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LESSON 2: POWER and DISABILITY JUSTICE an INTRODUCTION NOTE to EDUCATORS As Educators, We Each Create Our Own Facilitation Style

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LESSON 2: POWER and DISABILITY JUSTICE an INTRODUCTION NOTE to EDUCATORS As Educators, We Each Create Our Own Facilitation Style LESSON 2: POWER AND DISABILITY JUSTICE AN INTRODUCTION NOTE TO EDUCATORS As educators, we each create our own facilitation style. These lesson plans encourage you to maintain your personal style while expanding your practice with participants. You are encouraged to adapt activities to match group and individual needs. This might mean making a written exercise verbal or inviting participants to use technology they have with them to complete the activities if it facilitates their participation. This is something to think about every time you prompt the group to do something: making a space accessible isn’t only your responsibility as the facilitator because access is a community responsibility. But, as a facilitator, you can model what access and care look like in action. We encourage you to start each lesson with an access check-in. This is an opportunity for participants to check in with their bodies and minds, to note any specific needs they may have, and to share what support or understanding they need. For example, does someone need to refill their cup of water? Does anyone need to take medication? Who may be more comfortable laying on the floor or standing up? Does anyone need different lighting in the room? Do the chairs in the room work for people’s bodies? Each person goes around the room and shares how their body and mind feel and if they may need something. As the facilitator, it can help to go first to give an example. After you are done you may say “check,” so everyone knows you are done sharing. You may also remind participants that saying “all my access needs are met, check” is a great way to show that they have what they need to be present for the activities and lessons. The activities in this lesson plan add up to more than a 45 to 60 minute session. This is intentional to allow for choice and flexibility. Activities can be done over several sessions and you may choose to select and edit the activities so they meet the needs of your participants. LESSON 2: POWER AND DISABILITY JUSTICE 2 It is okay if you don’t always know an answer. Saying “I don’t know” or “this is new information for a lot of us, including me,” helps build a power-with relationship of honesty with participants. The goal is to support participants in understanding media literacy and applying their new skills to prepare them for what they are going to watch in the film CRIP CAMP. At the end of the lesson plan, you will find the Social Emotional Learning Competencies and Common Core Standards that support this lesson. INSTRUCTIONAL GOAL: In this lesson plan participants will explore the concepts of power and justice and how they relate to disability rights and disability justice. LEARNING OUTCOMES: By the end of the lesson students will be able to: • define and discuss different types of power. • recognize and comprehend the terms just, fair, and equitable. • understand and explain disability justice (DJ). • connect the film CRIP CAMP to an understanding of power and disability justice. MATERIALS: You can find these materials at the end of the lesson plan as well as at the links provided. All materials are also accessible on the education page at www. cripcamp.com. • CRIP CAMP film on Netflix • 10 Principles of Disability Justice by Sins Invalid https://www.sinsinvalid.org/blog/10-principles-of-disability-justice • CRIP CAMP stills and photos • CRIP CAMP short videos 1. Camp Utopia https://twitter.com/CripCampFilm/status/1242844863458091010?s=20 LESSON 2: POWER AND DISABILITY JUSTICE 3 2. Unexpected Accomplices https://twitter.com/CripCampFilm/status/1245130398536994816?s=20 3. Why is the film called CRIP CAMP? https://twitter.com/CripCampFilm/status/1242575312967340038?s=20 PREPARATION: View the images included in this lesson plan and visit the resource list to become familiar with the various types of media connected to the film CRIP CAMP. Read the disability justice principles located in the primer Skin, Tooth, Bone by Sins Invalid to become familiar with the principles and movement. When possible, have participants watch the full film, either in a group (this could be done over two sessions) or on their own. If time does not allow for viewing the full film, ask participants to watch the first 42 minutes of the film. LESSON 2: POWER AND DISABILITY JUSTICE 4 ACTIVITY 1: ACCESS CHECK-IN AND INTRODUCTION TO TOPIC (10 MIN) Begin with an access check-in, which includes a reminder that access needs can change from one moment to the next. An access check-in is also a reminder for you, as a facilitator, to create and maintain, as best you can, a space where participants can ask for accommodations. Next, introduce the topic of this lesson