A Manual for Youth Workers and Teachers RAINBOW IN THE POCKET A d d re s s i n g L G B T + To p i c s t h ro u g h A r t Title of the publication: RAINBOW IN THE POCKET Addressing LGBT+ Topics through Art Authors: Katja Sešek, Laura Pihlar and Filip Vurnik Illustrations: Filip Vurnik and Dajana Šišić Design: Matjaž Krmelj Translation into English: Andrej Zavrl Editor: Katja Sešek Editor in chief: Lana Gobec Publisher: Društvo informacijski center Legebitra, Trubarjeva cesta 76a, 1000 Ljubljana City and year: Ljubljana, 2019 URL: https://legebitra.si/knjiznica/ To delo je objavljeno pod licenco Creative Commons [Priznanje avtorstva + nekomercialno]. Besedilo licence je na voljo na internetu na naslovu www.creativecommons.org ali pa na naslovu: Inštitut za intelektualno lastnino, Stre-liška 1, 1000 Ljubljana. The publication is free of charge. Original title: Mavrica v žepu, Uporaba umetniških orodij za naslavljanje LGBT+ tematik The manual was developed as part of the strategic partnership Erasmus+ Perform2Reform. The programmes and projects carried out by the Društvo informacijski center Legebitra are co-financed by the Student Organisation of the University of Ljubljana and the Foundation for Funding Disability and Humanitarian Organizations. The views expressed by Legebitra do not necessarily represent the views of the Student Organisation and the Foundation. With the support of US Embassy. Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani COBISS.SI-ID=301686016 ISBN 978-961-94684-1-8 (pdf) TABLE OF CONTENTS INTRODUCTION ............................................................................................................................ 5 WHY THIS MANUAL ....................................................................................................................... 7 HETERONORMATIVIRY................................................................................................................. 9 AND CISNORMATIVITY ................................................................................................................. 9 INTERSECTIONALITY ................................................................................................................... 11 SAFE(R) SPACES AND USING ART .............................................................................................................................. 12 GLOSSARY ........................................................................................................................................ 14 HOW TO USE THIS MANUAL ........................................................................................................ 16 PAY SPECIAL ATTENTION TO … ................................................................................................16 MEET THE MAIN CHARACTERS: OTTER AND BEAVER ........................................................18 WORKSHOPS: .................................................................................................................................. 19 LGBT+ Basics (up to 9 years) ..............................................................................................................19 LGBT+ Basics (from 10 to 14 years) ..................................................................................................26 LGBT+ Basics (over 15 years) .............................................................................................................33 No offence .........................................................................................................................................40 Equal Opportunities ...........................................................................................................................62 The Museum of Illusions ....................................................................................................................66 What is gender expression ...................................................................................................................90 My gender expression .........................................................................................................................102 CONCLUSIONS ................................................................................................................................ 105 INTRODUCTION 5 INTRODUCTION The manual Rainbow in the Pocket: Addressing LGBT+ Topics through Art was developed as part of the strategic partnership Erasmus+ Perform2Reform.1 The Perform2Reform project aims at raising the quality of youth work and education in gender and sexuality diversity all over Europe. Five different organisations from five countries participate; Stichting art. 1 from the Netherlands, Accept – Lesbian, Gay, Bisexual, Trans (LGBT) Cyprus from Cyprus, Helsinki Committee for Human Rights of the Republic of Macedonia from North Macedonia, Omilos UNESCO Neon Thessalonikis from Greece and the Društvo informacijski center Legebitra from Slovenia. The content and methodology presented in the manual are the work of three authors, and all the additional materials and illustrations were done by two artists. Twenty-two-year-old Legebitra user and volunteer Dajana Šišić - Didi is interested in loads of things; mainly following their love for illustration. Their drawings reflect activism and the author’s emotions. They are working towards a creative path to personal growth and success. Artivist, artist and trainer Filip Vurnik identifies as a demiboy, which is a trans masculine non-binary identity. They are completing their studies in Art Pedagogy at the Faculty of Education in Ljubljana. They are a trainer at Legebitra’s youth camps and workshops, and since 2018 they have been a trainer at the Pride Association. They mostly express themself though art and music, and they have been using them for LGBT+ activist purposes since 2015. Trans masculine non-binary activist and trainer Laura Pihlar has a degree in Special and Rehabilitation Pedagogy. They have been developing and conducting youth workshops at DIC Legebitra since 2017. They have participated in national and international self-organised LGBT+ initiatives. Using a variety of approaches, they try to acquaint young curious people with activism. Non-binary bisexual trainer and activist Katja Sešek holds a master’s degree in Social Work. They have been working with non-governmental and governmental organisations and institutions since 2010. They have been a licensed national human rights trainer (Council of Europe’s Compass) since 2013, and they have carried out over 400 hours of educational and experiential workshops and courses. ¹ The LGBT+ abbreviation is explained in the chapter “Glossary”. WHY THIS MANUAL 7 WHY THIS MANUAL Each school experiences its share of bullying, vi- school occurred more frequently: in 2014 twice as many olence, insults, prejudice and stereotypes based (44%) respondents reported having been victims of peer on the students’ personal circumstances. Schools violence because of their sexual orientation than in 2003 deal with the violence to the best of their compe- (22%). tences and expertise. Experience shows that any successful dealing with and prevention of such violence primarily A study on the everyday life of young LGBT+ people depends on the educators’ professional qualifications and (Društvo Parada ponosa 2017) with 751 participants continual training. revealed that 54% of them were not out to any teacher and 66% were not out to any educator. They were gen- erally accepted by 65% of their school friends, 52% of Experience shows that teachers their teachers and 48% of other educators. Here, how- do not intervene often enough ever, we should take account of the large share of those to prevent verbal as well as young LGBT+ people who were not out at all – LGBT+ physical violence when it does youngsters apply selectivity as a protective strategy when coming out. Some respondents said they felt completely not take place directly in their unaccepted by their teachers (17%) and other school ed- presence. Moreover, they are ucators (18%). The space where they faced most violence often unsure about how to react. and/or discrimination was the street (39%), followed by the school or university (29%). A study of the needs of transgender persons in Slovenia The study Homofobija na naši šoli (Homophobia at Our (Zavod TransAkcija and Društvo Legebitra 2015) with School, Magić, Swierszcz 2012) included 323 educators, 65 transgender and cisgender non-normative respondents mostly teachers from all of Slovenia’s statistical regions, demonstrated that 69% of the participants experienced and 14 teachers from three different schools participated discrimination in their everyday lives and/or had other in the second part of the study (focus groups). The findings negative experiences because of their gender identity. For- show that the teachers (N = 216) were relatively poorly ty-five per cent of the respondents experienced discrimi- informed about the different provisions regarding violence nation in public institutions with public services (the post and discrimination. Sixty per cent of the respondents said office, shops), 43% in primary and/or secondary school, that homosexuality should be part of syllabuses, at least for 39% at home, 24% at work, 10% at university and 6% at some school subjects. the doctor’s. Thirty-nine percent added “other”, too. A study on the everyday life of gays and lesbians in Slove- The European Union Agency for Fundamental Rights nia (N = 445) (Švab, Kuhar 2005) revealed that in 2003 (the Fundamental Rights Agency; FRA 2012) prepared a 53% of the respondents reported having experienced report based on the most comprehensive study done in violence in the school due to their sexual orientation. A re- the EU and Croatia with 93,000 LGBT+ participants search on the everyday life of young homosexuals reached (lesbian, gay, bisexual, transgender persons). The study similar conclusions (Društvo informacijski center Legebi- describes their experiences of violence and discrimination tra 2007). It showed that over a tenth of the responding based on sexual orientation and gender identity. The find- homosexual students frequently faced (mostly verbal) vio- ings regarding education show that more than 8 out of 10 lence in the school space that was the consequence of their respondents under the age of 18 years in each EU member sexual orientation. More than 35% of the respondents had state had heard or witnessed negative comments about the at least one experience of violence in the school because of school friends that were assumed to be LGBT+. Sixty-nine their sexual orientation. percent of the respondents said they had witnessed such events in school. Sixty-seven per cent said that they had In a study on the lack of legal information in the LGBT+ frequently or always hid the fact they were LGBT+ when community and the everyday life of gays and lesbians (Ku- in school before the age of 18. har, Švab 2014), 30% of the respondents stated that they were discriminated against during (primary or secondary) The workshops included in this manual are the ideas and school because of their sexual orientation. Almost 17% of methodological work of a young group of authors who are those who had experienced discrimination or harassment part of the LGBT+ community in Slovenia. The topics reported that the perpetrators were teachers. A compar- that the workshops cover are recognised as relevant in ed- ison of the two studies (Švab Kuhar 2005 and Kuhar, ucating about social inequalities, LGBT+ issues, privileges Švab 2014) shows that in the 2014 sample violence in the and positions of power. 8 WHY THIS MANUAL References: • DIC Legebitra. 2008. Vsakdanje življenje istospolno usmerjenih mladih v Sloveniji. Ljubljana: Društvo informacijski center Legebitra. Retrieved from: https://issuu.com/legebitra/docs/raziskava • FRA. 2012. EU LGBT survey: Technical report. Retrieved from: https://fra.europa.eu/sites/default/files/eu-lg-bt-survey-technical-report_en.pdf • Kuhar, R., Švab, A. 2014. Raziskava o pravni podinformiranosti LGBT skupnosti in vsakdanjem življenju istospolno usmerjenih mladih. Ljubljana: Društvo informacijski center Legebitra. Retrieved from: https://legebitra.si/ wp-content/uploads/2016/01/RAZISKOVALNO_POROCILO_socioloska_raziskava.pdf • Magić, J. 2012. “Homofobija na naši šoli?”, poročilo o izkušnjah srednješolskih učiteljev in učiteljic s homofobijo v šolskem prostoru v Sloveniji. Ljubljana: Društvo informacijski center Legebitra. Retrieved from: https://legebitra. si/wp-content/uploads/2016/11/Homofobija-na-na%C5%A1i-%C5%A1oli_slo_final.pdf • Perger, N., Muršec, S., Štefanec, V. 2018. Vsakdanje življenje mladih LGBTIQ+ oseb v Sloveniji, ali: “To, da imam svoje jebene pravice”. Ljubljana: Društvo Parada Ponosa. Retrieved from: http://www.ljubljanapride.org/raziskave • Švab, A., Kuhar R. 2005. Neznosno udobje zasebnosti: vsakdanje življenje gejev in lezbijk. Ljubljana: Peace institute. Retrieved from: http://www2.mirovni-institut.si/slo_html/publikacije/pdf/MI_gay_slo_final.pdf • Zavod TransAkcija, DIC Legebitra. 2015. Raziskava potreb transspolnih oseb v Sloveniji. Retrieved from: http:// transakcija.si/wp-content/uploads/2016/09/Rezultati-Raziskave-potreb-transspolnih-oseb-v-Sloveniji.pdf HETERONORMATIVIRY 9 HETERONORMATIVIRY AND CISNORMATIVITY 2 Heteronormativity is one of the hegemonic is omnipresent and consequently invisible. This is exact-discourses of the West – as an epistemological ly how heteronormativity creates social power – just as basis, as social thinking, as a matrix that defines whiteness is seen as racelessness in some places. At the very society. moment when a person breaks a norm that norm becomes visible and made aware of. The person who breaks it is seen The term “heteronormativity” was developed by queer as a threat to those who follow (and reinforce) the norm theory; it was first used by Michael Warner in Fear of a and, consequently, to the existing social order. Breaking Queer Planet: Queer Politics and Social Theory (1993), but norms is undesired, especially if it opposes the dominant terms like “compulsory heterosexuality”, “heterosexism” morality, if it is not profitable and fights against economic and “heteropatriarchy” had already been part of feminist exploitation, because it casts doubt over the existing order theories. The concept of heteronormativity is not limited that the norms maintain (Mencin Čeplak 2008). to sexual orientation and the hegemony of heterosexuality; rather, it shifts the conceptual focus away from minority Following biological determinism, heteronormativity al- and identity politics that strive towards social assimilation lows for only two gender roles – male and female – that (Warner 1993). The notion of heteronormativity challeng- have socially constructed forms of manifestation. Social- es and questions the dominant structure of genders and isation serves as a way of delimiting the script of each the role of heterosexuality. This conceptual shift is the es- gender role. The ubiquity of heteronormativity makes us sence of queer politics, studies and theories (Warner 1993; unaware of the fact that gender roles are socially construct- Castro Varela et al. 2011). ed, ascribed to us, that we are taught them and that they do not originate naturally in us. The belief that something According to Randi Gressgård (2011), the heteronorma- is natural prevents us from questioning it. It puts us in tivity matrix includes assumptions about lifestyles; it does a hopeless position where the natural is perceived as an not only signify that we are all presumed to be heterosexu- unchangeable fact. This naturalises social constructs. The al, although it is possible to understand it as describing the assumption about the binary gender system preserves hegemony of heterosexuality. Heteronormativity genders the belief in a direct link between sex and gender, which our bodies as soon as we are born or even before that. It maintains that gender is only a reflection of sex. However, enables only two separate genders, which are presented sex (just like gender) is constructed in each specific society as opposite and complementary, and it normalises those and as such (socially constructed) it seems to be limit- whose gender identities and gender expressions accord ed, binary and ultimately true, pre-social (Butler 2001). with the gender they were assigned at birth. This is called Non-heterosexuality is not discredited and discriminated cisnormativity. Based on what our genitalia look like, we against because of sexual practices themselves, but because are given a prescribed life form and faced with social ex- of the transgression of socially constructed and attributed pectations regarding our behaviour and feelings. We are gender roles and the norms of a socially defined gender. assigned a gender that is supposed to match our genitalia, which includes social norms and roles. As soon as we are Social workers, youth workers and teachers come across born the dogmatism of biological determinism kicks in, oppression and privilege in their everyday practice, which squeezing us into one of the two created genders. provides them with a good basis for the deconstruction of self-evident binary assumptions (including those that are “Biological determinism is a set of assumptions and beliefs not directly related to gender). Wahab et al. (2015) write that body elements have an almost […] dogmatic position that the research that actively destabilises or questions which is impossible to question since it is seen as natural. self-evident constructs offers opportunities to present the Anatomy, chromosomes, genotypes, etc. are perceived as complexities of actual realities. The ubiquitous heteronor- the determinants of people’s identification and behaviour mativity and cisnormativity create expectations that we – all of it within the binary gender system. Biological de- are all heterosexual and cisgender. Fish (2012) writes that terminists believe that a person’s gender identity originates these assumptions have a great impact on LGBT+ individ- exclusively in the person’s body; it is the body that defines uals’ decisions about entering the system of social services. gender identity and socially appropriate gender roles.” (Koletnik 2014). Heterosexuality is always subconsciously presumed and it is a big part of heteronormativity that 2 This chapter summarises Ivačič, Sešek 2015 and Sešek 2018. 