I can't leave our discussions of Wenger and social learning processes without continuing to reflect on power, difference, and the role of boundaries. While boundaries can be locations of conflict and problems, they can also be places of deep learning and transformation. If as educators we see the learning environment as socially constructed within relationships of power, how do we recognize, support, and encourage our awareness of boundaries, difference, and power? I agree with Wenger that, “[Boundaries] are likely the locus of production of radically new knowledge. They are where the unexpected can be expected, where innovative or unorthodox solutions are found, where serendipity is likely, and where old ideas find new life and new ideas propagate” (p.254). I believe we need to create and nurture radically new knowledge in order to think about and create a world beyond the status quo. In this blog, I will highlight one activity that I use to try to create awareness of difference in my work as a process facilitator, and how it relates to Wenger’s modes of belonging.
Boundaries between communities of practice highlight difference, and in this way can cause conflict and problems, supporting marginalization and exclusion. At the same time, boundaries are important locations of negotiation of meaning, and can be productive and even transformative. Wenger states that “Boundaries are like fault lines: they are the locus of volcanic activity. They allow movement, they release tension; they create new mountains; they shake existing structures (p.254). How can we encourage boundary encounters in practice that are respectful and even appreciative of difference and diversity, so that the “crash” of boundaries can be shifted from being less destructive and more productive, toward the creation of new and innovative knowledge?
In both adult education practice and academy diversity and identity are central to the work of inclusive approaches to knowledge creation. As a result, organizations, businesses, and governments pour millions of dollars each year into diversity workshops and training to enhance understanding, productivity and harmony. But how do people learn to value difference and diversity? How do we work in a multi-cultural, multi-ethnic, multi-faith and pluralist society? Too much emphasis in our practice on commonality can lead us down the road to ignoring the differences between individuals and the diversity of cultures that abound in our communities and in our workplaces. Yet, too much emphasis on difference can lead us down the road to separation, segregation and exclusion. Wenger states that, “Organiations
I believe Wenger’s modes of belonging framework of engagement, imagination, and alignment, as well as my suggested addition of critical reflection (see my last blog), offers one way to find the balance between difference and commonality. I will use a practical diversity activity to demonstrate this. As a facilitator, I am asked from time to time to offer workshops on diversity. I recently facilitated a diversity and inclusion workshop for daycare workers in North and East Preston. One of the activities my co-facilitator and I used to create awareness of difference is an activity called “Ambassadors”.
Boundaries between communities of practice highlight difference, and in this way can cause conflict and problems, supporting marginalization and exclusion. At the same time, boundaries are important locations of negotiation of meaning, and can be productive and even transformative. Wenger states that “Boundaries are like fault lines: they are the locus of volcanic activity. They allow movement, they release tension; they create new mountains; they shake existing structures (p.254). How can we encourage boundary encounters in practice that are respectful and even appreciative of difference and diversity, so that the “crash” of boundaries can be shifted from being less destructive and more productive, toward the creation of new and innovative knowledge?
In both adult education practice and academy diversity and identity are central to the work of inclusive approaches to knowledge creation. As a result, organizations, businesses, and governments pour millions of dollars each year into diversity workshops and training to enhance understanding, productivity and harmony. But how do people learn to value difference and diversity? How do we work in a multi-cultural, multi-ethnic, multi-faith and pluralist society? Too much emphasis in our practice on commonality can lead us down the road to ignoring the differences between individuals and the diversity of cultures that abound in our communities and in our workplaces. Yet, too much emphasis on difference can lead us down the road to separation, segregation and exclusion. Wenger states that, “Organiations
I believe Wenger’s modes of belonging framework of engagement, imagination, and alignment, as well as my suggested addition of critical reflection (see my last blog), offers one way to find the balance between difference and commonality. I will use a practical diversity activity to demonstrate this. As a facilitator, I am asked from time to time to offer workshops on diversity. I recently facilitated a diversity and inclusion workshop for daycare workers in North and East Preston. One of the activities my co-facilitator and I used to create awareness of difference is an activity called “Ambassadors”.
