For you who wants to know more Nonviolence & Conflict Management
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THE FORUM PLAYAim: To train participants in stopping or intervening in unjust, violent or oppressive situations. Time: For two games, ca 90 minutes depending on the group size. Explaining the exercise, ca 10 minutes. Preparation 5 – 15 minutes. Enactment and processing 30 minutes per game. Programme: The Forum play is a type of role play in which the public are active and may exchange people in the play and intervene in an attempt to break an oppression. The group is divided into groups of 4 – 10 players. They are given the task of creating a scene (situation) which shows oppression. The scene should not be long, just a few minutes. At least one person acts as oppressor “the bad guy”. At lest one person enacts the victim and at least one person is passive and just observes the oppression without reacting. Everyone gets a role irrespective of if they are a bus door, a tree, passive or active. The scene shall end in misery when the oppression is at its worst. Those playing in the scene do not suggest solutions. It should preferably be a situation which has occurred or could happen to the participants. Decide new names for yourselves in the roles. It is an advantage if the group can rehearse the scene at least once. Give each group a theme for them to take up in their play/situation. Suggestions for play themes:
Preparation of the plays should be done in different rooms in order not to disturb each other or spoil the element of surprise. In order to avoid performance anxiety give the groups short preparation time and lengthen if necessary. Collect the whole group together and place all the chairs in a horse shoe form so that all will be able to see the role plays. Let the groups perform their plays. Go through the different roles and confirm who is who in the plays, oppressor, victim and passive. It is now that the public becomes active and may exchange people in the play and attempt breaking the oppression. Decide which part you wish to practise. The oppressor cannot be exchanged. By exchanging the victim or the passive role we can train ourselves in how we act as a victim or what we can do when we are outside the conflict. The others in the play react to what the understudy does and the way they think their roles could be played. Act he situation again, encourage the audience to shout “stop” if they wish to test an idea. Evaluate the situation after each mediation. What was the idea? How did he/she think it worked? What happened? How did it feel? What do the other role players say? What changes did that mean? How did it feel? The situation is repeated until there are no more new ideas, or the situation has a satisfying solution. Alternative: Act out the situation again, from the beginning and stop as soon as oppression occurs. Ask the audience how the passive person could intervene in the situation. Let the audience discuss, two and two in order to find new ideas or give someone the task of trying some KAOS techniques. (See the chapter “What is non-violence?”) The understudy may well use a technique he/she has not used before, which he/she thinks they might be good at. The understudy exchanges a person who then goes “offstage”. Interrupt the play when understudy has tried the technique he/she wanted to. Evaluate the difference between the original play and now, after the understudy has intervened. Le t the understudy her/himself begin the evaluation with her/his own thoughts and what happened. Tip: If there is difficulty in getting an understudy to go “on stage” then suggest they go in pairs. Alternative 2: The Forum play can be used to train conflict management in conflicts with equal parties. There is no exchange of the parties most involved in the conflict. Start with a brainstorming on which techniques that can be used in the management of conflicts. Try techniques that have been described in the material, for example, to listen, to ask about needs etc. It is of course a good idea if different people test different ideas. The original play is like a video band which can be run both back and forth. New interventions cannot be done while one is in progress. It is important to point out that those watching the play are an active part of the forum play – it is built on their participation and intervention. --- ROLE PLAYAim: To experience a conflict situation with deadlock. Time: 5 minutes to explain, 5 minutes role play, 5 minutes evaluation in pairs and then 10 minutes listening to the pairs in the whole group. Material: None Programme: Participants in pairs. Explain to the participants they will be playing a mini role play in pairs. The role plays are enacted parallel to each other and will not be re-enacted. One person is a parent and the other is a teenage son/daughter. Describe the conflict situation. Example of a conflict situation: A mother/father and their teenage son/daughter are arguing about what time the son/daughter should come home on Saturday evening. They have a deadlock position and are not listening to one another. The daughter/son is preparing to go out. The parent’s position is that the teenager should be home by 11pm and not a minute later and the teenager does not wish to come home until 1am. The participants argue with the point of issue and person attack without giving way. Give the role play a few minutes and then break and let the pairs remain where they are and discuss the role play. Return to the whole group where everyone can say what it was like, what happened and how it felt. Was it possible to arrive at a solution?
a) The first task for the groups is to find the levels in their society which reflect gender (in)equality: the treetop = Individual/social level. That seen in daily life? The tree trunk = Institutional level. Laws, the media, educational system, religion, The State. The roots: the Ideological level. Being a woman/ man in this society. (culture, norms, values).