10 AND CISNORMATIVITY References: • Butler, J. Gender Trouble: Feminism and the Subversion of Identity. London and New York: Routledge, 2006. • Castro Varela, M. do M., Dhawan, N., Engel, A. Introduction: Hegemony and Heteronormativity: Revisting ‘The Political’ in Queer Politics. In: Castro Varela, M. do M., Dhawan, N., Engel, A. (eds.), Hegemony and heteronormativity: Revisiting “the political” in queer politics. Farnham: Ashgate, 2011. 1–24. • Fish, J. Social Work and Lesbian, Gay, Bisexual and Trans People: Making a Difference. Bristol: The Policy Press, 2012. • Gressgård, R. Revisiting contingency, hegemony and universality. In: Castro Varela, M. do M., Dhawan, N., Engel, A. (eds.), Hegemony and heteronormativity: Revisiting “the political” in queer politics. Farnham: Ashgate (2011). 25–41. • Ivačič, M., Sešek, K. (2015), Ognjišče, nožnica in “ženski homoseksualec”: Heteronormativnost diskurza na Fakulteti za socialno delo. Ljubljana: Faculty of social work (Bachelor’s thesis). • Koletnik, A. (2014), Cisseksizem ni feminizem. Retrieved from: http://spol.si/blog/2014/11/13/cisseksizem-ni-feminizem (3 December 2014). • Mencin Čeplak, M. (2008), Stigmatizacija, identitetne politike in podreditvena razmerja. Dialogi, 44, 10: 52–66. • Sešek, K. (2018), Onkraj normativnosti, znotraj institucije: osebne izkušnje oseb, ki se definirajo na spektru lgbtiq+ ali zase uporabljajo queer (dis)identifikacije in imajo izkušnjo bivanja v institucijah zapiranja. Ljubljana: Faculty of social work (Master’s thesis). • Wahab, S., Anderson-Nathe, B., Gringeri, C. (2015), Introduction. In: Wahab, S., Anderson-Nathe, B., Gringeri, C. (eds.), Feminisms in social work research: Promise and possibilities for justice-based knowledge. London and New York: Routledge. 1–15. • Warner, M. (1993), Introduction. In: Warner, M. (ed.), Fear of a Queer Planet. Minnesota: University of Minnesota Press. vii–xxxi. INTERSECTIONALITY 11 INTERSECTIONALITY 3 The concepts of intersectionality and those ad- black men in anti-racist movements. The intersectionality vanced by third-wave feminism enable us to theory describes how the identities that the subject adopts observe how different norms function in creating throughout life or that are ascribed to them create new an individual’s identities or queer (dis-)identities. platforms that make it possible for the subject to make They help us hear the individual’s narrative with as many sense of the world around them and to be positioned in as possible of their ascribed or adopted identities regarding society (Crenshaw 1991). gender, sexuality, ethnicity, handicap, religion, nationality (the list is not complete; it is open-ended) or queer (dis-) Intersectionality is an analytical concept we can apply to identities. When adopting an intersectional point of view, analyse and understand social inequalities at both micro we open up a space for people’s actual, lived realities. and macro levels. The method of intersectionality should be related to power relations, in particular locations and The concept of intersectionality originates in the USA and contexts (Christensen and Jensen 2012). it was developed to highlight and question the position of middle-class white women in women’s movements and References: • Christensen, A. D., Jensen, S. Q. (2012), Doing intersectional analysis: Methodological implications for qualitative research. NORA – Nordic Journal of Feminist and Gender Research, 20, 2: 109–152. • Crenshaw, K. (1991), Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review, 43, 6: 1241–1299. • Sešek, K. (2018), Onkraj normativnosti, znotraj institucije: osebne izkušnje oseb, ki se definirajo na spektru lgbtiq+ ali zase uporabljajo queer (dis)identifikacije in imajo izkušnjo bivanja v institucijah zapiranja. Ljubljana: Faculty of social work (Master’s thesis). 3 This chapter summarises Sešek 2018. 12 SAFE(R) SPACES AND USING ART SAFE(R) SPACES AND USING ART It is hard to make a space safe for all participants in a workshop or activity, but we should really do our best to make is as safe as possible. As trainers we certainly bear more responsibility and social power, also in experiential workshops, but we co-create the space and workshop together with the participants. In short: the group as a whole is responsible for the creation of a safer space, and the trainer has to carry out the workshop so as to enable this to happen. The manual in front of you – Rainbow in the Pocket – con- tains experiential workshops in which the participants are part of the action of each workshop. They do not include to be addressed with (she, he, they, etc.). The name and frontal lectures; rather, the participants contribute to how pronoun can be accompanied with a personal gesture or the issues are developed. The manual includes informal another introductory activity. methods of experiential learning (for more on experiential learning, see Kolb 1984) and a variety of art tools. THE RULES OF THE GROUP Learning through art stimulates a more in-depth knowl- We develop the rules of the group that should be followed edge acquisition as well as creative thinking. It enables together with the group. It is helpful to write the rules linking the concepts and issues that we may perceive as down and put them on a clearly visible place, because this completely unconnected at first glance (Kroflič 2010). makes it possible to refer back to them at any time during the workshop. We remind the participants to respect them Integrating art into education pays off in formal educa- and encourage the actions that help create and maintain a tion, too. It can contribute to more effective learning and safer space. to achieving educational goals such as social values, criti- cal thinking, research skills (Kocjančič et al. 2011: 4 and Below are some examples of rules that you can recommend Panić 2013: 32). Integrating art into education creates a to your groups: space that children and adolescents will see as challenging, interesting, encouraging and motivational (Panić 2013: • The rule of respect for privacy/anonymity. What- 32). Art tools help us achieve the goals, because art en- ever is said in the group stays in the group. This courages creative thinking, making it possible for children means that we do not talk about other participants’ and adolescents to learn the concepts through practical experiences to other friends, school friends, etc. demonstrations of LGBT+ topics. We can only talk about our own experiences. • One person speaks at a time. This rule encourages It is important for any type of learning, especially expe- active listening and mutual respect. When a person riential learning, that learners feel (relatively) safe and speaks, all other participants remain silent. respected and that there is a space which is theirs. • We listen to each other actively and communicate “Generally, creating a safe space means setting up some respectfully. We are allowed to express our views ground rules and principles, so that people can express but we are not allowed to be hostile or offensive their thoughts without the fear of being silenced, discrim- towards anybody. We mainly speak from our own inated, oppressed, and that everyone respects each other.” experiences and speak about ourselves. (IGLYO 2016: 56) • “I” sentences. When expressing our opinions, we only talk about our own opinions without general- ising them to suggest society’s universal rules. INTRODUCTION CIRCLE • When participating in the workshop, we do our best, which means that some participants can be To create adequate group dynamics and a safer space, it is mostly listeners. important that each participant introduces themself at the beginning. In addition to their name, they should also tell the pronoun, that is the grammatical gender, they want SAFE(R) SPACES AND USING ART 13 ASSESSING THE SITUATION workshop/process/group. This can be achieved with a va- IN THE GROUP riety of methods, including a general discussion as well as anonymously with notes on sheets of paper, posters, etc. To improve group dynamics, create a safer space and chair the workshop more easily, it is recommended that A safer space means something different to each one of us; you assess the situation in the group at the beginning. therefore, it is important that we take enough time before Ask about the participants’ expectations, fears and their each workshop to lay the foundations for a safer space. views on what they, as individuals, can contribute to the References: • IGLYO. Norm criticism toolkit. Retrieved from: https://www.iglyo.com/wp-content/uploads/2016/02/Norm-Criticism-Toolkit.pdf • Kocijančič, N. F. et al. 2011. Program osnovna šola. Likovna vzgoja. Učni načrt. Ljubljana: Ministry of education, science and sport; National education institute. 4. • Kolb, A. D. 1984. Experiential Learning: Experience As The Source Of Learning And Development. Prentice hall Inc.: New Jersey. • Kroflič, R. 2010. Umetniški jeziki kot osrednji medij pedagogike poslušanja: Reggio Emilia – nova paradigma predšolske vzgoje ali zgolj metodična inovacija?. In: Devjak, T., Batistič, Z. T. (eds.). Pristop Reggia Emilia – izziv za slovenske vrtce: zbornik zaključene konference – priročnik za dobro prakso. Ljubljana: Faculty of education. 51–65. • Panić, N. 2013.Grafiti – uničevalci fasad ali sredstvo za doseganje učnih ciljev?. In: Taštanonska, T. (ed.). Socialna in državljanska odgovornost: zbornik konference. Ljubljana: Ministry of education, science and sport. 32. Retrieved from: https://www.zrss.si/sidro/files/SIDRO2013-zbornik.pdf 14 GLOSSARY GLOSSARY T his is a glossary that explains some basic terms people who are attracted by people of more than one gen-and concepts you will encounter during the der, not necessarily at the same time and not necessarily in workshops. At the end there are also brief guide- the same way or to the same degree. lines on addressing people. Cisgender identities are gender identities where the Let us start with the abbreviation: gender identity of the individual matches the gender they were assigned at birth. Lesbians: homosexual cis- or trans women. Coming out is a process during which the individual tells Gays: homosexual cis- or trans men. themself and/or others about their sexual orientation and/ or gender identity. It is a life-long process occurring on a Bisexual people: people who are attracted to more than daily basis. one gender. Gender expression is the visible representation of the Transgender people: people who do not identify with the individual’s gender identity. Gender expression manifests gender they were assigned at birth. itself though clothes, make-up, hairstyle, (not) shaving hairy parts of the body, body posture, mannerisms, be- Queer – (see below). haviour in public and private social environments. Gender expression may or may not match the gender roles/identi- iand Questioning: people who have not defined their gen- ties defined by the binary gender system. For instance, my der identity or sexual orientation (yet). gender expression can change depending on my mood on a specific day or during a period. I like wearing make-up Intersex people: people with physical anatomy and bio- and I identify as male, and I don’t like it when people pre- logical and sex characteristics (external or internal genitals, sume what my gender identity or sexual orientation are. chromosomes, gonads, etc.) that make it impossible for them to be assigned either masculine or feminine gender, Gender identity is the individual’s personal identity and which is among the first steps of moulding individuals personal experiencing of their own gender. Gender identi- into the binary gender system that the newborn are sub- ty may match the individual’s gender expression, but not jected to. necessarily. Asexual people: Since all sexual orientations are found on Homophobia is defined as irrational fear, intolerance and a spectrum and individual people experience them differ- hatred towards homosexuals – lesbians and gays – or the ently, it is difficult to describe asexuality with a compre- people who are assumed to be homosexual. Such nega- hensive definition. The most frequently used definition is tive emotions and beliefs are used to justify the myths, the one proposed by AVEN (Asexual Visibility and Edu- stereotypes and discrimination, which frequently leads to cation Network): “An asexual person does not experience violence against lesbians and gays. sexual attraction.” This definition is similar to definitions of other sexual orientations in that they describe experi- Identity politics encompass political activities or move- ences of attraction rather than behaviour. Asexual people ments based on cultural, ethnic, sexual, racial, religious may desire sex and enjoy it, but most of them do not. or social interests categorising a particular shared identity. So another definition is often used: “Asexual people do Identity politics overlook intersectionality and generalise not desire sex.” However, some asexuals are indifferent political interests onto all the individuals with a particular to sex, whereas others feel disgusted by or uncomfortable personal circumstance. with it. The terms “asexuality” and “asexual spectrum” are frequently used as an umbrella term for all individuals Intersectionality is a concept describing a set of more who experience sexual attraction as a weak or infrequent personal circumstances on the basis of which individuals emotion or an emotion experienced only in connection are discriminated against or privileged. None of the cir- with personal closeness (demisexual and grey identities). cumstances should be dealt with in isolation, because all The Slovenian asexual community is working towards a of them link up to create a specific reality. safer space for people with any of these experiences. Intersexuality is a biological/physical ambiguity regard- The + indicates that the LGBT+ community includes ing sex in the binary notions of male or female bodies that many other (dis-)identities, which are less generally rec- makes it impossible to assign a newborn baby an exclusive- ognised. ly male or female sex. Intersex people have an atypical de- velopment of chromosomes, gonads, reproductive organs, Bisexuality is the sexual and/or romantic attraction of the or genitals. Degrees of intersexuality differ. An average of GLOSSARY 15 1 in 200 babies is born with an intersex body. Medicine as just as “normal” as heterosexuality. It also opposes iden- classifies atypical sex development (intersexuality) as a dis- tity politics, maintaining that it is impossible to define order of sex development. The infant’s sex is determined as queer – one can only live queer values. Queer rejects by doctors with the help of medical tests. If the child has assimilation and normalisation, opposes the concepts of a Y chromosome and an adequate penis (at least 2.5 cm) normality and is critical not only of heteronormativity or a penis that doctors believe can be reconstructed, the but also of wars, the family, same-sex marriage and the child is assigned male sex. If the child has a Y chromosome assimilationist politics of lesbian and gay movements. In and an inadequate penis or a penis that doctors believe its critique, queer employs unconventional political strat- cannot be reconstructed, the child is assigned female sex. egies (civil disobedience, performativity, etc.) and actively The genitals of the child will be surgically altered to look as participates in other social movements. It is important similar as possible to what is socially perceived as “women’s to highlight that queer is not a synonym for LGBT+ (al- genitals”. The procedure includes vaginal construction and though it is sometimes used in that way), but a separate clitoral reduction surgeries. (anti-)identity. The term itself is a re-appropriation of the English word “queer”, which – historically – had negative, Non-binary is an umbrella term covering gender iden- offensive connotations. tities beyond the binary (male/female) gender system. It includes all the gender identities that are neither male nor Sexual orientation is a romantic and/or emotional and/or female. The term can also denote an independent gender sexual attraction for one or more genders, for the gender identity that requires no further clarification. Like gender- that is the same as yours or not. queer, non-binary gender identities include a number of gender identities beyond the binary gender system such as A transgender person is a person whose gender identity agender, neutrois, bigender, etc. is not cisgender; the gender that transgender people are assigned at birth does not match the gender identity and/ Pansexuality is the sexual, aesthetic, love, romantic, etc. or gender expression that they feel and identify with. attraction towards people regardless of their gender. Transgender people experience an incongruity between their own gender identity and the one they are assigned Passing is easiest to explain with an example. The term by society. Transgender people may seek hormone therapy mostly refers to the transgender people who want society’s and/or surgery to adapt their external appearance to their recognition, primarily within the binary gender system. gender identity. For instance, a