plan. Start by sharing: Power is everywhere. It is one of those things we cannot always see with our eyes, but we can feel it in our bodies. We can feel the difference between power being used over or with us. When power is used over us we have limited say and decision-making power. When power is used with us we have a say in making decisions that will impact us. Often power is used over us when we are younger and for many disabled people power is used over them in many situations for their entire lives. When we think about personal power to make decisions that will impact our lives, disabled people are not often offered the personal power to make their own choices. Doctors, governments, and/or family members may decide to use power over a disabled person and today we are going to explore power to understand it more fully and to recognize what having power with others means for us all. LESSON 2: POWER AND DISABILITY JUSTICE 5 ACTIVITY 2: UNDERSTANDING POWER (15 MINUTES) The purpose of this activity is to offer participants an opportunity to discuss power. This lesson plan helps us explore different kinds of power that we have, don’t have, and are impacted by. Write the term “power” on the board and invite volunteers to share their ideas of what power means to them. Write the responses on the board (or ask a volunteer to write the responses if this facilitation strategy works well for the group). Next, point out to participants that power is everywhere, all the time. Facilitate a conversation about this with the following discussion prompts: • Think about school uniforms. How are school uniforms about power? Who has power in relation to them? Who is impacted the most and how? • What about being online? Who has power when you are accessing the internet? • What about your home? Where is power in your home or household? How are decisions made? Power doesn’t just exist between people, it moves on the levels of community, state, and nations. Changing the way power at these levels is used can be a longer process, as it may require changes to laws, policies, and enforcement. Share the video clip from CRIP CAMP where attendees talk about what going to the camp meant to them (Camp Utopia: https://twitter.com/CripCampFilm/ status/1242844863458091010?s=20). Use the following questions to facilitate a conversation: • Share one word used to describe power and community? • Who had power in the clip you saw? Choose a few still images from CRIP CAMP from the selections at the end of this lesson and discuss how and where power is demonstrated. LESSON 2: POWER AND DISABILITY JUSTICE 6 ACTIVITY 3: FEELING POWER/LESS (10 MINUTES) Write on the board the following writing prompts; “I feel powerful when …” and “I feel powerless when…” Offer participants a few minutes to respond in writing to each of the prompts. Next, have participants share their experience recalling powerful and powerless moments. You can do this in large or small groups. Make it clear that no one has to share their examples, rather they can share what it felt like to remember and write down these examples. After three minutes of sharing, bring the group back together. Facilitate a conversation about the feeling of power by asking: • What does power feel like for you? • How do you know when you do not have power in a situation? LESSON 2: POWER AND DISABILITY JUSTICE 7 ACTIVITY 4: WHAT IS JUSTICE? (20 MINUTES) The purpose of this activity is to offer participants an opportunity to discuss justice. Share with participants that they are going to discuss justice. There are many different definitions of justice. Invite participants to take two minutes to define justice in their own terms. Allow participants to share their definitions. Share the following definitions with participants which you may have written on the board or a piece of newsprint or slide: Justice defined by Cory Silverberg in his bookSex Is A Funny Word (2015, p. 29): “Justice is like fairness, only bigger. Justice means working together so that everyone can share in the good and hard parts of living. Justice means that every person and every body matters.” In the disability rights movement the following phrase is often used to describe their vision of justice: “Nothing about us without us!” Point out that the term justice is often conflated with fairness and equity, Their meanings are similar, but offer the Merriam-Webster dictionary definitions to clarify the differences: “Fair is about achieving a proper balance of conflicting interests (a fair decision); just implies an exact following of a standard of what is right and proper (a just settlement of territorial claims); equitable suggests equal treatment of all concerned.” Share the definitions with participants and ask: • Do the first two definitions of justice and the dictionary definition say the same thing? Why or why not? LESSON 2: POWER AND DISABILITY JUSTICE 8 Place participants in groups of 3 to 5 and assign each group a term: justice, fairness, and equity.
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