Overcoming Discrimination
Hidden Assumptions and Attitudes:
1. The assumption that the dominant group represents humanity
as a whole: for example, that "man" refers to all
people, that pink band-aids are flesh-colored.
2. The assumption that we all share common experiences, resources,
and interests. Women's experience is different from men's, blacks'
from that of whites', working-class people's from middle-class
people's. Society's institutions treat us differently and we grow
up with different expectations and opportunities. We do not have
the same access to money and time, or to resources such as
transportation and emotional support. We have different
responsibilities and different limitations. As we work together,
we need to bear this in mind.
3. The assumption that discrimination does not hurt the dominant
group. Restrictive sex roles hurt men as well as women. Racism
hurts us all. Both divide us as potential friends and allies.
4. The assumption that education on these issues should be carried
out by the oppressed - that people of color should educate white
people, that gay people should raise the consciousness of
heterosexual people. Yet no one can raise someone else's
consciousness - that is a task we each must take for ourselves.
Because change benefits us all, it is up to each of us to learn
about and raise issues other than our own.
5. The assumption that the values, symbols, and world-view of the
dominant culture are universal.
6. The assumption that people from different groups and lifestyles
should try to look and act like members of the dominant group, or
should fit the stereotypes to make dominant group members feel
comfortable.
7. The assumption that these issues of liberation and survival are
side issues that distract from the real work and can be
conveniently set aside whenever they make people uncomfortable.
Ways We Can Work for Change:
1. Raise the issues of racism, sexism, classism, heterosexism,
ageism, discrimination against the disabled, etc. Speak up about
them. Make them our concern.
2. Join together with people of our own sex, class, or race to
share experiences, frustrations, pain, and develop common
understandings. Make time for consciousness raising.
3. Educate ourselves about people who are different from us. Read
the writings of people of color, working-class people, women, etc.
Learn the history of Africa, the Americas, Polynesia, Asia. Learn
other languages.
4. Tell our own personal histories to each other. Recognize that
we are all ethnic, that we are rich in the diversity of our
heritages and life experiences.
5. Realize that third-world people face daily threats which are
more immediate than the threat of nuclear catastrophe.
6. Understand that many peace and anti-nuclear issues affect
third-world communities in special ways. For example:
Nuclear programs are dependent on uranium mined in southern
Africa and on native lands in the U.S., Canada, Australia, etc.
Military intervention is planned to prevent self-determination
throughout the third world, for example in El Salvador,
Nicaragua and South Africa.
Military recruiting is targeted at areas of high unemployment.
With few jobs available, black and Hispanics have little choice
but to enlist.
The massive transfer of resources to the military in the Reagan
and Bush budgets have particularly hurt third-world communities.
The massive expenditures for arms worldwide take funds and
resources needed for economic development in the third world.
7. Learn and act upon issues of special concern to third-world
communities. Integrate the concerns of these communities in your
approach to peace issues.
8. Develop working relationships with all groups involved with
social change, including black, Hispanic and native groups. In
planning for events form coalitions early, which include as many
groups as possible.
9. Don't force your agenda on other organizations.
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"Do not do to others what you would not want them to do to
you."
Confucius
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"Hate is never conquered by hate;
hate is conquered by love.
This is an eternal law."
Dhammapada
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Affinity Groups
An affinity group (AG) is usually composed of 5-20 people who
have been brought together by some common experience. In addition
to concerns for peace and justice, they may be from the same
community, church, local peace group, have a similar political
perspective, a common cause such as feminism, anarchism,
nonviolence as a way of life, etc., or they may form out of a
nonviolence training or to employ a similar tactic at a direct
action itself. Affinity groups are the basic decision-making
bodies of the action.
Affinity groups serve as a source of support and solidarity for
their members. Feelings of being isolated or alienated from the
movement, crowd, or the world in general can be alleviated through
the friendship and trust which develops when an affinity group
works, plays, and relates together over a period of time.
Everyone participating in any action is encouraged to join or form
an affinity group. Individuals can come to a nonviolence training
on their own initiative and there find like-minded people who can
then form an affinity group. Others may work in groups for weeks
or longer, becoming a close-knit family of activists. Individuals
may also join an already established affinity group for a
particular action. By having these groups, it makes it much more
difficult for outside provocateurs to go unnoticed.