person who was assigned female gender at birth self-identifies as male and, due to the person’s gender Use the pronouns(s) that the individuals use for them- expression, society perceives them as a man. We say that selves. If you are uncertain about what pronoun(s) a per- the person passes. son uses, listen to how they refer to themself; alternatively, ask the person what pronoun(s) they want you to use for Queer is a critique of all kinds of normative sexual orien- them. Using the pronoun(s) and name(s) that they use for tations (heteronormativity, homonormativity). Queer the- themself shows respect for the person. ory emphasises diversity and opposes the gay and lesbian movement that strives towards presenting homosexuality References: • Društvo Kvartir. Kaj je aseksualnost? Retrieved from: https://drustvokvartir.wordpress.com/2018/10/22/kaj-je-aseksualnost • Legebitra. LGBTQ Slovar. Retrieved from: https://legebitra.si/lgbtq-slovar • Zavod TransAkcija. Slovar. Retrieved from: http://transakcija.si/2017/03/13/slovar-izrazov 16 HOW TO USE THIS MANUAL HOW TO USE THIS MANUAL The opening chapters of the manual consist of the theoretical introduction and presentation of the topics that the workshops address. Each individu- al has a different amount of knowledge of a topic, and it is not equally extensive or in-depth. Thus, the first part of the manual gives you the opportunity to broaden your knowledge and allow you specific theoretical insights. The chapters present an overview of relevant studies at the intersection of education, bullying, sexual orientations and gender identities. Here you will find basic theoretical outlines of heteronormativity, cisnormativity and intersec- tionality. Safer spaces and the use of art in working with children and adolescents when addressing LGBT+ topics are also presented, together with some recommendations and guidelines. Next is the glossary that will help you get acquainted with the terminology in the field of LGBT+. There is also a list of some potentially sensitive situations or risks that you may face when addressing LGBT+ topics or carrying out the workshops. The entire manual was created by authors who self-identi- fy on the LGBT+ spectrum, thus following the “Nothing about Us without Us” principle. This means that the man- ual is based on the currently recognised needs of LGBT+ people and it uses the LGBT+ vocabulary and approaches to empower LGBT+ people and make them more visible. Additionally, each workshop provides you with the prepa- ration requirements, methodology and advice for trainers. The second part of the manual contains eight workshops addressing various LGBT+ topics. So, how should you approach the manual? You can do it in a number of ways; depending on the needs of your group, The workshops cover different concepts. The first three you can choose in terms of: consider LGBT+ basics and explore the relatively narrow area of sexual orientations and gender identities. The other • the topic(s) the workshop focuses on, workshops in the manual look at LGBT+ topics through • the age of the participants (the workshops are the broader social contexts that (can) (re-)create discrimi- intended for three age groups: up to 9 years, from natory and exclusive practices. 10 to 14 years, over 15 years). Each workshop includes hashtags with the topics under • the group’s size, discussion. • the level of difficulty, or After that you will find the age group the workshop is in- • the art technique. tended for, the time needed to carry it out, the suggested number of participants and the content and execution When you have chosen a workshop, we recommend you levels of difficulty. read its description carefully, including the theoretical chapters it directs you to. You are invited to visualise the All the appendices listed among the materials are provided workshop; if possible, try it out with your colleagues or following the description of each workshop. The appendi- friends. ces are included so that the trainers can copy or print out the relevant materials when doing the workshop. Detailed instructions for each workshop are given below. Each workshop specifies the purpose, which will help you when preparing for the workshop. You can return to the PAY SPECIAL ATTENTION TO … purpose if you are not sure about what questions to ask during the discussion or where to direct the participants’ The workshops addressing the topics that are less accepted attentions. and even undesired in society may be demanding to carry out. We all belong to a society that moulds us into social HOW TO USE THIS MANUAL 17 • You, as a trainer, can self-identify as LGBT+ or norms through socialisation and everyday “reminders”. be an active ally. We certainly do not argue that Therefore, a big part of carrying out any such workshop only those with a specific personal circumstance is the trainer’s willingness and ability for self-reflection. should speak, raise awareness and educate about For reflection of one’s positions, prejudices, internalised it. Raising awareness and educating about mar- mechanisms and blind spots. ginalised and discriminated issues is everybody’s ethical and moral obligation. But it is important, Some of the risks and problems that the trainers and as we have already said, that we reflect on our own authors of this manual have come across have been the positions before we approach a particular topic. following: Self-reflection and positioning will help us avoid • When conducting the workshop, be careful not being patronising or taking up space with our to stray from its purpose; a number of issues may (potentially) privileged position without taking arise that are not necessarily related to the purpose account of the fact that different personal circum- of the workshop. You should also keep reminding stances create different lived realities. the participants that the activity aims at presenting social systems and that they should not focus on how certain materials seem pointless or ridiculous. This focus is especially important during the dis- cussion, where it is of crucial significance to stress that the activity has demonstrated how society treats certain people differently for no reason other than their gender identity of sexual orientation. • It is very likely that the workshop participants will include members of the LGBT+ communi- ty. If you are aware before the workshop that the participants will include LGBT+ individuals, you can inform them about the purpose of the work- shop, thus making it possible for them to decide whether they want to participate or not. If you do not know the group, tell them at the end that you realise there may be LGBT+ individuals among the participants. Offer them a possibility to talk to you after the workshop or provide them with the contacts of LGBT+ organisations and associations provided at the end of this manual. It is important that LGBT+ individuals are not ignored, but they should not be exposed. Be aware that workshops like the ones in this manual may be difficult for LGBT+ people, because they have to cope with these issues on a daily basis. However, We have only emphasised the risks we have experienced they can also be a great source of strength for ourselves. It is perfectly possible that none will apply to them. your work or that something new or different will arise. • Given the topics it is highly likely that there will Should you encounter any problems, feel free to contact be hate speech, insults, teasing or some other us. form of verbal or physical violence in the group. You should always expose such behaviour and E-mail: info@legebitra.si words, respond to them and describe them as unacceptable in front of the entire group. The Phone: +386 1 430 51 44 chapter “Safe(r) spaces” will be particularly useful here. Responding to inappropriate behaviour will help create a safer space for everybody. You should do the same if individuals in the group come out as LGBT+ and are, subsequently, mocked or in- sulted. In both cases your reaction matters a great deal as you will let LGBT+ people know that your youth centre, school or classroom is a safer space for them that will not countenance violence or discrimination. 18 HOW TO USE THIS MANUAL MEET THE MAIN CHARACTERS: OTTER AND BEAVER The manual features two main characters, Otter and Beaver. Otter is a curious young creature, willing to learn about the topics presented in the manual. He will be with you throughout the chapters, appearing at the materials for the workshops and helping you find everything you need to carry them out. Beaver has left her dam for the purposes of this manual in order to draw your attention to advice for trainers: she likes spending her time there and providing training – of course, she is an experienced youth worker. WORKSHOPS 19 WORKSHOPS: LGBT+ Basics (up to 9 years) #lgbtbasics #lesbian #gay #bisexuality #transgender Age group: up to 9 years Time: 60 min Group size: up to 30 participants Level of content difficulty: 1 2 3 4 5 Level of execution difficulty: 1 2 3 4 5 MATERIALS: • Questions for discussion and evaluation • Appendix 4: Connecting the numbers: A lesbian • Glossary couple • Appendix 1: Colouring sheet: Bisexuality • Coloured pencils • Appendix 2: Connecting the dots: Transgender • Pencils • Appendix 3: Connecting the numbers: A gay couple THE PURPOSE: • The participants learn basic LGBT+ concepts (lesbians, gays, bisexual, transgender people). • The participants are introduced to LGBT+ topics. PREPARATION: • Before the workshop, read the activity instructions • Put the participants into groups – the maximum and procedure. number of participants in a group is four (4). • Examine the materials. • Copy/print and cut out the materials that are • Read the chapters “Heteronormativity and cisnor- provided in the Appendices section. mativity” and “Glossary”. SUMMARY (THE PURPOSE): In the workshop the participants learn about LGBT+ basics (lesbian, gay, bisexual, transgender people). They get acquainted with basic LGBT+ terminology and issues. 20 WORKSHOPS THE PROCEDURE/METHODOLOGYY: INTRODUCTION Start by putting the participants into small groups. Each group should contain no more than four participants. The groups take their places around the room, sitting on the floor or at the desks. Each group is given the worksheets/appendices. Each participant receives one worksheet; the participants from each group have different worksheets. The trainer gives instructions; each participant does the worksheet – connects the dots, numbers or colours the picture (depending on the worksheet). When they have completed their tasks, the participants talk in the groups about what they can see in their pictures. THE MAIN PART When finished, or after 15 minutes at the latest, each of the groups gives a presentation about: • what their worksheets show, • what they talked about in the group. This is followed by a discussion with the entire group. A HINT: If the group is too big, divide it in two and print out the discussion questions. Instruct the two groups to discuss the questions and later report to the entire class. If there are two trainers carrying out the activity, each can chair one group’s discussion. Discussion questions: • What do the pictures on the worksheet shows? • Can you define the word “transgender”? • Can you define the word “lesbian”? • What does the abbreviation LGBT+ mean? • Can you define the word “gay”? • What do you think is our society’s attitude towards • Can you define the word “bisexuality”? LGBT+ people? CONCLUSION If there is still time, give the participants opportunity to ask additional questions and make further comments. In the last part of the activity, carry out an evaluation together with the participants. Questions for evaluation: • What more would you like to know about the • What have you learnt from the workshop? What topic? will you remember? • How did you feel during the workshop? WORKSHOPS 21 ADVICE FOR TRAINERS: Before you do the activity, read carefully the first part of this manual – this will allow you to be confident during the activity. If the participants’ responses include discriminatory or hate speech, you should always warn them that this is not acceptable. Before the workshop you should be fully aware that its purpose is not a debate on whether we agree about it or not, on whether we like it or not – its purpose is to raise awareness of LGBT+ issues and thereby combat discrimination and violence against LGBT+ people. As trainers you should keep in mind that the participants may include someone who identifies on the LGBT+ spectrum (for more on the risks related to the workshops, see the chapter “Pay special attention to …”). Appendices: Appendix 1: Colouring sheet: Bisexuality Appendix 2: Connecting the dots: Transgender Appendix 3: Connecting the numbers: A gay couple Appendix 4: Connecting the numbers: A lesbian couple 26 WORKSHOPS LGBT+ Basics (from 10 to 14 years) #lgbtbasics #lesbian #gay #bisexuality #transgender Age group: from 10 to 14 years Time: 60 min Group size: up to 30 participants Level of content difficulty: 1 2 3 4 5 Level of execution difficulty: 1 2 3 4 5 MATERIALS: • Questions for discussion and evaluation • Appendix 3: Jigsaw: Bisexuality • Glossary • Appendix 4: Jigsaw: Transgender • Appendix 1: Jigsaw: A gay couple • Pens • Appendix 2: Jigsaw: A lesbian couple • Sellotape THE PURPOSE: • The participants learn basic LGBT+ concepts (lesbian, gay, bisexual, transgender people). • The participants are introduced to LGBT+ topics. PREPARATION: • Before the workshop, read the activity instructions • Put the participants into groups – the maximum and procedure. number of participants in a group is three (3). • Examine the materials. • Copy/print and cut out the materials that are • Read the chapters “Heteronormativity and cisnor- provided in the Appendices sectio. mativity” and “Glossary”. SUMMARY (THE PURPOSE): In the workshop the participants learn about LGBT+ basics (lesbian, gay, bisexual, transgender people). They get acquainted with basic LGBT+ terminology and issues. WORKSHOPS 27 THE PROCEDURE/METHODOLOGY: INTRODUCTION Start by putting the participants into small groups. Each group should contain no more than three participants. The groups take their places around the room, sitting on the floor or at the desks. Each group is given its jigsaw. The trainer gives instructions: each group should piece together the jigsaw and read/examine what it represents. THE MAIN PART The groups piece together their jigsaws. When finished, or after 15 minutes at the latest, each of the groups gives a presentation about: • what their jigsaw represents, • what they talked about in the group regarding the image on the jigsaw. This is followed by a discussion with the entire group. A HINT: If the group is too big, divide it in two and print out the discussion questions. Instruct the two groups to discuss the questions and later report to the entire class. If there are two trainers carrying out the activity, each can chair one group’s discussion. Discussion questions: • What do the jigsaw cartoons show? • Can you define the word “transgender”? • Can you define the word “lesbian”? • What does the abbreviation LGBT+ mean? • Can you define the word “gay”? • What do you think is our society’s attitude towards • Can you define the word “bisexuality”? LGBT+ people? CONCLUSION If there is still time, give the participants opportunity to ask additional questions and make further comments. In the last part of the activity, carry out an evaluation together with the participants. Questions for evaluation: • What more would you like to know about the • What have you learnt from the workshop? What topic? will you remember? • How did you feel during the workshop? 28 WORKSHOPS ADVICE FOR TRAINERS: Before you do the activity, read carefully the first part of this manual – this will allow you to be confident during the activity. If the participants’ responses include discriminatory or hate speech, you should always warn them that this is not acceptable. Before the workshop you should be fully aware that its purpose is not a debate on whether we agree about it or not, on whether we like it or not – its purpose is to raise awareness of LGBT+ issues and thereby combat discrimination and violence against LGBT+ people. As trainers you should keep in mind that the participants may include someone who identifies on the LGBT+ spectrum (for more on the risks related to the workshops, see the chapter “Pay special attention to …”). Appendices: Appendix 1: Jigsaw: A gay couple Appendix 2: Jigsaw: A lesbian couple Appendix 3: Jigsaw: Bisexuality Appendix 4: Jigsaw: Transgender WORKSHOPS 33 LGBT+ Basics (over 15 years) #lgbtbasics #lesbian #gay #bisexuality #transgender Age group: over 15 years Time: 60 min Group size: up to 18 participants Level of content difficulty: 1 2 3 4 5 Level of execution difficulty: 1 2 3 4 5 MATERIALS: • Questions for discussion and evaluation • Appendix 1: Memory cards (6 sets of cards for 18 • Glossary participants THE PURPOSE: • The participants learn basic LGBT+ concepts (lesbian, gay, bisexual, transgender people). • The participants are introduced to LGBT+ topics. PREPARATION: • Before the workshop, read the activity instructions • Put the participants into groups – the maximum and procedure. number of participants in a group is three (3). • Examine the materials. • Copy/print and cut out the materials that are • Read the chapters “Heteronormativity and cisnor- provided in the Appendices section (each group is mativity” and “Glossary”. given a set of memory cards; 18 participants are divided into 6 groups with 3 members). SUMMARY (THE PURPOSE): In the workshop the participants learn about LGBT+ basics (lesbian, gay, bisexual, transgender people). They get acquainted with basic LGBT+ terminology and issues. 