A variation could be giving the groups different areas co society e.g. the educational system, the judicial system, sex and social norms, the media etc. 2) My position in relation to power and identity Material: post-it papers and pens. Time: 20 minutes Aim: To illustrate ones own and others choice of identity and how many are interwoven along with ones role in one or several power structures. Let the participants choose three identities for themselves and write them on separate post-its. After a survey stick them on a whiteboard. And try to group them together related to e.g. family, sex, religion, age, class, language, ethnicity, shape, education etc. Take a discussion around which identities we are born with and which are given to us through external means. We have more than three identities, so now let the participants make a list of 8 – 10 and then cooperate in pairs to grade the identities. – Is there one or more of these which…gives you privileges/advantages or disadvantages/weaknesses? Mark them with plus or minus, one or two, depending on how much. These are very strongly connected to the structures we live in. How do you manage your privileges/weaknesses? Do you find any contradictions, how do you manage them? Are there any identities which help you to be a leader? Have a discussion in the whole group: Often it is the identity with a minus that makes us strong, or? A contradiction is e.g. “Superwoman”. In Georgia, for example, a woman should bake a cake prior to a party. This cake should not be eaten, but burned up. This is a sign that she is a good woman. Being a good woman is relatively simple, let the group give example, but what about being a good or bad man? Being a real man can be difficult to in a concrete pattern. The more fundamentally steered we are, the more gender-bound we are. Think about how your upbringing was: you were allowed/not allowed to do things. The only thing boys were not allowed was to be like girls. Then there would be a risk of being called homosexual, or? Identity springs from a system of dominance. Superior – inferior. This discussion can turn into a discussion on power. Is power good or bad? 3) The clenched fist Material: Their own bodies Time: 10 minutes Aim: To show that decision, power and feeling are synonymous. How do I react in certain situations? Place the participants in a line, in pairs facing each other. One of each pair clenches his left or right hand. The other must convince the first to open his/her fist. All means are allowed. Give a clear start signal and let them continue for 2 – 3 minutes. What happened? Interview the pairs. What does this say about me?
Begin by asking the following question: When did you last feel powerful? Let the participants think quietly about this for a few minutes. Ask the group what that feeling was like? Then let the participants discuss this in small groups. After a while return to the whole group and share any particular experience which may have come up in discussion. 5) Power is based on something, what? Material: Flipcharts, pens and small adhesive labels. (At least two different colours) Time: 20 minutes Aim: To show the participants use of power and different types of power and the differences in their use connected to gender. Let the group give suggestions as to what power is based on in a list on the flipchart. They then get the question, what sort of power do they as individuals use? Let them reflect on this a few minutes. Then, with the help of the adhesive labels they mark which type/types of power they use. (Everyone gets 5 labels) Then there is a new question: Which type of power am I most vulnerable to? Each participant reflects for a while. If anyone wishes to share an experience with the group, this is encouraged. 6) Develop the conception of power by creating statues. Material: The participants own bodies Time: 20 minutes Aim: To illustrate different types of power and what it feels like being exposed to/exposing others to the different types of power. Power over, power to, power with, power within… Build small groups with 3 – 5 people in each. Each group can now portray power over, power with and finally power within. Let the groups portray their statues and discuss around them. It is important to allow those participants who have portrayed being exposed to power to relate their experience and then leave their respective roles!
Lay out the blanket on the floor and let the participants stand in a ring, a bit outside the blanket. Ask the following question: What is your next step? A person then stands on the blanket and imagines that the blanket is his/her safety zone. What will my next step be outside the blanket a dare to challenge the day’s theme? Do a round in the group so that everyone gets to try. See how many changes there can be!! 8) Men, masculinity and violence Material: pens and paper Time: 10 minutes to describe the exercise and more time for reflection depending on the group size. Aim: to show if there is an expectation and /or connection between violence and masculinity in the participant’s society. Introduce this task as “homework” for the participants to reflect on. Be prepared to meet some strong feelings which may arise. Suggest that the participants focus their thoughts on a particular man in their lives, at work or at home. They are welcome to make notes. Make clear that the notes are for themselves alone. Put a number of questions to the group:
Let the participants continue to describe positive and negative characteristics. Encourage them to support and praise those who do not have a connection to violence. How can empathy be shown towards the positive characteristics connected to violence? Can the participants use M.L.Kings six steps to turn the negative characteristics? Let the group show how in that case. 9) Culture and Religion Material: Large sheets of paper Time: 20 minutes Aim: Can we see the dividing line between religion and culture How has the dividing line changed since our grandparents’ time? The participants shall, individually, write two happenings/things which are religious. E.g. allowed or not allowed. Then they write two things which are cultural, not religious. Make two columns on the whiteboard/flipchart, religious and cultural. Let the participants now write their answers on the whiteboard in the respective columns. Continue to analyse social rituals such as honour violence, circumcision, inheritance, polygamy etc. Is it widespread? How have customs changed? Is it seen as a part of religion? Let the groups present their ideas for each other. Continue by letting the participants individually writing down
This can be done in connection with one religion or groups working on different religions/beliefs. How do we know what is true? Who said what? IF one does something with this, what will happen? Examples of Presentation Here follow some examples of how all these inspiring articles and exercises can be combined to form evening classes or longer courses. Regard the examples just as examples and by trial and error find that which suits you. The length of time exercises take is difficult to know, as each group is unique with regard to energy and the will to discuss. It is therefore a good thing to have a Plan B in your back pocket with extra exercises to include or not, as the need may be. Good Luck. Directory: downloads downloads -> Northern England’s set-jetting locations downloads -> Dynatest 3031 lwd light Weight Deflectometer downloads -> Forth coming competitive exams downloads -> Brush High School Morning Announcements Friday, September 05, 2014 all school downloads -> Year 9 The Arts — Music downloads -> Years 7 and 8 standard elaborations — Australian Curriculum: Music draft downloads -> Chris Young sets 2016 “I’m Comin’ Over” Tour headlining dates downloads -> Slavery and Abolition: the Plymouth Connection Introduction downloads -> Summer Assignment Download 0.51 Mb. Share with your friends:
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