The name of these units comes from the "grupos de
affinidad" of the anarchist movement in Spain in the
early part of this century. Each affinity group is encouraged to
choose a name for identification and may wish to have similar
T-shirts or arm bands. The more affinity groups can meet and work
together, the closer will be the personal relationships and the
group cohesion and effectiveness. At least one group meeting is
needed before the action, which may be after the nonviolence
training, in order to discuss legal and jail preparation and allow
time to explore everyone's questions, fears, reactions, emotions,
and attitudes in depth. The more prepared affinity groups are
before the action, the better it is likely to go.
Most affinity groups choose to operate with consensus
decision-making in order to establish certain principles of unity
for the group. For example, each affinity group should discuss and
agree to the nonviolence discipline for the action. If there is a
disagreement, a spokesperson for the group should contact the
organizers of the action or the spokes-council in order to resolve
it. Individuals who have difficulty consenting to the principles
of a particular affinity group may find that they have more
affinity with another group.
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"Christians do not quarrel with anyone,
do not attack anyone nor use violence against anyone;
on the contrary, they themselves without murmuring bear violence;
but by this very relation to violence
they not only free themselves,
but also the world from external power."
Leo Tolstoy
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Roles in the Affinity Group
Specific roles may be taken on by different members of each
affinity group. Each role serves a function that is important to
the whole group and the action. These roles may be rotated from
time to time; e.g., the same person should not always be the
spokesperson for the group.
* The spokes-person represents the decisions and concerns of
the AG to the larger council of spokes, listens carefully and
takes notes at the council meetings, and then reports back the
council's decisions, proposals, and concerns to the group.
* The contact person maintains an up-to-date list of the AG
members' names, addresses and phones, and communicates with the
organizers of the action.
* The legal spokes-person communicates with the legal collective
or with lawyers and those knowledgeable on the legal issues and
attempts to find answers to AG members' legal questions and
concerns. The legal spoke may also communicate legal strategies
to and from other AG's legal spokes.
* The media spokes-person is responsible for meeting with the
press and radio or TV reporters to give information according to
the wishes of individual members of the AG. Media spokes may
meet together as a media collective and coordinate publicity for
an action, give out press releases, call a press conference,
etc.
* Peacekeepers are responsible for watching the emotional tone
of the action and when noticing persons getting upset should
calmly approach and sensitively attempt to assist people in
resolving their conflicts and concerns. At a demonstration
peacekeepers may gently keep people informed as to the legal
areas of protest and serve as a mediator between law enforcement
officers and the protestors in keeping the demonstration
orderly. If there is a counter-demonstration, peacekeepers may
serve as buffers between the opposing protestors. If violence
begins to break out, it is the responsibility of peacekeepers to
nonviolently intervene and calm the situation. Actually in such
an emergency every participant in a nonviolent action should act
as a peacekeeper.
* A medic with basic skills and a first-aid kit can be helpful.
At the time of the action, the affinity group will be divided
into two parts: those choosing to risk arrest and the others who
serve as support people. Both are important functions essential to
the action. In the case of those risking arrest the sacrifices are
fairly obvious, but good support will enable the action to be
successful and will encourage, instead of discourage, future
actions.
Those risking arrest should consider the following:
* Discuss possible tactics before the action, coordinate with
other AGs, make or revise decisions during the action.
* Discuss legal options and strategies, attempt to reach
consensus on solidarity issues, such as not paying bail, not
signing a cite release, not paying fines, not accepting
probation, etc., as well as discussing who will plead not guilty
and go to trial.
* Make personal preparations, set time commitments, clear
outstanding warrants (such as unpaid traffic tickets) to avoid
additional charges and to avoid complicating jail solidarity.
Support people may serve in the following ways:
Before the action:
* List all members of the group and the personal needs of
each person who may be arrested:
-name, address, key phone numbers, and birth-date.
-expected legal strategy (e.g. plea, noncooperation)
-health and medical requirements (contact lenses).
-a lawyer, if the person wants one.
-telephone calls to relatives, employers, friends.
-child care responsibilities.
-household chores (feeding pets, watering plants).
-bills to be paid.
-deadline by which bail may need to be paid.
-personal possessions to be left behind (car keys, vehicle
license number, wallet, etc.) Mark with AG name or personal
name.
