Oppression Action Continuum
Where do you fall?
OPPRESSION ACTION CONTINUUM
WHAT IS THE OPPRESSION ACTION
CONTINUUM?
There are 8 stages of response described on this continuum. The action moves from being extremely oppressive on one end of the continuum, to extremely anti-oppressive on the other.
Action Continuum
Supporting Oppression >>>>>>>>>>>>>>>>>>>>>>> Confronting Oppression
Actively
Participating
Denying,
Ignoring
Recognizing,
No Action
Recognizing,
Action
Educating
Self
Educating
Others
Supporting,
Encouraging
Initiating,
Preventing
ACTIVELY PARTICIPATING
Telling oppressive jokes, putting down people from target groups, intentionally avoiding target group members, discrimination against target group members, verbally or physically harassing target group members.
Example: This really needs no example, this is specifically a person whom is extremely offensive and harmful and doesn’t care to change or may just need some education about how offensive they’re being.
DENYING
Enabling oppression by denying target group members are oppressed. Does not actively oppress, but by denying that oppression exists, passively accepts oppression.
Example: Having an attitude of “It’s not a problem unless you make it one.” Or believing that racism and oppression doesn’t exist
RECOGNIZING, NO ACTION
Is aware of oppressive actions by self or others and their harmful effects, but takes no action to stop this behavior. This inaction is the result of fear, lack of information, confusion about what to do. Experiences discomfort at the contradiction between awareness and action.
Example: Listening to a gay joke, recognizing the homophobia, not laughing, but not saying anything to confront is an example.
RECOGNIZING, ACTION
Is aware of oppression, recognizes oppressive actions of self and others and takes action to stop it. This stage is an important stage because the person is no longer passively accepting oppressive actions and actively choosing antioppressive actions.
Example: When you hear someone using a target group to intentionally stereotype of degrade that group you interrupt them and tell them “what you are saying can be extremely offensive to people of that particular group.”
EDUCATING SELF
Taking actions to learn more about oppression and the experiences and heritage of target group members.
Example: Reading, attending workshops, seminars, cultural events, participating in discussions, joining organizations or groups that oppose oppression, attending social action and change events
EDUCATING OTHERS
Moving beyond only educating self. Helps others increase awareness and knowledge about oppression.
Example: Engages in questions and dialogue with others. Rather than only stopping oppressive comments or behaviors, also engaging people in discussion to share why you object to a comment or action.
SUPPORTING, ENCOURAGING
Supporting others who speak out against oppression or who are working to be more inclusive of target group members. Overcoming the fear that keeps people from interrupting this form of oppression even when they are offended by it is difficult. Supporting others willing to take this risk is an important part.
Example: Backing up others who speak out, forming an allies group, joining a coalition group
INITIATING, PREVENTING
Working to change individual and institutional actions and policies that discriminate against target group members, planning educational programs or other events, working for passage of legislation that protects target group members from discrimination, being explicit about making sure target group members are full participants in organizations or groups.
Example: May be teachers that include a gay “family life” perspective in their curriculum or RA’s inviting a
Multicultural Advisor to discuss homophobia on campus
SURPRISED BY WHERE YOU FALL?
Why are you surprised?
What are you going to do to change it?
Why don’t you care to change it?
I CHALLENGE YOU!
MOVE UP AT LEAST ONE
CATERGORY ON THE
CONTINUUM BY the
END OF THE
SEMESTER!
IF YOU’RE AS HIGH AS IT
GOES,
CONGRATULATIONs!
CONTINUE DOING THE
WORK THAT YOU DO!
RESOURCES
http://www.wou.edu/student/sla/Assets/leade rshipresources/Oppression%20Action%20Conti nuum.doc
.
Adams, M., Bell, L., & Griffin, P. (1997).
Teaching for diversity and social justice: A sourcebook. New York: Routledge.
INSTRUCTIONS
Pick whatever color scheme you want, but make it cute : )
The title of the board should be “WHERE DO
YOU FALL?” in BIG letters so that’s the first thing you see, subtitle “Oppression Action
Continuum” right under that in big enough letters to see. Then place the slides in order
It’s all very straight forward, if you have any questions just e-mail me jbtindal@bsu.edu