34 WORKSHOPS THE PROCEDURE/METHODOLOGY: INTRODUCTION Start by putting the participants into small groups. Each group should contain no more than three participants. The groups take their places around the room, sitting on the floor or at the desks. Each group is given a set of memory cards. The trainer gives instructions: each group will play a game of memory – shuffle the cards and lay them on the table, face down. In turn, each player chooses two cards and turns them face up. If the cards match, the player wins the pair, if not they are turned face down again and another player continues. Each pair consists of an expression and the definition of the expression. The backs of the cards have different colours, and the player has to turn over cards with different backs. THE MAIN PART The groups play a game of memory. When finished, or after 15 minutes at the latest, each of the groups gives a presentation about: • • the pairs that the players have won, • • what they talked about in the group regarding the expressions and definitions on the cards. This is followed by a discussion with the entire group. A HINT: If the group is too big, divide it in two and print out the discussion questions. Instruct the two groups to discuss the questions and later report to the entire class. If there are two trainers carrying out the activity, each can chair one group’s discussion. Discussion questions: • Do the participants understand the definitions on • Can you define the word “bisexuality”? the cards? If there is something they do not under- stand, find an explanation together. • Can you define the word “transgender”? • What does the abbreviation LGBT+ mean? • What do you think is our society’s attitude towards LGBT+ people? • Can you define the word “lesbian”? • Can you define the word “gay”? CONCLUSION If there is still time, give the participants opportunity to ask additional questions and make further comments. In the last part of the activity, carry out an evaluation together with the participants. Questions for evaluation: • What more would you like to know about the • What have you learnt from the workshop? What topic? will you remember? • How did you feel during the workshop? WORKSHOPS 35 ADVICE FOR TRAINERS: Before you do the activity, read carefully the first part of this manual – this will allow you to be confident during the activity. If the participants’ responses include discriminatory or hate speech, you should always warn them that this is not acceptable. Before the workshop you should be fully aware that its purpose is not a debate on whether we agree about it or not, on whether we like it or not – its purpose is to raise awareness of LGBT+ issues and thereby combat discrimination and violence against LGBT+ people. As trainers you should keep in mind that the participants may include someone who identifies on the LGBT+ spectrum (for more on the risks related to the workshops, see the chapter “Pay special attention to …”). Appendices: Appendix 1: Memory cards Gender identity Gender expression Transgender Non-binary Queer Cisgender Bisexuality Coming out the visible representation of the individual’s gender iden- tity. It manifests itself though clothes, make-up, hairstyle, the individual’s personal identity (not) shaving hairy parts of and personal experiencing of the body, body posture, man- their own gender. It may match nerisms, behaviour in public the individual’s gender expres- and private. It may or may not sion, but not necessarily. match the gender roles/iden- tities defined by the binary gender system. is an umbrella term covering gender a person whose gender identity identities beyond the binary (male/ is not cisgender; the gender that female) gender system. The term the person is assigned at birth can also denote an independent does not match the gender iden- gender identity that requires no tity and/or gender expression further clarification. These gen- that they feel and identify with. der identities include a number of The person may seek hormone gender identities beyond the binary gender system such as agender, therapy and/or surgery to adapt neutrois, bigender, queergender, their external appearance to etc. their gender identity. is a critique of all kinds of nor- mative sexual orientations (heteronormativity, homonorma- tivity). It rejects assimilation and is a gender identity where the normalisation, opposes the con- gender identity of the individ- cepts of normality and is critical ual matches the gender they not only of heteronormativity but were assigned at birth. also of wars, the family, same- sex marriage and the assimila- tionist politics of lesbian and gay movements. is a process during which the is the sexual and/or roman- individual tells themself and/ tic attraction of the people or others about their sexual who are attracted by people orientation and/or gender of more than one gender, identity. It is a life-long pro- not necessarily at the same cess occurring on a daily time and not necessarily in basis. the same way or to the same degree. 40 WORKSHOPS No offence #privilege #intersectionality #(in)equality #equalopportunities #boardgame Age group: from 10 to 14 years over 15 years Time: 120 min Group size: up to 6 participants (the game has six cards – the characters) Level of content difficulty: 1 2 3 4 5 Level of execution difficulty: 1 2 3 4 5 MATERIALS: • Questions for discussion • Appendix 6: Money (coins) and power (stars) • Appendix 1: Character descriptions recording cards • Appendix 2: Character cards • Appendix 7: The playing board • Appendix 3: Gender expression cards (make two • A dice copies) • Any kind of counters or pieces to be moved • Appendix 4: Money cards (make two copies) around the board • Appendix 5: Power cards (make two copies) THE PURPOSE: • The participants learn about privilege and social systems. • The participants question social norms and systems. • The participants question their own social positions. • The participants learn about the intersectionality of different normative and non-normative circumstances and become aware of how their intersections create new realities that are reflected in everyday lives. PREPARATION: • Read the chapters “Heteronormativity and cisnor- you during the workshop. mativity”, “Glossary” and “Intersectionality”. • Read the instructions very carefully. • Read the Advice for trainers carefully; it will ex- plain the rules of the game in more detail. Know- • Copy/print and cut out all the appendices and ing the metaphors and possible outcomes will help prepare the board (if you can, laminate it). The WORKSHOPS 41 board and cards should be printed out/copied in it out with your colleagues or friends. This will colour. make is easier for you to do the actual workshop. • Cut out the gender expression, money and power It is very important that exactly six people play cards. the game. If there are more than six players, they should play in pairs or groups of three and take • Before you do the workshop with youngsters, try turns when rolling the dice SUMMARY (THE PURPOSE): This workshop aims at presenting through a board game how social norms and systems define our positions in society and how people have very different experiences in spite of the same rules. THE PROCEDURE/METHODOLOGY: INTRODUCTION In the introduction to the workshop, explain the rules of the game as clearly as possible. You will find them in the Advice for trainers. THE MAIN PART Tell the participants they are going to play a board game. Start by showing them the contents of the game. Put the playing board in front of them. Put the gender expression, money and power cards on the board. Show them the money and power recording cards. Also show them the character cards. After that shuffle and randomly deal them. Each participant receives one character card. Then distribute the coins (money) and stars (power). Use Appendix 1 to help you. Say to the players: “Each character gets a different amount of coins and stars.” Appendix 1 gives you information on how many coins and stars each character is given at the beginning of the game. The player marks the number of coins (money) and stars (power) in their table (Appendix 6) with an X. • When a player loses a coin or a star, they cross or blot out the X. • When they gain a new coin or a star, they draw an X in an empty field. It is important that you go through the visual features of the characters together with the participants. The players should show one another their characters and talk about the clothes they are wearing. Pay attention to any make-up the characters may be wearing, too. Each card has a coloured frame (pink, yellow, blue). This is important to how the game is played (see Advice for trainers, section Card colours). Appendix 1 will help you. There is no need to explain other rules in any detail as the playing board is designed so that it gives the players instructions as they proceed through the game. The trainer’s role is to guide the players through the cards and warn them that they cannot roll the dice if they have no money or no stars (for more on that, see the rules of the game). There is a discussion after the game has finished. It is important that you start by explaining the meaning of the metaphors. • Pink, yellow and blue colours represent the colour of the skin, with pink representing white skin. • The stars represent power, physical and mental abilities – the more stars, the greater conformity with the norms. • The coins (money) represent social power, with more coins meaning more money and, consequently, a higher economic status. • The characters’ appearances represent different gender expressions; they also have an influence on the characters’ social and economic power. Explain only the above points to the players after the game. Use more detailed explanations of the metaphors, which you will find in Advice for trainers, as help in chairing the discussion. CONCLUSION 42 WORKSHOPS Questions for discussion: • How did you feel when playing this board game? Give each participant a chance to express their feelings. • How did those of you with pink cards feel, given that you had an advantage in terms of money and power from the very beginning? And the contrary: How did those of you with yellow and blue cards feel? (At this point you can make a reference to everyday life: Consider how people have different amounts of money. What does it depend on? On education, job, etc. But how do we get good education and jobs? Is it related to our families?) • How did you feel when you earned money or lost it? (It is important that each participant is given an opportunity to express their feelings. Comment on their responses with a reference to everyday life. You can use the explanations of the metaphors provided in the Advice for trainers. For example, blue characters only rarely received any money and they had less of it. This may make their experience of gaining and losing the coins and stars entirely different from the pink characters’ experiences.) • How did you feel when the others gained and lost the coins and stars? (Offer each player a chance to respond. Pay attention to their responses, which may express different dimensions, from envy to triumph, from sympathy to satisfaction, etc.) • Ask the participants to look at the cards they have collected during the game. Give them a couple of minutes to read them. Then ask them to choose a card they found to be unfair or that especially delighted or hurt them. ADVICE FOR TRAINERS: This is a game that will leave a strong impression on you. It is an unusual game. It is an educational game and it is far from being fair. It will include pleasant situations for some and unpleasant situations for others. But the rules of the game should be followed, should they not? Even if they do not always meet our expectations. The game re- veals some of the unfairness that occurs in real life. Consequently, the players are faced with the challenge of dealing with the unfair rules of the game. The contents of the game: • 6 cards with different characters, • coin (money) and star (power) recording cards, • the playing board, • gender expression cards, • money cards, • power cards. The rules of the game Take the character cards and shuffle them. Deal them randomly to the players. Appendix 1 specifies how much money (coins) and power (stars) each character receives. The player who gets the Kuko character card begins the game by rolling the dice. The game finishes when the first character has done three rounds around the playing board. To make the game as clear as possible, we provide some specific examples below. If a player is left without coins or stars, they cannot roll the dice when it is their turn. They cannot move without coins or stars. For example, a player has run out of stars. When it is their turn, they do not roll the dice. Thus they gain one star and they can roll the dice in the next round. WORKSHOPS 43 The players can decide to skip a round at any time, even two or three consecutive rounds; they get coins or stars but they stay on the same space – they do not progress, which means that other players can overtake them. For example, if a player has only one star and the power card states that they lose two stars, they have to skip two rounds (they do not roll the dice in two consecutive rounds); they will get one star in a round, which they will immediately lose because of the rules and be left without stars again. Therefore, they have to wait for another round to gain another star. Other features: • The playing board has three different routes. One is for the two pink characters, providing them with shortcuts, and another one is for the two yellow characters, sending them a few spaces backwards. The two blue characters also take a separate route, which is longer. The two players with blue cards have to invest more effort in moving forwards and overcoming obstacles. • When the player rolls the dice, they move to the appropriate space and complete the task specified by the space. There is a possibility that the task will move the player on to a different space. They follow the instructions there and finish their turn. For example, the player rolls the dice and moves the corresponding number of spaces. They land on a space with a star and they take a card. The card states that they move two further spaces. The do so and land on a space that instructs the player to move forwards or backwards. They do not do so, as their turn finished when they had completed the first task. • When a player gets a gender expression/money/power card, they keep it. This is relevant to the discussion at the end, when the participants compare the different rules and debate their fairness and purpose. • There are six cards in three different colours: pink (two cards), yellow (two cards) and blue (two cards). When the characters pass the starting line (i.e. when they have completed the first or second round), they collect some money in accordance with the following rules: PINK gets 5 coins, YELLOW gets 3 coins, BLUE gets 1 coin. When a pink character crosses the starting line, we say this to the player: “Congratulations, you get five coins!” If another player asks, for instance, why blue characters only get one coin, we tell them it is because they are blue. We also maintain that the rules of the game should be observed. This demonstrates the pointlessness of differences based on colour. • The game finishes when the first character completes three rounds, that is, when they cross the starting line for the third time. The character gets additional money, depending on their colour. Look at the places of all the characters at the end of the game. The first place gets additional 6 coins and 6 stars, the second place gets additional 5 coins and 5 stars, the third place additional 4 coins and 4 stars, the fourth place additional 3 coins and 3 stars, the fifth place additional 2 coins and 2 stars, and the sixth place additional 1 coin and 1 star. • At least six players should play the game. If there are more players, they should play in pairs, with two players taking on one character. Note: Do not explain the meaning of the metaphors before or during the game. There will be time to consider them during the debate after the game. METAPHORS: Card colours The colours represent the colour of the skin. Non-white people still face stigma attached to the colour of the skin – racism. The colours of the cards demonstrate how people are still discriminated against based on the colour of their skin and how skin colour impacts on our positions and (equal) opportunities. Seen from another perspective, white people are privileged because of their skin colour, and they have no collective memory influencing their lives, confidence or self-image. 