* Make sure group has enough resources for the action: food,
money, vehicles, people filling different roles, telephone
access. Discuss possible emergencies.
* Handle car keys and house keys, glasses, contact lens
supplies, prescription medications, paperback books, cash, etc.
* Provide hugs and quality time to discuss the decision to risk
arrest and arrange when you can be called collect from jail.
* Give your name, information, and how long you will be
available for support work to central support or the jail
collective.
At the time of the action:
* Provide transportation to the action site, water, food,
hugs, and cheers.
* Be ready to receive hugs, last minute unloading of
possessions, and information as to where those arrested are
likely to be taken.
* Know the boundaries of arrest and non-arrest areas.
* Serve as a legal observer during the arrest situation by
taking pictures, video, or notes for possible use as evidence in
court.
After the arrest:
* Notify people as requested by the one arrested.
* Provide jail support as requested (bring medications, lens
supplies, books, money for commissary account, visitation).
* Send letters and newspaper clippings.
* Keep action organizers updated as to the status of
individuals.
* Attend and bring friends to court arraignment and trial to
show public support for the action.
* Pay emergency bail if requested.
When people are released from jail:
* Provide hugs and kisses, decent munchies, transportation
home, and quality time to discuss the experience.
Consensus Decision-making
Consensus is a decision-making process that reflects commitment
to the right of every person to influence decisions that affect
them. Consensus comes to us through the Quakers, but it has been
used by tribal cultures since prehistory. The Six Nations of the
Iroquois, for example, use their own form of consensus government
to this day. Children also use an informal consensus process as
they make up games, choose roles, and play together.
Consensus is a creative process. It is a process for synthesizing
the ideas and concerns of all group members. Unlike voting, it is
not an adversary, win/lose method. With consensus, we do not have
to choose between two alternatives. Instead we can create a third,
a fourth or more as we see that problems may have many possible
solutions. Those who hold views different from ours do not become
opponents; instead, their views are seen as giving us a fresh and
valuable perspective. As we work to meet their concerns, our
proposals may be strengthened. When we use consensus, we encourage
each person's active participation, and we listen carefully to
what each person says.
Consensus is not the same as a vote. It does not necessarily mean
total agreement. Consensus does not mean that everyone thinks that
the decision made is necessarily the best one possible, or even
that they are sure it will work. What it does mean is that in
coming to that decision, no one felt that their position on the
matter was misunderstood or that it wasn't given a proper hearing.
It also means that the final decision does not violate anyone's
fundamental moral values, for if it did they would be obligated to
block consensus or leave the group.
During discussion the issues will tend to emerge into a proposal
for the group to implement. Once the proposal has been formulated,
clarifying questions may precede the discussion as to its merits.
The procedure is that discussion must focus on the proposal before
the group until it has been withdrawn or consented to. During the
discussion concerns and modifications may be raised which may
amend the proposal. Such friendly amendments must be acceptable to
the originator of the proposal. If people decide that the proposal
is not appropriate, it may be withdrawn or dropped. After adequate
discussion, the facilitator may begin to test for consensus by
asking if there are any concerns or reservations. If there are
none, then silence or the twinkling of fingers or nodding of heads
may indicate consensus. If anyone feels any qualms about it, it is
their responsibility to voice them so that they can be heard by
the group and discussed. Often reservations may lead to
modifications of the proposal so that it is still acceptable to
everyone. If a substantial number of people have reservations,
then the proposal is usually dropped.
If a single person or a small percentage of the whole group still
have reservations unresolved by the discussion, then they have the
following choices:
* Non-support - "I don't like it, but I can live with
it."
* Standing aside - "I personally won't do this, but I won't
stop others from doing it, and I'll stay in the group."
* Blocking - "I cannot allow the group to do this, because I
believe it would be morally wrong to do so. I'm going to stay in
the group and try to persuade you this is wrong." Consensus
has been blocked, and the proposal is dropped.
* Withdrawing - "I no longer share the values and unifying
principles of this group. Therefore I am leaving the group."
(In the rare case where a person may try to block a group from
fulfilling its main objectives, the other members of the group
could decide to withdraw themselves from that person who
apparently is an agent provocateur.)
