Scope of the problem

Video

A short video and exercise to creatively explore the problem of violence and learning through images. Created by Amanda Rennick for the course: Women, Violence and Literacy Learning at OISE/UT Spring 2007

• Watch the video:

VIOLENCE AND LEARNING VIDEO EXERCISE:

Brainstorm

Prior to the film the facilitator may want to engage the group with a basic brainstorming activity completed individually or in small groups.

• All members will be given flow chart, paper, and writing utensils.
• The first theme explored will be violence and the second learning.
• I would direct the group to write down 'violence' in the centre of their page and stemming from this theme their thoughts and ideas.
• Then do the same with 'learning'.

I would ask them to withhold from discussing the themes and/or the groups' thoughts until the film is finished. I would then play the multi-media presentation.

Play the Film

Discussion

Once the film is complete I would want to explore, compare, contrast, individuals notions of the two themes 'violence' and 'learning' as a group referring to the brainstorming activity and the film.

• Are the themes of violence and learning perceived as connected, and or separate? Why?
• I would encourage the group to label types of violence
• Some helpful prompts may be:
  • What constitutes violence?
  • How does it operate in our society?
  • How is violence silenced?
  • How does violence affect learning?
  • Which images of the film are more provoking than others?
  • How so?
  • As an audience were you able to connect affects violence has on learning?

It is during this time the facilitator would guide discussions toward:

• Exploring and defining the various types of violence and the contexts in which they occur (systemic violence) within the 'everyday'. Such as racism, classism, ableism, homophobia, and ageism.
• Looking at common threads or definitions constituting acts deemed more or less violent.
• Where do the injustices lie (systemic barriers) and which forms of violence are repetitively oppressive?
• In which ways does violence affect learners?
• What are the warning signs or identifiers that may suggest a learner is dealing with issues related to trauma?
• Together the facilitator and the group could compile a list such as: Lack of trust, bullying or acting out, absenteeism, manipulation, overachieve or underachieve, low self-esteem, lack of eye contact, neediness, spacing out, distracted, lack of concentration, self harm, learned helplessness, depression, etc.
• How do labels (psychiatric) and experiences of violence influence an individual's behaviour and perception of themselves?
• How does this become a cyclical violation?
• How may this play out in other areas of their life?
• How do we build trust with student's who appear to have experienced a violation?
• In what ways as educators can we acknowledge the violence experienced by our student's and implement educational strategies using a holistic learning method?
• The facilitator may want to draw and or post the holistic triangle beginning with the peak: Practical, Thinking, Imaginal, Feeling.
• Group members can be divided up into smaller groups and then reconvene to discuss ideas and or questions.