44 WORKSHOPS Personal circumstances should be adapted to each local environment. • When referring to non-white people in Slovenia, we do not only mean black people but also the Roma. Racism is frequently justified on the grounds of nationality and, thus, immigrants (even if they have white skin) are often seen as non-white, too. Such is the case with the immigrants from the republics of former Yugoslavia in Slovenia. Power Stars represent power. They represent physical power, that is, the characters’ physical abilities. The metaphor addresses the norms about physicality, our bodies’ “abilities”. Power also represents well-being, which can be applied to problems in mental health and development. Individuals with disabilities, with mental health difficulties or other health issues are faced with a variety of (physical and/or mental) obstacles in their everyday lives. The game also includes power cards. These are special cards that give characters power or take it away from them. The players have to be aware that power is important for them to make progress in the game. If they have no power, they cannot advance. Encourage the players to collect as many stars as they can, in addition to money. If a player has no stars at all, they cannot roll the dice even if they have a lot of coins. Money The coins are symbols for money. They represent financial situation, social power and reputation. Some cards, e.g. the pink ones, receive more money from the start while the blue ones receive very little. The game uses metaphors to show that we are not born with the same economic status and that these differences subsequently influence our life courses and the range of opportunities we have. If a player has no coin at all, they cannot roll the dice even if they have a lot of stars. The money cards give and take away coins. Gender expression cards The characters on the cards are shown with different characteristics/gender expressions. The most obvious components are trousers, a dress, a beard and muscles. Refer to Appendix 1, which gives the descriptions for all the characters. A masculine appearance is socially more valued than feminine appearance. Furthermore, a masculine appearance is primarily associated with men and a feminine appearance with women. Likewise, there is a difference between how society treats women who are masculine-looking and men who are feminine-looking; the former are more easily accepted than the latter – this is precisely because a masculine appearance is perceived as neutral or desired. The game aims at showing how physical appearance can influence the individual’s role in society. The role of luck in the game Practically as a rule, a player is bound to have more luck in rolling the dice than others; consequently, a blue or yellow character may finish the game in a high place. When you talk about the (under)privilege related to individual cards during the discussion, pay special attention to the reasons why (if at all) an underprivileged character succeeded in beating a more privileged character. Looking at it from the aspect of the game, we can say that the character was lucky. Yet – what does luck mean in real life? There are certainly underprivileged people who have succeeded in life, who have climbed the social ladder. However, it is not enough to say that they have done their best, for instance, that they have studied a lot. It is important to ask what support systems they have been able to rely on throughout their lives. Support systems can consist of the family, friends, social networks, support groups, etc. The individual may have developed resilience and with it the mechanisms that helped them overcome obstacles in life. The intersection of personal circumstances may have included enough privileged positions. Sometimes we are simply lucky. There are many explanations; it is important to take them into account and never simplify lives. Relationships among the players Pay attention to how the relationships are developing among the players during the game. Note who competes with whom, who encourages whom and who makes fun of whom. How the whole group responds to an individual’s success or WORKSHOPS 45 failure. Make notes during the game and deal with your observations during the discussion. You can do this by making comparisons between your observations and real life (for the comparisons, see the relevant chapters above). Appendices: Appendix 1: Character descriptions Appendix 2: Character cards Appendix 3: Gender expression cards (make two copies) Appendix 4: Money cards (make two copies) Appendix 5: Power/energy cards (make two copies) Appendix 6: Money (coins) and power (stars) recording cards Appendix 7: The playing board Appendix 1: Character descriptions. Card 1: • name: KUKO • colour: pink • money: 10 coins • power: 10 stars • masculine appearance with a dress, short hair, a beard Card 2: • name: SIMI • colour: pink • money: 6 coins • power: 8 stars • masculine appearance with trousers, muscles Card 3: • name: TITI • colour: yellow • money: 9 coins • power: 3 stars • feminine appearance with a beard and trousers, painted nails Card 4: • name: LIDO • colour: yellow • money: 5 coins • power: 6 stars • masculine appearance with trousers, muscles, shoulder-length hair, make-up Card 5: • name: KERI • colour: blue • money: 4 coins • power: 3 stars • feminine appearance with make-up and trousers Card 6: • name: NISE • colour: blue • money: 2 coins • power: 4 stars • feminine appearance with muscles, a dress KERI KUKO LIDO NISE SIMI TITI If you have: If you have: If you have: • trousers, move 2 spaces forwards • trousers, get 2 coins • trousers, get 1 coin • a dress, move 1 space backwards • a dress, lose 3 coins • a dress, lose 1 coin • muscles, move 1 space forwards • muscles, get 2 coins • muscles, get 1 coin • a beard, move 1 space forwards • a beard, get 2 coins • a beard, get 1 coin If you have: If you have: If you have: • trousers, get 1 star • trousers, get 1 coin • trousers, move 2 spaces forwards • a dress, lose 3 coins • a dress, lose 1 star • a dress, move 1 space backwards • muscles, get 3 stars • muscles, move 1 space forwards • muscles, move 1 space forwards • a beard, get 2 stars • a beard, get 1 coin • a beard, move 1 space forwards If you have: If you have: If you have: • trousers, get 1 star • trousers, move 5 spaces forwards • trousers, get 2 stars • a dress, lose 2 stars • a dress, move 3 spaces backwards • a dress, lose 1 star • muscles, get 1 star • muscles, get 1 star • muscles, get 3 stars • a beard, get 1 star • a beard, get 2 coins • a beard, get 1 star If you have: • trousers, get 2 coins • a dress, lose 3 coins You’ve bought some shaving You’ve bought some • muscles, get 2 coins foam. You lose 2 coins. perfume. You pay 2 coins. • a beard, get 2 coins You’ve been arranging your hair for a long time; you You’ve been painting your You’ve been tidying your lose 1 star. nails. You lose 2 stars. wardrobe. You lose 1 star. If you have 6 coins or fewer, If you have at least 9 coins, Give the player with the you lose 1 coin. move 2 spaces forwards. most stars 1 coin. If you have 4 coins or fewer, If you have at least 7 coins, Give the player with the move 1 space backwards. move 1 space forwards. most coins 1 coin. If you have 5 coins or fewer, If you have 3 coins or fewer, If you have 7 coins or fewer, move 1 space backwards. move 1 space backwards. you lose 1 coin. If you have 6 coins or fewer, If you have at least 8 coins, If you only have 1 coin, move 1 space backwards. move 1 space forwards. move 2 spaces backwards. If you only have 1 coin, move If you have at least 13 2 spaces backwards. coins, move 3 spaces forwards. If you have at least 15 coins, move 3 spaces The player with the fewest forwards. stars gives you 1 star. Give the player with the If you have at least 12 fewest coins 1 coin. coins, move 3 spaces forwards. If you have at least 14 coins, move 3 spaces Give the player with the forwards. fewest coins 1 star. Give the player with the Give the player with the fewest coins 1 star. most stars 1 coin. You’ve got to a bakery. If You’ve run a marathon. you have at least 8 coins, You’ve been working all day. treat yourself to a piece of You’re very tired, and you You lose 2 stars. cake. You get 3 stars. lose 2 stars. You’ve started volunteering. If you have at least 7 coins, If you have at least 7 coins, You give the player on your take a sauna. spend some time relaxing in right 1 star. You get 2 stars. a spa. You get 4 stars. You’ve eaten too many You were doing your You’ve got to read a long sweets and you have a homework long into the book for school. Reading stomach ache. night. You feel very tired, tires you out, and you lose You lose 1 star. and you lose 1 star. 1 star. If you have at least 9 coins, spend some time relaxing You’ve injured your knee in You didn’t sleep well on a massage chair. a gym. You lose 2 stars. because of a nightmare. You get 1 star. You lose 1 star. You’ve had an argument with a friend. You don’t feel okay, and you lose 1 star. You had a birthday party at home. When friends left, You’ve lost your room key. If you have at least 7 coins, the flat was a mess. You’ve You’ve been looking for it you can go to a concert. spent a lot of time tidying it all evening, and you lose 2 You get 2 stars. up, and you lose 1 star. stars. If you have at least 8 coins, You’ve scored twenty points You meet a school friend treat yourself to dinner with at a basketball match. You on your way to school. You a friend. You get 3 stars. get 2 stars as a reward. talk a lot and are late for school. You lose 1 star. If you have at least 8 coins, If you have at least 9 coins, You can go skiing during you can buy new trousers. you can buy new shoes. your winter holiday if you You get 2 stars. You get 3 stars. have at least 8 coins. You get 2 stars. Take a beauty nap after If you have at least 8 coins, If you have at least 9 coins, dinner. You get 1 star. you can go to the theatre. you can go the hairdresser’s. You get 3 stars. You get 4 stars. You’ve entered a theme park. If you have at least 8 coins, you can jump on a trampoline. You get 2 stars. YOU GET 1 BLUE CARD 3 SPACES PINK CARD MOVE ARDS BACKW MOVE SP 2 FOR ACES W ARDS PINK CARD 2 MOVE SPACES WARDS FOR YELLOW CARD MOVE GENDER 1 SP BACKW ACE EXPRESSION ARDS CARDS PINK CARD MOVE 1 SP FOR ACE W ARDS POWER CARDS BLUE CARD MOVE 4 BACKW SPACES ARDS ACES START PINK CARD 4 SP WARDS MOVE FOR ⮑ YOU LOSE 1 YELLOW CARD 1 MOVE YELLOW SPACE WARDS CARD FOR MOVE SP 2 FOR ACES W ARDS MONEY CARDS PINK CARD MOVE 4 SPACES FORWARDS BLUE CARD MOVE 2 SPACES BACKWARDS YOU LOSE 2 62 WORKSHOPS Equal Opportunities #privileges #equalopportunities Age group: from 10 to 14 years over 15 years Time: 60 min Group size: up to 18 participants Level of content difficulty: 1 2 3 4 5 Level of execution difficulty: 1 2 3 4 5 MATERIALS: • Waste bin • Paper (waste paper may be used) THE PURPOSE: • The participants learn about (under)privilege, equal opportunities, equity and equality. • They employ personal experience methods to reflect critically on their own positions in society. PREPARATION: • Before starting, read the Advice for trainers, which • Put the waste bin in front of the first row. Also put can be found below this workshop. sheets of paper on each chair/desk. Each partici- • The room should be arranged frontally (with or pant should get one sheet of paper. without desks). It is important that chairs are arranged in five rows. SUMMARY (THE PURPOSE): This workshop aims at presenting social privileges to the participants, facing them with the significance of the privileges and making them aware of the functioning of social systems. WORKSHOPS 63 THE PROCEDURE/METHODOLOGY: INTRODUCTION The participants are invited to enter the room and take their seats, where the sheets of paper are waiting for them. Ask them to crumple up the sheets into paper balls. Your instructions should be clear: • There’s a waste bin in front of you. We are going to have a competition: throw your crumpled paper balls into the bin from where you are sitting. • For the group aged from 10 to 14 years: The person who succeeds will be exempt from writing any maths or mother tongue exams until the end of the school years. For the group aged over 15 years: The person who succeeds will be enormously successful in society with lots of achievements in life. THE MAIN PART The participants try to throw their crumpled sheets of paper into the waste bin. When everybody has thrown the paper balls, the activity is complete. After the activity is complete, there is a group discussion. If necessary, you can divide the group into two smaller groups (depending on the number of participants and your assessment of group dynamics). Inquire about the participants’ feelings, views, opinions, observations. Questions for discussion: • How did you feel during the activity? • Were the rules of the game the same for everybody? • Which row had an advantage? • How did those of you feel who were sitting in the first/second/last/etc. row of chairs? • Did this activity remind you of any everyday situations? (Here you can ask the participants for examples. If you know the participants well and have been working with them for some time or if there is a relevant example of (under)privilege related to this group, you can address it with the group. It is of the utmost importance that the group can identify with the situations. You should prepare some examples based on the group, topics relevant to them, etc. in case the group provide no examples of their own.) • Can you see what we wanted to demonstrate with this activity? • What would it mean if someone from the last row was lucky enough to score? (Take luck as a symbol of support systems (family, friends, school, etc.) and stress that underprivileged people, too, can climb the social ladder and that support systems play an important role in their doing so. It should also be noted that some people simply have luck in life, which as a consequence of a number of factors.) • Can you see what we wanted to demonstrate with this activity? • What would it mean if someone from the last row was lucky enough to score? (Take luck as a symbol of support systems (family, friends, school, etc.) and stress that underprivileged people, too, can climb the social ladder and that support systems play an important role in their doing so. It should also be noted that some people simply have luck in life, which as a consequence of a number of factors.) For the group aged over 15 years the following questions can be added: • What groups in our society are seen as normative / as those with more social power? • What do you think it means when we say that someone is privileged? After the discussion you should clearly tell the participants what privilege is (see Advice for trainers). 64 WORKSHOPS CONCLUSION Add the following question for all age groups: • • What would you do to guarantee a fairer arrangement of the chairs for everybody? After the activity, tell the participants to rearrange the activity in order to improve it for everybody. Allow them free rein to how they achieve a fairer activity of throwing paper balls into the waste bin. Encourage team work and solidarity. If you see that the group is struggling and seems unable to find a solution in which all participants have equal opportunities, let them know that this is legitimate, too. Tell them that what really matters is thinking about how everybody could have better conditions to succeed. Also tell them that creating equal opportunities is a process and that it is sometimes impossible to bring everyone satisfaction at the first attempt. At the end, assess the situation in the group and ask the participants about their opinions of the workshop and the issues raised, as well as what they have learnt from the workshop. ADVICE FOR TRAINERS: In the activity of throwing crumpled paper sheets, the rows of chairs rep- resent people with different privileges. The first row represents the most privileged people. The people in the last row represent the most under- privileged ones. The role of the trainer in the activity: • Encourage the first row to score, while ignoring the participants in the last row if they complain. If someone from the last row scores, give them little attention; only congratulate them briefly or not at all. • If the participants from the first two rows score, congratulate and praise them. • It is also crucial that you only take the first two rows seriously whatever happens – even if the participants from these two rows protest and complain that the game is unfair. If this happens, tell them that their response is heroic. If the same protest is expressed by somebody from the last row, tell them that this is the way it is and that the rules of the game are the same for everybody. • It is very important to insist on the rules and prizes even if some of the participants find them ridiculous or unrealistic. This activity clearly demonstrates how our society privileges certain groups over others, while the rules are the same for everybody regardless of their gender, social class, physical abilities, sexual orientation, skin colour, etc. Prepare for a variety of predictable reactions to the workshop. Two instances of predictable reactions: • The participants may pick on somebody from the last row, or anybody else from the group, and make fun of them. You should address any such behaviour and insist it is unacceptable. • The activity may be especially uncomfortable for the participants who have to sit in the last row and who are already underprivileged in real life. Continue with the experiment, but clearly state that the activity has no connection to real life during the debate. If you have prior knowledge of the group, pay special attention to this as it will help you during the debate. Make sure the participants understand what privilege is, because the workshop is meant to give them a basic understanding of the issue. Privilege is a word that is frequently used for many different things; here, we use to it describe social privilege. WORKSHOPS 65 Social privilege is a set of unearned advantages originating in the individual’s membership of a social group. It is available to normative social groups in the position of power (white, heterosexual, cisgender people, people with normative physical abilities, etc.). Privilege is always relational, which means that privileged social groups always have certain advantages over other social groups (e.g. men are given social advantage over women and other genders). Privilege should also be understood at the systemic level, not only at the level of the individual’s personal experiences. It concerns abstract, social and dynamic processes that are hard to address. If an individual’s privilege is emphasised, it does not mean we are attacking that person or saying that they have a better life because of it. We are only saying that in certain situations the privilege benefits them. Belonging to a privileged social group may foster certain mental and behavioural patterns as well as blind spots for some areas and circumstances, especially if we do not reflect on the privileges. Reflecting on our privileges enables us to avoid at least some exclusionary and discriminatory patterns that society imparts to us based on our position (e.g. a heterosexual person who does not reflect on their privileges may not be aware of different sexual orientations and practices; consequently, they may only consider partnerships and romantic relationships from a heterosexual aspect; moreover, they are not aware that the people who do not identify as heterosexual may be discriminated against simply for holding hands in the street, kissing in public, etc.). When privilege is considered from the individual level, its seemingly absolute nature vanishes. Individuals are faced with a number of privileged and underprivileged aspects that make their lives unique (read the chapter “Intersectionality”). 