In the case of a block, the proposal is dropped or re-worked to
satisfy the person who is blocking. In the larger sense in direct
action protests we are saying to our society, "You do not
have our consent to perpetrate these wrongs. We believe it is
morally wrong and are acting to block nonviolently those wrongs
from occurring."
When there are people not supporting or standing aside, it is
referred to as a luke-warm consensus, which is like luke-warm beer
or a luke-warm bath in that it may be better than nothing but
hardly ideal.
Thus the proposal goes through a synthesis process in which
everyone has a chance to express feelings and concerns. Consensus
is based on the belief that people can talk peacefully about their
differences and reach a mutually satisfactory position. When
consensus is used well, it empowers individuals, because the
process constantly affirms the value of each person's rare
experience. It often brings out our best insights and encourages
our sense of responsibility.
Once a decision is made, it is important to make sure that how it
is going to implemented has also been decided. What the decision
is may be repeated and recorded in the notes of the meeting.
Review of Consensus Procedure
* Problem stated: What are we talking about?
* Question clarified: What needs to be decided?
* Discussion: What are all the views?
* Proposal made: What action will the group take?
* Proposal discussed: clarifying questions, good points, concerns.
* Proposal modified by friendly amendments or withdrawn.
* Test for consensus:
- Restate proposal.
- Call for concerns and objections.
- Attempt to synthesize objections into the proposal.
- If decision is blocked, proposal is dropped.
- If consensus is reached, show visual or verbal agreement.
* Assign tasks to implement decision.
Roles in a Consensus Meeting
* The facilitator or co-facilitators help the group define
decisions that need to be made, prioritize the agenda, make sure
the necessary roles are filled, call on people to speak in turn
while encouraging reticent speakers, may suggest ways to discuss
issues by items or with techniques such as brain-storming, small
group discussion, go-rounds where everyone speaks, etc., and
generally keep the meeting focused and moving through the
decision-making stages. The facilitator should remain neutral on
the topics discussed. If the person who is facilitating wishes to
enter the discussion it should be clear they are temporarily
dropping the role of facilitator. The facilitator should make sure
that proposals are clearly understood by restating them and
calling for clarifying questions prior to discussion. The
facilitator should call on people in order unless someone hasn't
spoken at all while others have spoken several times; or when
someone has a process question or suggestion, they may raise both
hands and be called on immediately.
* The timekeeper warns the group halfway through and at the end of
each time period allotted to agenda items. At the end of the time
period, the group may decide to allot more time or go on to the
next agenda item.
* The note-taker records minutes, taking special care to write
down each decision the group makes and to note who is responsible
for carrying it out. They may also take on the responsibility of
sending out the minutes to the members after the meeting.
* The vibes-watcher has been referred to as having an underview of
the meeting. Vibes-watchers are to observe the body language, the
undercurrent of feelings and tension, and at appropriate moments
recommend that the group pause to breathe deeply or stretch or
take a break or sing a song, or even acknowledge their feelings. A
song or non-competitive game can be used as a "light and
lively" to help the group relax and refresh.
* Spokes-councils may be held during an action in which several
affinity groups participate. Each AG sends a spokesperson to the
council for overall decision-making. If the spokes have been
empowered to make a decision for their group, the council may then
make a consensus decision for the whole action. Or proposals may
go from the council back to the affinity groups for ratification.
If all the AGs consent and send back spokes saying so, then
consensus is reached. At spokescouncil meetings usually only
spokes are allowed to speak, but interested members of AGs may sit
behind the circle of spokes and pass notes or whisper to their
spoke. This is sometimes referred to as the jail model
spokescouncil.
Meeting Procedure
* Connect by sitting down, singing, breathing together, praying
or meditating, etc.
* Choose a facilitator, note-taker, timekeeper, and vibes-watcher.
* Introductions or basic check-ins of how people are feeling.
* Collect items for the agenda; set times, prioritize; or review
agenda.
* Go through agenda as agreed upon, taking breaks as appropriate.
* Collect names, addresses, and phones if needed.
* Set a date, time, and place for the next meeting.
* Announcements.
* Evaluate meeting.
* Closing circle.
Attitude and Behavior which Help Consensus
* Responsibility - Participants are responsible for voicing
their opinions, participating in the discussion, and implementing
the agreements.
