Locating Hate: Part I



Objective(s) & Context

  1. Generate a conversation about current micro- and macro- expressions of hatred as they relate to participants lives.

  2. Introduce definitions of particular forms of hatred, such as racism, sexism, and homophobia.

  3. Examine hatred as being perpetuated along a continuum of internalized, relational, and systemic violence.

 

Ideas, beliefs, and behaviours that support fear about and hatred against particular human beings or groups begin with the dehumanization of the hated person or group; passion and an implicit or explicit commitment to continue hatred.

 

Hatred is perpetuated by stories through many forms of cultural expression (radio, television, print, web, and social media) and it is embedded within the policies and practices of our country and the many agencies and institutions to which we belong or interact with.

 

This hatred is more likely to be embedded within our everyday common sense, our ways of speech, or ways of thinking and referring to particular social issues or social groups (sometimes called “discursive practices”).

 

These everyday forms of hatred, when writ large in legally endorsed policy and explicit practices, or when they are subtly repeated through acts of omission, exclusion, co-optation, or appropriation (for example), can restrict the mobility, financial security, and overall health and well-being of particular social groups.

 

Hate can be countered by collaborative wisdom: our combined intelligence, creativity, and experience.

 

It is also countered by educational approaches (sometimes called “pedagogies”) that support multiple points of view.

 

These exercises stress dialectical thinking: examining situations and phenomena from many points of view as a means of understanding how truth evolves and is de/constructed.

 

Duration

70–80 minutes

 

Group Size

8–20

 

Age Group

16 +

 

Skills

Dialectical thinking: the capacity to consider multiple points of view

 

Format(s) & Technique(s)

Media analysis

 

Materials

At least 4 current newspaper articles, preferably from your country, region, or community, that attempt to position the reader against a particular social group (for example, against gay marriage, immigration, access to agencies that support reproductive rights)

There should be an article for each major term you are seeking to unpack (for example, an article on race relations or one that gives an example of racism if you are looking to unpack racism)

Flip chart paper

Markers

Tape

Prepared Questions up on wall

Glossary of Terms Handout: You can make this by pulling from terms in the Manuals Anti-Oppression section and the Glossary.

 

Facilitation Tips

  • These exercises could also follow exercises related to identity and to inclusion and exclusion such as Creating a Mask of My Identity or the Dot Game.

  • When possible, include news stories the group can relate to, resonate or identify, as this will yield a more engaging conversation.

  • You may want to refer to the Anti-Oppression Information Sheets in the Knowledge Building section of the Amplify Manual for supplementary information for yourself and participants.

  • You may also want to refer to definitions of social location in the Manual’s Glossary or in the Facilitating Across Difference section.

 

Popular Education Prompt

  • This exercise begins with participants’ experiences as a means of engaging with larger social trends.

 

Leading the Activity: Steps to Take

Preparations:

  1. Gather newspaper clippings from various sources including mainstream and alternative media sources.

  2. These can be pasted to large poster board for easier use.

  3. Have one piece of flip chart paper and marker available per group.

  4. Write questions for Part B on flip chart paper.

 

Workshop:

Part A: Reading the World (20–25 minutes):

1. Introduce participants to this section stating that we will be exploring hate or the ways in

which people are included or excluded today.

2. Tell participants that you have 4 stories in front of you (newspaper clippings) and briefly share the synopsis of each story.

3. Ask the group to move towards a story that they relate to, identify with or recognize in some way. Another way to say this is to ask participants to move towards a story they can connect with in some way.

4. Ask small groups to do a go-round in their small group with each person sharing how they connect to the story.

5. It is important to stress that each person who shares does not need to try to connect their story to the one’s told before them by other participants.

 

Part B: Spreading the Word (10 minutes):

1. After group sharing, distribute flip chart paper and a marker per group.

2. Ask each group to write down their responses to the prepared questions. These should be visible.

3. Consider the following questions together:

    • Who is spoken about in the story and to what social groups do they belong?

    • How are they spoken about?

    • Who is doing the speaking and to what social groups do they belong?

    • How will what is said in the article affect each social group? Specifically, internally, within their relationships.

 

Part C: Large Group Conversation (20 minutes):

1. Each group presents their poster (5 minutes per group).

2. Facilitate a conversation about what each group has presented. Record responses on flip chart.

3. Refer to following questions to guide the discussion:

    • Was there anything that you heard either in your group or in listening to the others that would constitute a form of hate?

    • What was the impact of hate internally for those involved in the story (both oppressor and oppressed)?

    • How might this be expressed in their relationships between and within each social group?

 

Part D: Adding Information (10 minutes):

1. Recap the examples you heard in the stories shared, as they relate to forms of hatred

against X social groups.

2. Hand out a glossary of terms relating to themes explored (racism, sexism, homophobia

etc.) and review together.

3. Mention forms of hatred directed at groups not explored in the exercise.

4. Discuss how examples of hatred were talked about as having a psychological

(emotional), relational (bullying violence), and systemic impact.

 

Debrief

  • Allow at least 15 minutes for debriefing.

  • Do a go-around, asking each participant to answer the following question: “What reflections or questions are you thinking about at the end of this workshop?”

  • Record the answers as a way of informing Part 2 of the workshop.

 

Success Indicators

Participants are:

  • Engaged in conversation with each other about current examples of hatred

 

 

Source: Nisha Sajnani, Creative Alternatives: www.creative-alternatives.ca