66 WORKSHOPS The Museum of Illusions #heteronormativity #cisnormativity #spaces #norms Age group: over 15 years Time: 120 mins Group size: up to 18 participants Level of content difficulty: 1 2 3 4 5 Level of execution difficulty: 1 2 3 4 5 MATERIALS: • Questions for discussion • Appendix 11: Research study 1 • Appendix 1: Family poster 1 • Appendix 12: Research study 2 • Appendix 2: Family poster 2 • Appendix 13: Newspaper advert 1 • Appendix 3: The John Phone advert • Appendix 14: Newspaper advert 2 • Appendix 4: Statements • Appendix 15: Toilet sign • Appendix 5: Rules • Appendix 16: The N & N shop advert • Appendix 6: Couple photo 1 • Plasticine • Appendix 7: Couple photo 2 • Drawing paper • Appendix 8: Couple photo 3 • Coloured pencils, brushes, etc. • Appendix 9: Family photo 1 • Pens • Appendix 10: Family photo 2 • Base for Plasticine THE PURPOSE: • The participants learn about the heteronormativity and cisnormativity of spaces. • The participants become aware of the factors that influence the enforcement and reinforcement of hetero- and cisnorms. • The participants reflect on the norms in our society regarding gender and sexual orientation. • The participants question the heteronormativity and cisnormativity of different physical spaces in our society. WORKSHOPS 67 PREPARATION: • Before starting, read the chapters “Safe(r) spaces”, rules and Table 3: Explanation of statements), as “Glossary” and “Advice for trainers”, which can be they will help you during the workshop and the found below this workshop. discussion. This workshop is very demanding; it is therefore crucial that you prepare well. • Acquaint yourself thoroughly with the workshop and look for relevant materials in the Appendices. • You should also prepare the room where the work- shop will take place. • You need assistant trainers for this workshop (at least two, possibly three) who will read the state- • The room should have between 4 and 6 desks for ments found in Appendix 4. Their role is to be groups of participants to sit at. The groups should present in the group at all times and start reading consist of 3 or 4 participants, depending on the the statements as specified in the description of the group size. workshop. • The materials from the appendices should be on the • Prepare all the materials. desks and walls. The materials should be arranged on the desks and walls according to the table be- • Print or copy all the appendices once, except for low (Table 1). Find some quiet, relaxing music that Appendix 5: Rules, for which you need one copy should be playing even before the participants enter per participant. Read carefully the explanations of the room. the rules and statements (Table 2: Explanation of Table 1: Arrangement of materials DESKS WALLS Appendix 7: Couple photo 2 Appendix 8: Couple photo 3 Appendix 15: Toilet sign Appendix 9: Family photo 1 Appendix 10: Family photo 2 Appendix 3: The John Phone advert Appendix 16: The N & N shop advert Appendix 11: Research study 1 Appendix 1: Family poster 1 Appendix 12: Research study 2 Appendix 2: Family poster 2 Appendix 13: Newspaper advert 1 Appendix 6: Couple photo 1 Appendix 14: Newspaper advert 2 SUMMARY (THE PURPOSE): This workshop aims at presenting social norms to the participants, demonstrating how they can influence individuals from marginalised groups (in this case mainly LGBT+). 68 WORKSHOPS THE PROCEDURE/METHODOLOGY: INTRODUCTION Meet the participants and assistant trainers outside the room where the workshop will take place. Before you enter the room, give the participants instructions and introduce the workshop: “Hello and welcome to a brand new space for young people. Please join us for the opening and have fun.” Your attitude towards the participants should be as positive as possible; make them feel welcome and accepted. Continue with the following: “There are some rules and norms in this space that you should follow.” Give them their copies of the Rules and read them aloud. The Rules include the following definitions: lesbian, gay, bisexual, transgender people, cisgender people, heterosexuals, so that the participants can read the explanations if they are uncertain about any of them. Do not pay attention to the participants’ questions or respond to them only briefly by saying there will be sufficient time for questions later. THE MAIN PART When inside the room, tell the participants to have a look at all the materials on the desks and walls. Give them some time so that they can see and read the materials in front of them in silence. Give them 10 minutes for this part of the activity, but do not mention the time limit to them, so that they do not lose the impression they are taking part in unstructured and relaxed looking around. After ten minutes it is the assistant trainers’ turn. Their task is to read one of the statements in Appendix 4 every time the music fades. The music should be turned down by another assistant trainer or you (depending on the number of (assistant) trainers). The assistant trainers agree in advance who will read which statement, and some time should pass between the statements (30 seconds). The statements should be uttered loud enough so that the participants can hear them, but it is important that they are not said directly to the participants. When uttering the statements the trainers should look at the floor, each other or the wall. They should never address the participants directly, because no-one should perceive the statements as a personal attack. When the statements are done, turn up the music and ask the participants to sit at the desks. Stay in silence. Leave the participants in their groups for five more minutes and tell them to reflect, individually, on what has just happened in the room. The discussion follows. • The discussion should take 60 minutes or more so that as many issues, views, observations, etc. as possible can be covered. It is really important that you encourage the participants to share as many experiences as possible with the group. In a big group: • • Begin by checking which concepts or words were not clearly understood during the first activity and answer any questions the participants may have. Continue with the discussion in the same groups as before. • Offer each group a different technique to express themselves through art (Plasticine, drawing, painting, etc.). Put the material that the group has chosen on their desk. They answer the discussion questions given below with their jointly created product, that is, by using the materials provided to them. Give them enough time to make their products for each of the questions. The participants first hold group consultations; then, they present and interpret their products. WORKSHOPS 69 Questions for discussion: • What were your expectations when you learnt that a new space for young people was going to be opened? • What did you notice in the room? What was there in the room? What did the room show? • How did you feel when you learnt about the norms and rules of the space? ⮑ Choose at least two norms and discuss them with your group. Then each group will present their views. (A note for the trainers: Be sure to address and discuss each of the norms, even if the participants do not mention all of them.) • What did you think of the materials on your desks? ⮑ Choose one text or one photo and discuss it in your group. ⮑ The presentation of the texts and photos follows. ⮑ Additional questions are welcome at this point: Do you think that the research studies are genuine? How do you feel when looking at the photo? If the participants express negative feelings, ask them why they think so. If anybody says that being gay or lesbian is not normal or if they express any sort of negative attitudes towards it, remind them that in this room it is the norm and perfectly normal. Here, you can make a link to hetero-and cisnormativity in everyday life. • How did you feel when the assistant trainers started reading out the statements? (At this point you should repeat the statements.) • 6. Do you know what we wanted to demonstrate with this room and the first part of our workshop? (If the participants have not mentioned the posters and signs on the walls yet, this is the right moment to include those in the discussion, too.) After the discussion and the creative part of the workshop, ask the participants to look at the genuine posters around the building and discuss them. If it is possible for the participants to see the entire building, put them into small groups to do so; otherwise, look at the posters and brochures in the room and discuss them. Ask the following questions: 1. What do the posters/brochures in the room show? 2. What kind of people appear in them? 3. Who are the posters/brochures intended for? In the end, address the presence of heteronormativity and cisnormativity in our spaces. Ask the participants the following: • Do we notice LGBT+ people, same-sex families, couples, etc. in adverts and brochures? • Do we learn about LGBT+ issues, families, couples, etc. at school? • How do you think society sees transgender people, lesbians, gays, bisexual people, etc.? • How could we improve our debates on LGBT+ issues at school, in youth centres, at home, among peers, etc.? • What parallels could be drawn between today’s workshop and our society? Were the posters and other materials exaggerated? Does our society present heteronormativity and cisnormativity in the same way? • Why do we fail to notice that heteronormativity and cisnormativity are omnipresent in our spaces? CONCLUSION At the end, assess the situation in the group and ask the participants about their opinions of the workshop and the issues raised, as well as what they have learnt from the workshop. 70 WORKSHOPS ADVICE FOR TRAINERS:: Before the workshop, prepare for it and your role very carefully. Follow the instructions and rules of the imagined society. Reject any complaint voiced by the participants, saying this is the way things are and these are the rules of this society. Before starting, read the chapters “Safe(r) spaces” and “Glossary”. It is important that you do not direct the statements ut- tered during the experiment directly to any participant. You should create such an atmosphere which will make it obvious what the norms of the space are, which people are privileged and more accepted. The speakers should not address directly or establish eye contact with any of the par- ticipants. This will avoid the impression of your attacking or excluding individual participants. It is crucial that you do not give away the essence of the activity during the workshop. When the activity is finished, inquire about the participants’ feelings, discuss the activity and explain its pur- pose. Stick to your role until the end of the experiment, that is, until the discussion. The following two tables explain the rules and statements that occur during the workshop. It is important that you know where the rules and statements come from, so that you can explain their meaning to the participants of the Museum of Illusions workshop. Below, Tables 2 and 3 give explanations of the rules and statements. The explanations are only summaries of more comprehensive theoretical back- grounds. For more information, read the chapters “Why this manual” and “Heteronormativity and cisnormativity”. WORKSHOPS 71 Table 2: Explanation of rules Western societies presume that we are all heterosexual. Any deviation is seen, by some Homosexuality and people, as something strange, unhealthy or abnormal. They perceive heterosexuality as the bisexuality are the only healthy and normal sexual orientation. Our society teaches us to follow the princi-only two normal ple of heteronormativity since childhood: anytime when families are discussed, we speak sexual orientations. about mothers and fathers, families with parents of the same sex are only very rarely men-To be healthy and tioned. It is already when we are children that we internalise that a family means having a normal you should mother and a father. be gay, lesbian or This rule rejects heteronormativity as normal and primary, putting homosexuality and bisexual. bisexuality first. We present them as the only “normal and healthy” sexual orientations – in the same way that our society portrays heterosexuality. Our society maintains the stigma that being transgender is a mental-health disorder. In many countries transgender people have to be given the diagnosis of transsexuality before they can go through the process of medical transition (i.e. hormone therapy, surgery and other treatments to ease their gender dysphoria). In some countries this is also required if they wish to change the sex indicator on their identification documents. There is also the Transgender people prejudice that transgender people are not normal or against nature. Consequently, society are healthy, natural mostly, if at all, accepts only those transgender people who are seen as cisgender and in and normal. accordance with the social norms defining what men and women should look like. Cisnormativity is generally accepted, which means that it is presumed everybody is cisgender and identifies as either a man or a woman. This statement rejects the prejudices and norms and emphasises that cisnormativity is reinforced through biological determinism, presenting certain bodies as healthier or more natural and normal. The opposite of this statement, our society teaches us that families consist of a mother and Natural families have a father. Single-parent families are often overlooked, too. We learn when we are still very two fathers or two young that a family consists of a father, a mother and children. mothers. This rule rejects the (hetero)normative family consisting of a mother and a father, refusing to accept it as something normal and good. We acknowledge families with same-sex parents as the normal ones. In Slovenia, as well as in many other countries, all the rights originating in marriage are Marriage is a union only enjoyed by heterosexual couples. They are seen by society as the only possible couples between two persons to get married, adopt children, use in vitro fertilisation and have other marriage-related of the same sex. OR rights. The right to same-sex marriage is often debated and put to referendums despite the Marriage is a union fact that it is a human right that should be available to everybody, regardless of their sexual among more persons orientation. Moreover, marriage is possible only between two people, since monogamous of the same and/or relationships are seen as the only legitimate and serious ones different sexes. This norm aims at making the participants aware of different types of marriages, partnerships and communities. Public toilets are defined in a gender-binary manner (M and F), disregarding all those who self-identify outside the binary gender system. There are very few public toilets that Toilets are gender are intended for people of all genders. Transgender and/or non-binary and/or cisgender neutral. non-normative individuals can find it very discomforting when they have to choose which toilet is safer to use. The use of gender-neutral toilets solves the problem, which makes life for these individuals much easier. Cisgender and heterosexual people need help, because The assumption that the people who belong to minorities are pitiable and unhappy is they are pitiable erroneous. Such views also result from assimilationist policies, which try to assimilate and and unaware of the adapt everything that is outside the norms. LGBT+ people need no pity; they need respect delusion in which and rights equal to heterosexual and cisgender populations. they live. 72 WORKSHOPS Table 3: Explanation of statements Straights are really It is often stated that same-sex couples should not be allowed to have children (through horrible. surrogacy or IVF). They are also denied the right to adoption, which heterosexual couples They shouldn’t be can assert. This assumption, too, originates in the naturalisation of heterosexual couples allowed to have kids. related to patriarchy, nationalism, etc. You can often hear cisgender people say how they cannot understand how someone could I really don’t get it be transgender. Transgender people are often reproached with making it up that the gen-why not everyone is der which they were assigned at birth does not fit them. The assumption is related to the transgender. concept of biological determinism that priorities the state that it labels as “natural” (this is an origin of the sex/gender assigned at birth differentiation). It is wrong to assume that a child brought up by parents of the same sex will lack some-If parents are a man thing. Each upbringing can turn right or wrong, regardless of the parents’ genders. A and a woman the father and a mother and/or two fathers and/or two mothers – they can all contribute to child will surely be the child’s