be an important group/community for them or one to which they just automatically belong.

Generate further discussion either within the groups or amongst the whole group. Discussion will focus on what makes a ‘group’ a ‘community’, how a community is made and how that process can exclude others and contribute unintentionally to sectarianism.

 

Statements for ‘Where Do I Belong?’

· Those who go/do not go to a place of worship regularly

· Those who play/do not play in a team sport regularly

· Those who play/do not play a musical instrument in a

band/orchestra; or sing/do not sing in a choir

· Those who are concerned/not too concerned about

environmental issues

· Those who belong/do not belong to school/youth club

· Those who do/do not eat meat

· Those who believe/do not believe in God

· Those who belong to a Chris (The Face)tian/other religion

· Those who frequent/do not frequent pubs/clubs

· Those who belong to a middle class/working class community

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