Ambassador activity is a role play simulation of different people coming to Canada for the first time from a variety of made-up countries and cultures from around the world. They are ambassadors from their countries meeting a Canadian delegation. Participants are given a role to play- either as a Canadian or someone from a made-up country and culture. For example, in one culture people are very friendly, and touch a lot- holding hands for a few minutes to express their pleasure in meeting each other. In another, it is considered respectful to being speaking before the other person has finished their sentence or to wait a short time before answering, so as not to be rude. In another, it is considered extremely impolite to look someone you do not know directly in the eyes when talking to them. It is customary to look at the ceiling or your feet - never directly at the person’s face. Many of the “differences” focus on communication, personal space, and body language. Participants play their roles for 10-15 minutes, and then the facilitator leads a discussion to debrief the activity- how people felt in the role play, what surprised them, and what stood out. Participants get to feel and act out difference in a non-threatening, fun way. I often use this activity as a starting point in recognizing all of the ways that we are different. To read more about this activity see: http://www.nsms.ca/Downloads/People_Power_booklet.pdf
I believe the ambassador activity creates engagement, imagination, and alignment. Participants are mutually engaged, and develop interpersonal relationships while they manage boundaries in the role play. Imagination is stimulated through the activity and debrief as participants experience difference in very tangible ways through communication and body language. Through role play, participants are able to walk in someone else’s shoes, explore, and take risks by being an outsider to their own culture. Alignment is facilitated through a debrief discussion as participants share their perspectives and stories from the role play, but also relate these back to their real lives and identities. Critical reflection can be added to this activity through an examination of the way systemic power (legislation, institutions, bureaucracy, etc.) is used to marginalize and perpetuate difference. When participants begin to see the common ground between their identities, after also seeing and experiencing their differences, it is possible to align diverging perspectives without compromising individual identities. It is this place of balance where the seeds of new and radical knowledge can germinate.
IF WE COULD...
shrink the earth’s population to a village of precisely 100 people with all existing human ratios remaining the same, it would look like this:
THERE WOULD BE:
57 ASIANS, 21 EUROPEANS, 1 FROM THE WESTERN HEMISPHERE (NORTH AND SOUTH) AND 8 AFRICANS.
51 WOULD BE FEMALE, 49 WOULD BE MALE.
70 WOULD BE NON-WHITE, 30 WOULD BE WHITE.
70 WOULD BE NON-CHRISTIAN; 30 CHRISTIAN.
50 PERCENT OF THE ENTIRE WORLD’S WEALTH WOULD BE IN THE HANDS OF ONLY 6 PEOPLE - AND ALL 6 WOULD BE CITIZENS OF THE UNITED STATES.
80 WOULD LIVE IN SUBSTANDARD HOUSING.
70 WOULD BE UNABLE TO READ.
50 WOULD SUFFER FROM MALNUTRITION.
1 WOULD BE NEAR DEATH, 1 WOULD BE NEAR BIRTH.
ONLY 1 WOULD HAVE A COLLEGE EDUCATION.
NO ONE WOULD OWN A COMPUTER.
Source: http://www.nsms.ca/Downloads/People_Power_booklet.pdf
I enjoyed reading your blog Corrie. With a background in theatre I also know the power that role play can have on learning. When learners engage in activities that allow them to walk in other people's shoes great transformation can take place. Arts-integrated learning (theatre, visual arts, music, etc.) is a valuable tool for everyone in a lifelong learning process. In fact my Project paper for this degree program is based on the role that Arts-integrated learning plays on adult education. There is a wealth of research to support utilizing Arts based activities in education.
ReplyDeleteThank you for adding the ratio scenario about shrinking the world's population to 100 people. Some of those points (ratios) I was already familiar with while other points were new to me. I would also like to thank you for the valuable resource you included with all the activities. I have only skimmed it so far but it looks like an excellent resource, and I'm sure it will come in handy.
Thank you. I really like the ratios at the end, keeping it real is always nice. We often live in a bubble and think that everyone is the same as us. That is one reason why we are suspicious of things that are different. As you said in your blog, it is at the boundaries that we can see the differences between communities of practices. The example of the role playing is also really nice. We should always put our selves in others peoples shoes when we are trying to teach them something. If we can understand where they are coming from we will be better able to teach them. Thank you for such a well written blog with lots of different resources. Your blog felt well planned and thought provoking. Thank you again Corrie.
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