healthy development, but they can just as well harm the child’s psycho-physical messed up. health for a variety of reasons. Being good, kind and human towards children has nothing to do with sexual orientation and/or gender identity. I think it’s okay if “I’m not against homosexuals, but they should leave me alone,” is a sentence we often hear you’re straight. But from cisgender heterosexual people. The attitude indicates that they tolerate homosexual/ do leave me alone. bisexual people, but their tolerance preserves the existing social power relations and is not based on respect or acceptance. Expressing disgust or any kind of disapproval at two people holding hands is disrespect-The other day I saw a ful. Seeing any two people holding hands and showing each other affection in that way boy and a girl holding is beautiful and desired, but most of all it is a decision for those two individuals, not for hands. Yuck! their environment. Expressing disgust at two people of the same sex holding hands is a clear sign of homophobia. If I were straight, my A great number of LGBT+ people have experienced rejection in their families. Thus, parents would reject this rule puts heterosexuals in a situation in which they can fear being rejected by their me. families. Something must be wrong with her It is often said that there is something wrong with same-sex couples. Looking for causes given that she’s got a for homosexuality or bisexuality is disrespectful to these people. Each individual’s sexual boyfriend. orientation is no-one else’s concern. Everybody is different. Every person is an individual defined by a variety of personal Look, they’re circumstances. Being gay, lesbian, bisexual or transgender is only one of the individual’s different. Weird. personal circumstances. Labelling someone as different or weird enforces and reinforces the concept of otherness, which perceives everybody who deviates from the norm in any way as inferior, as the other. I don’t understand We do not have to understand every single thing in this world, and why someone falls in how a boy can fall love with someone else is one such thing. in love with a girl. It is important to highlight the stereotype that bisexual people have to face. They are often It’s not possible; said to be incapable of deciding what gender they feel (more) attracted to. Such assump-scientists have tions are mistaken. Bisexual people are not confused and they do not have to decide. They proved such love are, quite simply, bisexual. doesn’t exist. This statement also addresses the questionable justifications of the “truth” using studies whose (in)credibility is not questioned. I feel so sorry for straights; I wouldn’t Expressing pity towards a minority only reinforces the existing power relations and want to be like them. assimilationist policies. This is a stereotype that is often attached to homosexual and bisexual people. Everybody Heterosexuals are ill, can have mental-health difficulties, regardless of their sexual orientation and/or gender they need therapy. identity. People with mental-health difficulties need our understanding and support, not mocking or shaming. WORKSHOPS 73 What happened to heterosexuals in their childhood that made Sexual orientation and/or gender identity are not the outcome of childhood traumas, them straight? It which is what a common prejudice against non-heterosexual people presumes. must be the outcome of terrible traumas. Heterosexuals should Uttering these words is disrespectful to all the homosexual, bisexual and/or transgender be imprisoned! It’s people who do end up in prison in the countries that criminalise homosexuality and/or against the law! being transgender. Moreover, many people are victims of violence in their everyday lives because of (non-normative) sexual orientation and/or gender identity. • When conducting the workshop be careful not to stray from its purpose, because a number of issues may arise that are not necessarily related to the purpose of this workshop. You should also be careful to keep reminding the participants that the activity aims at presenting social systems and that they should not focus on how certain materials seem pointless or ridiculous. This focus is especially important during the discussion, where it is of crucial significance to stress that the activity has demonstrated how society treats certain people differently for no reason other than their gender identity or sexual orientation. • The workshop is meant to raise cisgender and heterosexual populations’ awareness of heteronormativity and cisnormativity. It is very likely that the participants will include members of the LGBT+ community. If you are aware before the workshop that the participants will include LGBT+ individuals, you can inform them about the purpose of the workshop, thus making it possible for them to decide whether they want to participate or not. It is possible, however, that you will not know that the participants include LGBT+ individuals. You should carry out the social experiment nonetheless, but tell the group at the end that you realise there may be LGBT+ individuals among the participants. Offer them a possibility to talk after the workshop or provide them with the contacts of the LGBT+ organisations and associations provided at the end of this manual. • fter this, some participants may express indignation or even talk directly to other individuals. You should always respond to such behaviour and words, and describe them as unacceptable. You may find the chapter “Safe(r) spaces” particularly useful, because your addressing inappropriate behaviour helps create a safer space for all the participants. Do the same if individuals in the group come out as LGBT+ and are, subsequently, mocked or insulted. In both cases your reaction matters a great deal as you will let LGBT+ people know that your youth centre, school or classroom is a safer space for them that will not permit violence or discrimination. 74 WORKSHOPS Appendices: Appendix 1: Family poster 1 Appendix 2: Family poster 2 Appendix 3: The John Phone advert Appendix 4: Statements Appendix 5: Rules Appendix 6: Couple photo 1 Appendix 7: Couple photo 2 Appendix 8: Couple photo 3 Appendix 9: Family photo 1 Appendix 10: Family photo 2 Appendix 11: Research study 1 Appendix 12: Research study 2 Appendix 13: Newspaper advert 1 Appendix 14: Newspaper advert 2 Appendix 15: Toilet sign Appendix 16: The N & N shop advert STATEMENTS • Straights are really horrible. They shouldn’t be • Look, they’re different. Weird. allowed to have kids. • I don’t understand how a boy can fall in love with a • I really don’t get it why not everyone is transgender. girl. It’s not possible; scientists have proved such love • If parents are a man and a woman the child will doesn’t exist. surely be messed up. • I feel so sorry for straights; I wouldn’t want to be • I think it’s okay if you’re straight. But do leave me like them. alone. • Heterosexuals are ill, they need therapy. • The other day I saw a boy and a girl holding hands. • What happened to heterosexuals in their childhood Yuck! that made them straight? It must be the outcome of • If I were straight, my parents would reject me. terrible traumas. • Something must be wrong with her given that she’s • Heterosexuals should be imprisoned! It’s against the got a boyfriend. law! RULES • Homosexuality and bisexuality are the only two • Toilets are gender neutral. normal sexual orientations. To be healthy and nor- mal you have to be gay, lesbian or bisexual. • Cisgender and heterosexual people need help, be- cause they are pitiable and unaware of the delusion • Transgender people are healthy, natural and normal. in which they live. • Natural families have two fathers or two mothers. • Cisgender and heterosexual people are pitiful, be- • Marriage is a union between two persons of the cause they are a minority and mostly unhappy. same gender. OR Marriage is a union among more persons of the same and/or different genders. Lesbians: homosexual cis- or trans women. Gays: homosexual cis- or trans men. Bisexuals: people who are attracted to more than one gender. Transgender people: people who do not identify with the gender they were assigned at birth. Cisgender people: people who identify with the gender they were assigned at birth. Heterosexuals: (trans- or cis-) men who are attracted to (trans- or cis-) women and (trans- or cis-) women who are attracted to (trans- or cis-) men. 67 HETEROSEXUAL FAMILIES ABSTRACT: British researchers surveyed 756 children from heterosexual families regarding family violence. As many as 87% of the respondents reported having been victims of verbal abuse, 76% of them were victims of physical violence and 58% reported sexual abuse. The findings reveal that families with a mother and a father are inappropriate, because the parents frequently abuse their children, which is likely to be a consequence of their traumas originating in their heterosexuality. 12 THE PROBLEMS OF HETEROSEXUAL FAMILIES ABSTRACT: American researchers have shown that children from families with one father and one mother have significantly more psychological difficulties in adulthood, which is related to their traumatic experiences of living in heterosexual families. The same researchers have also demonstrated that 31% of adolescents who live with a mother and a father later come out as heterosexual. SHOCKING! Last year the government paid a subsidy of 80,000 euros to an association that encourages heterosexuality, the sexual orientation we know is unhealthy as well as an unnatural form of expressing love. This is wasted money. The non- governmental organisation STRAIGHTY has been using the funds for its own purposes without any benefit to our society. Moreover, they are jeopardising the preservation of the traditional family made up of two mothers or two fathers. SCANDALOUS! The celebrity singer Joana Brava has come out as heterosexual! Although this is no surprise we can readily imagine it will have a very negative impact on her career. Her popularity has already been on the wane for some time, and we’ve learnt that the STRAIGHTY association has contacted her to help them promote heterosexuality. 90 WORKSHOPS What is gender expression #genderexpression #lgbt+ #clothes #hairstyle #makeup #expression #behaviour Age group: from 10 to 14 years over 15 years Time: from 90 to 120 mins Group size: up to 10 participants Level of content difficulty: 1 2 3 4 5 Level of execution difficulty: 1 2 3 4 5 MATERIALS: • Instructions for drawing • Appendix 3: Pictures of people • Questions for discussion • Appendix 4: Questions • Appendix 1: Outline of the human body • Coloured pencils • Appendix 2: Pantomime • A small ball or a ball of wool THE PURPOSE: • The participants learn the term gender expression. • The participants reflect on the diversity of gender expressions. PREPARATION: • Before the workshop, go through the materials, read the activity instructions and procedure. • Read the chapters “Heteronormativity and cisnormativity”, “Safe(r) spaces” and “Glossary”. • Examine the materials. • Copy/print and cut out the materials that are provided in the Appendices section. ⮑ Print out Appendix 1 onto two large size (A3) sheets. If you cannot enlarge the drawing, draw it by hand. ⮑ Cut Appendix 2 to get ten separate cards. WORKSHOPS 91 SUMMARY (THE PURPOSE): In the workshop the participants learn about gender expression with the help of a story, drawing and discussion. They use pictures of people wearing different clothes. THE PROCEDURE/METHODOLOGY: INTRODUCTION Each participant needs their own space (if possible, they should sit at desks). They should not look at what other participants are doing. Hand out one copy of Appendix 1 to each participant. Begin giving them the instructions. Speak slowly and pause so that the participants have enough time to think. The instructions: Think up an imaginary person. This person is your friend. What do they look like? Do they look like you? Do they wear similar clothes to yours? Think about it very carefully. What do they look like? What’s their hairstyle? Do they dye their hair? Is their hair straight, curly, do they have it in a ponytail? Imagine something that you like. Look at the outline of the human body on your handout. It’s the outline of your friend’s body. Listen very carefully to my instructions, because you are going to draw your friend now. Take your time. (When giving the following instructions, take account of how the participants are proceeding with their drawings. Givethem sufficient time.) • We’ll start with legs. Are their legs hairy? If they are, draw the hairs. If not, don’t draw anything. • What shoes are they wearing? Draw them. Are they wearing socks? • What clothes is your friend wearing? Perhaps a dress, a skirt or trousers? It’s your choice. Are they wearing a T-shirt, a sweater, a hoody? Think about it carefully and then draw it. • What’s their hairstyle? Do they have long or short hair? Something in between perhaps? Are they without hair? What’s the colour of their hair? • Are they wearing glasses? Make-up? • Do they have a moustache and a beard? • Are their nails painted? • Are they wearing a fashion accessory? For instance, a watch, a handbag, bracelets, earrings, etc.? • Look very carefully at your drawing – is there something else you want your friend to have? • Find a name for your friend. It’s important you think of a special name. No-one else you know can have the same name. By asking the participants to think of a unique name you prevent them from insulting someone they may know. Give the participants some extra time to have a look at their end product. Ask them to fold the sheet so that others cannot see their drawing. Ask them to divide themselves into two groups with the method of counting (groups A and B). The method of counting is an easy way of dividing people into groups where the participants stand in a line and the first one says 1 and the second one says 2, the third one 1 and the fourth one 2, etc. When they are all counted, the participants with number 1 form group A, and the participants with number 2 form group B. Each group is given the sheet on which you had drawn or printed the body outline before the workshop started. Tell the participants they are going to draw a person together, as a group. Each person adds their element to the drawing. For instance, someone will draw the same hairstyle in the joint drawing as they did on their own, etc. Ask them to decide on who goes first, second, etc., but they should 92 WORKSHOPS not agree in advance who will draw which part, as you will tell them as they go. When the drawing order is settled, ask the person who will go first to raise their hand. When giving them instructions, be careful to give them enough time to draw. These are the instructions: • The first person draws the hairstyle. • The second person draws the shoes. • The third person draws the hairs on the legs (if they want to). • The fourth person draws the clothes (a dress, a skirt, trousers, a T-shirt, etc.). • The fifth person draws the fashion accessories, a beard and/or a moustache (if they want to), painted nails, makeup, etc. • The first person from group A tells the name of their friend. This is the name that the person in group B’s drawing will have. The first person from group B tells the name of their friend – this is the name of group A’s person. Both groups look at their drawings. The questions you ask at this point are as follows: • What are your first impressions when looking at the drawings? • What do you particularly like? Explain to the participants that people have different gender expressions. Look at the drawings and tell the participants that gender expression is indicated by clothes, make-up, hairstyle, (not) shaving hairy body parts, jewellery, etc. Put the words down on both the drawings while doing so. The participants should do the same with their individual drawings. Our gender expression does not consist of only our clothes, but also our gesticulation, facial expression, body language and behaviour (how we behave in society). Put these words (gesticulation, facial expression, body language and behaviour) down on the drawings, too. It is important to stress that gender expression can match our gender identity and the norms that society ascribes to women and men. It means that a girl does dress in the way that is thought to be socially acceptable for girls, but this is not necessary. Girls can also wear clothes that are thought to be socially acceptable for boys, and this is perfectly okay. The opposite is also true: boys can express themselves with clothes, make-up and hairstyle just as they wish. It is important you have positive attitudes towards this as only thus will you be able to transmit them to the participants. Clothes, make-up and fashion accessories have no gender! It should also be emphasised that based on gender expression we should never jump to conclusions about any of the following: the person’s sexual orientation, gender identity or pronouns they use. WARM-UP ACTIVITY Continue with the following activity: Each participant takes a card that they are not allowed to show to anybody (Appendix 2). These are the instructions: » Walk around the room and use your gestures to mime what you is written on your card. Make no sound. Look at the others and try to find your pair, because each of you has someone in this room with the same word on the card as you. When you find each other, stand at the wall.” Wait for the participants to finish the task. When finished, each pair uses pantomime to show their word while the others guess what the word they are showing is. THE MAIN PART After the warm-up activity, ask the participants to sit in a circle together with their pair. Put the pictures of people (Appendix 3) in the centre of the circle. Give the participants about