* Self-discipline - Refrain from talking too much, repeating what
has already been said, or interrupting. Listen carefully and think
before speaking. Allow pauses after each person speaks.
* Respect - Respect everyone and trust them to make responsible
contributions.
* Cooperation - Look for areas of agreement and common ground, and
build on them. Avoid competitive right/wrong, win/lose thinking.
* Struggle - Use clear means of disagreement, not put-downs. Use
disagreements and arguments to grow and change. Work hard to build
unity in the group, but not at the expense of members.
Overcoming Masculine Oppression
Many of the problems we run into in anti-war groups are those
of domination within the movement. People join a social change
movement in order to alleviate an external problem. Too often we
are confronted with the same kind of behavior we find in our daily
lives. We're all too often stifled by heavy-handed authority -
parents or spouse at home, teachers at school, bosses at work.
People want not only to be accepted in these groups but also to
make a contribution and be active participants. In order to work
successfully to change things, we must also pay attention to our
own behavior. More often than not, men are the ones dominating
group activity. Such behavior is therefore termed a
"masculine behavior pattern" not because women never act
that way, but because it is generally men who do it.
Specific ways we can be responsible in groups:
* Not interrupting people who are speaking. We can even leave
space after each speaker, counting to five before speaking.
* Becoming a good listener. Good listening is as important as good
speaking. It's important not to withdraw when not speaking; good
listening is active participation.
* Getting and giving support. We can help each other be aware of
and point out patterns of domination, as well as affirm each other
as we move away from those ways. It is important that men support
and challenge each other, rather than asking women to do so. This
will also allow women more space to break out of their own
conditioned role of looking after men's needs while ignoring their
own.
* Not giving answers and solutions. We can give our opinions in a
manner which says we believe our ideas valuable, but not more
important than others' ideas.
* Relaxing. The group will do fine without our anxiety attacks.
* Not speaking on every subject. We need not share every idea we
have, at least not with the whole group.
* Not putting others down. We need to check ourselves when we're
about to attack or "one-up" another. We can ask
ourselves, "Why am I doing this? What am I feeling? What do I
need?"
Common problems to be aware of:
* Hogging the show. Talking too much, too long and too loud.
* Problem solver. Continually giving the answer or solution before
others have had much chance to contribute.
* Speaking in capital letters. Giving one's own solutions or
opinions as the final word on the subject, often aggravated by
tone of voice and body posture.
* Defensiveness. Responding to every contrary opinion as though it
were a personal attack.
* Nit-picking. Pointing out minor flaws in statements of others
and stating the exception to every generality.
* Restating. Especially what has just been said by a non-dominant
person.
* Attention seeking. Using all sorts of dramatics to get the
spotlight.
* Task and content focus. To the exclusion of nurturing
individuals or the group through attention to process and form.
* Put-downs and one-upmanship. "I used to believe that, but
now ..." or "How can you possibly say that?"
* Negativism. Finding something wrong or problematical in
everything.
* Focus transfer. Transferring the focus of the discussion to
one's own pet raps.
* Residual office holder. Hanging on to formal powerful positions.
* Self-listening. Formulating a response after the first few
sentences, not listening to anything from that point on and
leaping in at the first pause.
* Inflexibility and dogmatism. Taking a last stand for one's
position on even minor items.
* Avoiding feelings. Intellectualizing, withdrawing into passivity
or making jokes when it's time to share personal feelings.
* Condescension and paternalism. "Now, do any women have
anything to add?"
* Being "on the make." Using sexuality to manipulate
people.
* Seeking attention and support from women while competing with
men.
* Running the show. Continually taking charge of tasks before
others have a chance to volunteer.
* Pack-ratitis. Protectively storing key group information for
one's own use and benefit.
* Speaking for others. "A lot of us think that we should
..." or "What so-and-so really meant was ..."
The full wealth of knowledge and skill is severely limited by such
behavior. Women and men who don't feel comfortable participating
in a competitive atmosphere are, in effect, cut off from the
interchange of experience and ideas.
If sexism and domineering egotism isn't ended within social-change
groups, it isn't a movement for real social change. The movement
would flounder amidst divisiveness, and sex oppression would go
on. Thus we must work to free women and men from oppressive sex
role conditioning and from subtle as well as blatant forms of male
supremacy.
NONVIOLENT ACTION HANDBOOK
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