The Problem of `Authentic Experience': Storytelling in Anti-Racist and Anti-Homophobic Education

Abstract

Educational workshops are a common approach to addressing racism and homophobia in institutional and organizational settings. One underlying rationale of these efforts is that more knowledge of "the other" -non-white and queer participantswill lead to greater equity. This article investigates this premise through empirical research into anti-racist and anti-homophobic workshops in a variety of settings. In particular, our analysis focuses on the uses of "storytelling" and other workshop strategies commonly employed to encourage the disclosure of personal stories by and about the "other." We argue that, particularly in anti-racist contexts, these strategies have exacted a heavy toll on the tellers, reinforced the exclusionary notions of identity that underlie a racist culture, and had only a limited effect

The Power of One on One: Human Libraries and the challenges of antiracism work

“…That said, it must be noted that for all the careful attention to questions of safety, risk and discomfort, at Living Libraries in Australia the most common challenges have been not so much instances of threat or abuse, but rather the more general difficulties of disinterest or low levels of participation discussed in previous chapters. It is also important to note that we have been informed primarily by organisers, Books and Readers who have an ongoing involvement with Living Libraries, and we have not sought out people who might have avoided Living Library projects, been disgruntled or suffered the painful experiences described by researchers of cross-cultural storytelling such as Razack (1993), Jones (1993 or Srivastava and Francis (2006). In this section we overview the ways and the extent to which Living Libraries offer an alternative to more conventional workshops, and also the extent to which the critiques of storytelling techniques might apply to Living Libraries nonetheless.…”

“…For instance, scholars and practitioners have criticised the focus on 'knowledge' of 'Others' in conventional storytelling workshops, arguing that this exacerbates unequal power relations and absolves the privileged from scrutiny (Razack 1993, Srivastava andFrancis 2006). Living Libraries, however, tend to facilitate a more interactive, two-way process of conversation in which Readers may disclose as much as Books.…”

“…The Living Libraries that we have observed do not, however, address the challenges of guilt specifically, nor do they incorporate strategies which might direct Readers' emotional responses into further productive conversations or activities. Srivastava and Francis (2006) identify a number of factors in the antihomophobia workshops organised by TEACH which provide a positive alternative to the unequal power relations that they find in antiracism workshops. Several of the innovative features of TEACH workshops are present in Living Libraries as well.…”

“…While Human Libraries may contribute to general aims such as 'community connection', improved confidence or awareness of diversity, a more focused or determined approach is required to address entrenched disadvantage or persistent prejudices. As some critics (Razack 1993, Srivastava andFrancis 2006) claim that strategies of interpersonal interaction can actually hamper or divert more challenging antiracism strategies, it is vital that Human Libraries be specific and realistic in their stated aims and the means to achieve these goals.…”

“…Pon (2009) for example argues that we should pay less attention to cultural difference and 'grapple instead with racism and colonialism', which includes attention to the privileges of whiteness and 'a self-reflexive grappling with the history of racism and colonialism which otherwise is allowed to be forgotten'. Razack (1993), Srivastava and Francis (2006) • In order to combat racism and shift prejudices, projects must link to social action (Rodenborg and Huynh 2006) and 'serious challenges to the social realities that shape and govern intergroup and structural relations' (Hill and Augoustino 2006: 260) and…”