two minutes to look at the pictures carefully. Then take all the pictures, shuffle them and distribute them randomly among the pairs of participants. Each pair receives one picture. Tell them that each pair should find a place in the room where they can think about the questions (Appendix 4). Give them pens so that they can write down their thoughts. After about 10–15 minutes invite the participants back to the circle. Each pair presents their picture, together with the answers. It is important to let them know that there are no right WORKSHOPS 93 or wrong answers. They are simply their reflections on stereotypes about what is assumed to be masculine or feminine. Questions for discussion: • What is our image of a stereotypically feminine person and a stereotypically masculine person? • What does our society define as masculine and feminine behaviour? Do we all follow these norms? • Is a feminine person necessarily a woman? Is a stereotypically masculine person necessarily a man? • Imagine that these are your friends (point to the pictures the participants drew as a group at the beginning of the workshops). What would you do if someone behaved rudely towards them and insulted them because of their gender expression? What would you like your friends to do if someone was making fun of you? The notions of what feminine- and masculine-looking persons should look like are dictated by social norms that we begin to internalise as children. It is important to be aware of them and avoid jumping to conclusions about the gender identity and sexual orientation of a person based on their appearance or behaviour. Every person has a right to expressing themself with clothes, mannerisms, (not) shaving hairy parts of the body, hairstyle, make-up, etc. in any way they like and find comfortable. We all have the responsibility to respect everybody’s gender expressions whatever it is. You can adapt the words and phrases in the instructions and discussion questions to suit the group’s knowledge and understanding. What is important is that you follow the issues the questions and/or instructions raise. CONCLUSION Sit (or stand) in a circle, the trainers together with the participants. Take a small ball or a ball of wool and ask the participants to think for themselves about what they have learnt in this workshop. If you want, you can start and then pass the ball to someone else. Everybody should have their turn. After that the workshop is completed. ADVICE FOR TRAINERS: This is a very demanding workshop, so it is really essential that you have a good knowledge of the issue of gender expression. This topic is often accompanied with hate speech. It is of the utmost importance that you respond to it appropriately. When working with participants who are younger than 15 years, make absolutely sure that you explain clearly and concretely what the term gender expression means. Give different exam- ples from everyday life, but never use the participants’ (school) friends as examples, because this could provoke feelings of unease or contempt. It is better to start with yourself. You will establish authenticity if you are honest about your own experiences. It is recommended that you do the workshop “What is gender expres- sion” before you do the workshop “My gender expression”, because to do the latter it is important that the participants are familiar with the issues covered in the former. Moreover, the participants bond during the first workshop, which allows for a safer expression of personal feelings regarding their own gender expressions in the second workshop. Appendices: Appendix 1: Outline of the human body Appendix 2: Pantomime Appendix 3: Pictures of people Appendix 4: Questions Pantomime Cut out the words and put them face down. TROUSERS TROUSERS SHAVING LEGS SHAVING LEGS A SKIRT A SKIRT HAIRSTYLE HAIRSTYLE MAKE-UP MAKE-UP Questions 1. Talk about your first impressions of the person in the picture. Write down a thought or a word. 2. Give the person a nickname: ________________________. • Why have you chosen this nickname? 3. What do you think of the clothes, hairstyle, posture and style of the person in the picture? 102 WORKSHOPS My gender expression #genderexpression #lgbt+ #mygenderexpression Age group: from 10 to 14 years over 15 years Time: from 90 to 120 mins Group size: up to 10 participants Level of content difficulty: 1 2 3 4 5 Level of execution difficulty: 1 2 3 4 5 MATERIALS: • Different objects that you can bring from home lip gloss, a coloured pencil, a box, etc. Leave the or work. It is important that they are as diverse as choice of the objects to your imagination. possible. For a group of ten participants, at least 20–25 objects are recommended. For instance, • Felt-tip pens, coloured pencils, Plasticine, etc. sunglasses, a dice, a soft toy, a notebook, a plant, (You should provide the participants with as many a pen, a pencil case, a cap, earphones, a glass, a different materials as possible.) candle, keys, a shampoo, a computer mouse, a • Clean sheets of paper (at least 10). THE PURPOSE: • The participants reflect on their gender expression. • The participants strengthen the awareness of their gender expression. • The participants empower themselves as they get the opportunity to reflect on their gender expression. PREPARATION: • It is recommended that you do the workshop • If possible, you should participate in the discussion “What is gender expression” before doing this and share your experiences. It is important that one. It is really important that the participants are you reflect on your gender expression before the familiar with the term gender expression. workshop. • Read the chapters “Heteronormativity and cisnor- • Prepare all the materials. mativity”, “Safe(r) spaces” and “Glossary”. WORKSHOPS 103 SUMMARY (THE PURPOSE): The participants reflect on their gender expression and link it to social norms. They explore their feelings and desires about gender expression. They make subjective assessments of how satisfied they are with their gender expression and how much they adapt it to social norms. THE PROCEDURE/METHODOLOGY: INTRODUCTION Sit in a circle, together with the participants. If you have done the workshop “What is gender expression” with the same group before, revise what gender expression means together with the group. If you have not done the workshop “What is gender expression” with the same group, ask the participants to share their ideas about what the term means. Help them understand the definition and its meaning through a debate. To create a safer space, it is important for the group to follow certain rules: • The rule of respect for privacy/anonymity: whatever is said in the group stays in the group. This means that we do not talk about other participants’ experiences to other friends, school friends, etc. We can only talk about our own experiences. • We listen to each other actively and communicate respectfully. We are allowed to express our views but we are not allowed to be hostile or offensive towards anybody. We mainly speak from our own experiences and speak about ourselves. • “I” sentences: when expressing our opinions, we only talk about our own opinions without generalising them to suggest society’s universal rules. • Sharing experiences is voluntary. It means that no-one is obliged to contribute in any way that they find uncomfortable. Ask the participants if they want to add any other rule. When you are done, move on to the main part of the workshop. It is good to write the rules on a piece of paper and put them on a wall or leave them in the room during the workshop. THE MAIN PART Put all the objects you have brought to the workshop in the centre of the circle and give the participants one minute to have a look at them. Then ask them to take one object each. You do the same, because it is important that you cooperate in the workshop with the participants. Ask them to think about the object they are holding. They should describe the appearance of the object in their thoughts and think about why they have chosen it. Give them about five minutes for this. This is followed by their explanations. Ask the participants to present their objects to the group. Anybody can start. If nobody wants to start, you can start, which will serve as an icebreaker and give the participants courage. Share your thoughts and wait for the participants to share theirs. You should not force the participants to share their thoughts aloud. If the group have been silent for some time, ask the ones who have not yet spoken if they wish to share their thoughts. If they do not wish to do so, you should tell them that nothing is wrong with it and that it means a lot that they are participating in the workshop. Being here, thinking about themselves and listening to others means that they are doing a lot for their personal growth. Continue with the following questions: • »How does your object remind you of your gender expression? Think about your gender expression. What is it like? How do you see it? Are you happy with it? Be creative.« If the participants find any instructions hard to understand, give them examples. 104 WORKSHOPS Here is an example of how to associate an object with gender expression: • • The object: cactus. Cactus spines remind me of the hairs on my legs. For me, the hairs on my legs are important, because to me they mean masculinity. My gender expression is masculine, which is what I want others to see, too. Give the participants enough time to consider the links between the object they have chosen and their gender expression. At this point there should be a debate. To hold it you can make use of the following questions: • Are you happy with your gender expression? • Do you ever want to put on feminine/masculine clothes, but you are afraid that society wouldn’t accept it? (You can ask the same questions about make-up, hairstyle, etc.) • Have you ever had problems in public because of your gender expression? It is important to give the participants enough space to talk about their experiences, issues. Welcome their stories with understanding and respect. • How strongly do social norms influence you when you’re buying clothes? You can adapt the words and phrases in the instructions and discussion questions to suit the group’s knowledge and understanding. What is important is that you follow the issues the questions and/or instructions raise. CONCLUSION Each participant receives a blank sheet of paper. Offer them felt-tip pens, coloured pencils, collage paper, glue, scissors, Plasticine, etc. You should provide the participants with as many different materials as possible, but you can leave out some of the ones listed here or add others. Ask the par- ticipants to draw/make themselves as they see (and like) themselves or as they would like to look. Give them what is left of the time for this activity. They should do it without talking, but you can play them some music. NOTE: The participants work on their own. Do not make any com- ments, do not ask them to talk about their work, do not expose them. If a participant wishes to present their product, by all means give them the opportunity to do so, but never value their products. ADVICE FOR TRAINERS: Adjust your questions to the age of the group. If the participants are younger than 15 years, be careful to make questions concrete with every- day examples. The workshop is meant for all young people, but it is espe- cially aimed at transgender and/or cisgender non-normative individuals. This population may find the topics covered in the workshop especially sensitive and taxing. Offer them support after the workshop. CONCLUSIONS 105 CONCLUSIONS This manual explores different LGBT+ issues and provides various tools to acquire and broaden knowledge. It is intended for youth workers, teachers and young workshop participants. Dif- ferent topics are covered to help you do the workshops more easily and explain the terminology that is used in the workshops. The chapters are a good source of information, but we realise you will want to learn more about some of the issues than this manual can offer. Therefore, there is a list of relevant Slovenian- and English-language literature below. It will be useful if you want to continue reading up on the issues. Additional literature in the Slovenian language: • Koletnik, A., Grm, A. Gramc, M. 2016. Vsi spoli 2018. Equality in the classroom: Equality bodies so resnični. Retrieved from: http://transakcija.si/ and gender equality in education. Retrieved from: wp-content/uploads/2016/05/Vsi-spoli-so-resnic- http://www.equineteurope.org/IMG/pdf/equali- ni.pdf and from: https://legebitra.si/wp-content/ ty_in_the_classroom_-_web.pdf uploads/2016/05/brosura_trans_04-TISK.pdf • Dankmeijer, P. 2017. How LGBTIQ activists can • Plahutnik Baloh, B. 2015. Kako razumeti develop a high impact education strategy. Retrieved svojega otroka: brošura za starše lezbijk in gejev. from: https://www.gale.info/doc/gale-products/ Retrieved from: https://legebitra.si/wp-content/ GALE_COMMITTEE_GUIDE.pdf uploads/2016/01/brosura_03_spread.pdf • Dankmeijer, P. 2012. Advocate for sexual diversity • Kopinič, A. 2018. Smernice za vzpostavljanje education. Retrieved from: https://www.rainbow- pozitivnega delovnega okolja za transspolne osebe. welcome.org/uploads/pdfs/Advocate%20for%20 Retrieved from: https://legebitra.si/wp-content/ Sexual%20Diversity%20Education.pdf uploads/2019/01/Obla%C4%8Dnik_ca_pdf2.pdf • Irwin-Gorwan, S. 2016. Being LGBT in school. • Koletnik, A., Grm, A., Gračanin, E. 2016. Pravno Retrieved from: https://www.education.ie/en/ priznanje spola v Sloveniji: Smernice za uresničevanje Publications/Education-Reports/Being-LGBT-in- spoštovanja človekovih pravic transspolnih in cisspolno School.pdf nenormativnih oseb. Retrieved from: https:// legebitra.si/wp-content/uploads/2016/05/Pravno- • Hunt, R., Hague, S. 2017. Creating an LGBT – priznanje-spola-v-Sloveniji-FIN.pdf inclusive curriculum. Retrieved from: https://www. stonewall.org.uk/sites/default/files/inclusive_cur- • Magić, J. 2012. Homofobija na naši šoli: Poročilo o riculum_guide.pdf izkušnjah srednješolskih učiteljev in učiteljic s homo- fobijo v šolskem prostoru v Sloveniji. Retrieved from: • Perger, N. 2018. LGBTQ+ youth and experiences https://legebitra.si/wp-content/uploads/2016/11/ with violence in education. Retrieved from: https:// Homofobija-na-na%C5%A1i-%C5%A1oli_slo_fi- revije.ff.uni-lj.si/arshumanitas/article/down- nal.pdf load/8001/8273/ • Koletnik, A. Grm, E. A. 2017. Priročnik za • IGLYO, OII Europe, EEA. 2018. Supporting your medijsko poročanje o transspolnosti. Retrieved from: intersex child. Retrieved from: http://www.iglyo. http://transakcija.si/medijski-prirocnik/ com/wp-content/uploads/2018/10/Support- ing-Your-Intersex-Child.pdf Additional literature in the English language: • Ruben, A. 2018. LGBTQI inclusive education • Manousaki, A. 2016. Active rainbow booklet: From report. Retrieved from: https://www.iglyo.com/ personal roots to local actions. Retrieved from: wp-content/uploads/2018/05/Education_Re- https://www.salto-youth.net/downloads/toolbox_ port_April_2018-4.pdf tool_download-file-1482/Active%20Rainbow%20 • IGLYO. 2015. Teacher’s guide to inclusive education. Booklet-From%20Personal%20Roots%20to%20 Retrieved from: https://www.iglyo.com/wp-con- Local%20Actions_2016.pdf tent/uploads/2015/09/Teachers-Guide.pdf • Soares de Almeida, A., Alvarez, T., Borisova, M., • IGLYO, Obessu. 2015. Guidelines for inclusive Csikors, T., Mitt Holm, C., Krisova, D., et al. education: Sexual orientation, gender identity and 106 CONCLUSIONS gender expression. Retrieved from: https://www. loads/2015/09/Inter-Toolkit.pdf iglyo.com/wp-content/uploads/2015/09/2014-In- clusive-Education-Guidelines.pdf • IGLYO. 2014. Intersectionality toolkit. Retrieved from: https://www.iglyo.com/wp-content/up- Below you can find a list of LGBT+ organisations in Slovenia with their contact details: NAME WEBSITE E-MAIL PHONE SOCIAL MEDIA FB: www.facebook.com/ Društvo www.legebitra.si info@legebitra.si T: 01 430 51 44 Legebitra Legebitra INSTAGRAM: @diclegebitra FB: Društvo www.facebook.com/ Parada www.ljubljanapride.org info@ / LjubljanaPride ponosa ljubljanapride.org INSTAGRAM: @ljubljanapride FB: www.facebook.com/ Društvo www.dih.si info@dih.si T: 01 590 264 27 drustvodih DIH INSTAGRAM: @drustvodih FB: www.facebook.com/ Zavod www.transkacija.si info@transakcija.si / transakcija TransAkcija INSTAGRAM: @transakcija FB: www.facebook.com/ Društvo www.drustvokvartir. drustvokvartir@ / drustvokvartir Kvartir wordpress.com gmail.com INSTAGRAM: @drustvokvartir FB: www.facebook.com/ Društvo sekcijaskuc@mail. Sekcija-ŠKUC- ŠKUC, www.skuc.org ljudmila.org T: 01 432 73 06 LL-898596363539749/ Sekcija LL INSTAGRAM: @skuc_drustvo CONCLUSIONS 107 FB: Društvo www.facebook.com/ ŠKUC, www.skuc.org magnus@skuc.org / skuc.magnus Sekcija Magnus INSTAGRAM: @skuc_drustvo FB: Društvo www.facebook.com/ ŠKUC, klubtiffany Kulturni center Q; www.skuc.org skuc@skuc.org / www.facebook.com/ Klub klubmonokel Monokel, Klub INSTAGRAM: Tiffany @klubtiffany @klubmonokel If you have any queries about anything addressed in this manual, please contact the Društvo informacijski center Legebitra. Thank you for choosing our manual to address LGBT+ topics. We hope it has been helpful and that it has inspired you for further work in the field. Document Outline Naslovnica-eng-sprednja1 Mavrica-v-zepu-eng _c8w5owacovwm INTRODUCTION WHY THIS MANUAL HETERONORMATIVIRY AND CISNORMATIVITY INTERSECTIONALITY SAFE(R) SPACES AND USING ART GLOSSARY HOW TO USE THIS MANUAL PAY SPECIAL ATTENTION TO … MEET THE MAIN CHARACTERS: OTTER AND BEAVER WORKSHOPS: LGBT+ Basics (up to 9 years) LGBT+ Basics (from 10 to 14 years) LGBT+ Basics (over 15 years) No offence Equal Opportunities The Museum of Illusions What is gender expression My gender expression CONCLUSIONS Naslovnica-eng-zadnja