Creating a Web of Connections




Objective(s) & Context

  1. Provide further opportunities for participants to get to know one another.

  2. Begin recognizing the obvious and not so obvious differences between people.

  3. Start to see some of the ways diversity affects human interactions and relations.

  4. Explore our social locations.

 

Within any group, there is as much invisible diversity as visible diversity and differences, whether minute or great should be viewed as an asset rather than an obstacle.

 

To know each other in our diversities requires a continuous effort on our part to learn about the “invisible” territory. The Creating a Web of Connections activity provides us with the opportunity to acknowledge the diversity within ourselves and others. It offers us an opportunity to productively learn about, and from, diversity. The activity also invites participants to explore how their circles of identity can affect or inform their perspective or action in different situations.

 

Duration

60 minutes

 

Group Size

10–25

 

Age Group

16 +

 

Skills(s)

Communication, information, social and co-operative skills

 

Format(s) & Technique(s)

Large group, small group, reflection, mapping

 

Materials

Coloured paper

Markers

Flip chart paper

String

My Web Diagram and Diversity: Reference Sheet

 

Facilitation Tips

  • For more information on “Social Locations” and visible and invisible differences please see the Working Across Difference section in the Amplify Manual and the definition of “Social Location” in the Manual’s Glossary.

  • Many of these topics could stimulate lengthy one-on-one conversations. Help the small groups move through the activity at more or less the same pace.

  • When introducing the activity, make clear how much time is allotted for each part and indicate time at intervals. For example: “You have five minutes left to finish up this part of the activity.”

  • Remind the group that they can continue personal conversations during the breaks that follow the activities.

 

Popular Education Prompts

  • Ensure that the My Web Diagram and Diversity: Reference Sheet reflects the realities and experiences of the girls in your group. You may need to tweak the sheet.

  • You may need to bring in additional information about some of the aspects mentioned if there are questions or interest.

 

Leading the Activity: Steps to Take

Preparation:

  1. There are three parts to this activity.

  2. Cut hand-sized circles of different colours.

  3. There should be approximately seven circles cut for each participant.

  4. Cut about 20 extra circles just in case.

  5. Cut out one large circle, which will be used as the centre connector in Part 3.

  6. Tape together 3 or 4 flip chart papers to create one Giant Web Diagram for Part 3.

  7. Make copies of the My Web Diagram and Diversity: Reference Sheet (one per participant).

  8. The My Web Diagram and Diversity: Reference Sheet can either be used as a facilitator tool or a hand-out.

 

Workshop:

Part 1: Personal Web of Connections (10 minutes):

  1. Tell participants that we will construct a “Personal Web of Connections” using the My Web Diagram and Diversity: Reference Sheet.

  2. Ask them to begin by writing their name in the centre circle where indicated.

  3. In the small circles, tell them to write down five aspects of themselves that are important to them.

  4. Tell them to refer to the list provided on the My Web Diagram and Diversity Reference Sheet to give them ideas.

  5. Explain that they may add as many extra circles as they wish.

  6. While they are working, complete a sample web for yourself on the board or flip chart as an example for the participants.

 

Part 2: Group Web of Connections (20 minutes):

  1. Divide participants into a minimum of three per group.

  2. Explain to participants that they should take turns describing their own web diagram to the members of their group.

  3. As a facilitator, emphasize the richness of the group's diversity and explore diversity as an asset. Use the My Web Diagram and Diversity: Reference Sheet to help facilitate the activity.

  4. Explain that if members of the group share a similar circle, they should consider whether this circle mean the same thing by the same aspect of themselves. For example, does “musician” or “artist” mean the same to each person? If they do mean the same thing, ask them to sign their names in the other’s matching circle.

  5. Allow time to explore a few of these differences or similarities.

  6. Make sure participants share a similar understanding of the aspect they identify as having in common. You can suggest to them that they may want to re-name an aspect of themselves if needed. For example, a self-designated “feminist” might agree that her definition includes the group “social activist.”

  7. Tell participants that sharing their feelings about an aspect of themselves or someone else may help to clarify any assumptions they may have or had about them.

  8. Ask the group to reflect on the suggested questions below. Follow up with a discussion:

    1. Was there a time when you were very proud of a particular aspect of yourself (circle)?

    2. Was there a time when you felt marginalized or discriminated against because of an aspect of yourself (circle)?

    3. Have you felt both pride and discrimination because of an aspect of yourself?

    4. What is one thing you wish people would never say about one aspect of yourself?

    5. Can you think of factors within yourself or your society that might lead you to discriminate against aspects of other people? To what extent are these factors within your control? To what extent are they embedded in society?

    6. What would you have to do to change society and/or yourself in order to change discriminatory behaviour, for example, behaviour towards people with a sexual orientation different from your own?

    7. Do you and members of your group share a similar circle? If so, write your name in the circle of other participants’ matching circles.

 

Part 3: Large group (30 minutes):

  1. Ask the participants to come together.

  2. Explain to participants that they will now explore what they have discovered about their similarities and differences by constructing a web for the whole group.

  3. On the large flip chart paper (3 taped together) that you prepared, make a Web Diagram similar to the one that was used in Part 1.

  4. Write the name of the group in the centre. (For example, Girls’ Club)

  5. As you take up each question with the group, complete the Web Diagram as indicated below.

  6. Begin by addressing the first question to one group of four.

  • What were the most commonly shared aspects (circles) in your group of four? Place circles with the names of these “common aspects” near the centre with plenty of room inside the circle to add additional groups.

  • Are there other participants that share any of these more common aspects?

  • Ask for a show of hands and invite participants to call out their names for addition to that aspect or have them sign their names themselves if appropriate.

  • Were there any aspects with only two names? Again, write the names of these aspects in circles, this time further out from the centre, and ask for the names of others who might belong to these less common aspects.

  • Would you like to mention an aspect to which you alone belong? These should be voluntary offerings. Add these new circles with group names on the outer edges of the chart without connecting lines.

  • Again, ask if there are people from other group who might belong in this aspect and add those names.

  1. Take a few moments at the end of this discussion to ask participants how they feel about diversity?

 

Debrief

  • With the group, explore why some circles are further out from the centre and why circles with only one person does not have connecting lines.

 

Success Indicators

Participants are:

  • More aware about issues of diversity and inclusion

  • Making connections with other group members

 

Source: Equitas: International Centre for Human Rights Education, International Human Rights Training Program, Stream 4, “Building a Web of Connections Activity,” Canada, 2007.