The
production of fascist and racist subjectivities pertains not only to those who
openly define themselves as authoritarian, superior and opposed to
multiculturalism, nor only those who invoke racial, sexual or cultural
heirarchies, nor only those who actively perserve the values of dictatorial
regimes, nor those who beat transexuals, immigrants and homeless people in the
street. To be antifascist today,
and more concretely to be antiracist, is to look in two different directions
simultaneously; to look at those public messages and political acts which work
towards exclusion and also to study one’s own daily contacts and
experiences with difference.
To
act in the first of these directions one must look at and read carefully those
images and texts which legitimize the closing of borders, the freedom to move
and to locate oneself in any part of the globe, the discussion of migration in
terms of ‘social emergency,” the distinction between legitimate
refugees and illegitimate economic migrants, the criminalization of foreigners
or, inversely, the denunciation of shady exploitation of immigrants as an
humanitarian argument to avoid their permanent settlement in Europe, etc.
To
act in the second of these directions is to rethink all that so intimately
constitutes us: the creation and
assumption of suspicion, the hiding of the place from which we are seen and the
negation of the view from outside, the invisibilization, simplification and
de-subjectification of ‘other’ people, the lack of knowledge and
interest in what are called ‘other cultures,’ the negation of
historical dynamics of non-western peoples, the feeding of difference as
‘enigma,’ the fear of pushing and debating the limits of contact,
etc. It is evident that these two
levels are intertwined, and that the stereotypes of daily experience are
adapted from the macrofascism of States and other institutions, and vice versa,
that tho institutional discourses are consolidated when the meet their own
echos in neighborhood, school and households.
The
workshop of ‘Tools against Racism’ attempts to work with both of
the facets which comprise racism today.
For this we propose to reflect on a collection of imgaes and texts about
immigrants and ethnic minorities produced by institutions, collectives and
individuals both native and foreign: news articles, posters, pamphlets,
photographs, televised news and words.
In this way we seek to question our own positions, the structure of the
gaze (who is looking at whom?) the use of words, and what is assumed by the way
we speak about things. The
workshop does not seek to be ‘politically correct,’ does not offer immunity, and openly
suspects everything which polarizes racism and anti-racism.
DURATION
About two hours: ten minutes of presentation, ten to put
together the working groups, 50 minutes of work in groups and 50 minutes of
discussion together.
DEVELOPMENT
In all groups it is
absolutely imperative-- it is the whole point of the workshop-- that students
work together, and that their tasks are completed by full consensus.
Group 1: Words and Images
The materials of this
group are images (advertizements, travel pictures, press photos, posters, etc.)
at the bottom of which the group must place a caption (in one or two phrases)
The caption should
not merely reiterate the advertisement (“buy zanidi jeans because they
make you look sexy!”) but should reflect some critical interpretation--
i.e. what desires or assumptions does the picture play upon? how does it deploy these desires or
assumptions?
encourage students to
consider things like camera angle, colors, and the relationship between image
and text, as well as the more obvious elements of the picture.
Group 2: The daily
news
The materials of this
group are press articles. The
group will retell-- whether in writing or presentation-- what the article
says. Their retelling should not
be merely a summary of the article, but should be sensitive to the perspective and bias of the article, and
should reflect some critical thinking about both the article’s subject
and its style.
Group 3: Think with
Words
The material of this
group will be a list of words. For each of these words the group must write a
definition in the style of a dictionary.
Explain that these are very complex words, the meaning of which should
be fully explored, and might be very difficult to summarize.
Gender
Exclusion
Migrant
Sectarian
Ethnic Group
Class
Refugee
Integration
Sexuality
Culture
Race
Discussion: After the students present their definitions, ask if
anyone in the audience would like to change or challenge them. If met with silence, you might lead the
discussion by asking, for example, the difference between ‘race’
‘culture’ and ‘ethnic group’ or between ‘sex’ ‘gender’ and
‘sexuality.’
Group 4: Texts for
reflection
The material of this
group will be a collection of texts written by various alternative movements or
intellectual currents. The group
must correct these texts (by changing words, titles or phrases) as they see
fit. If they have no changes to
make to the text, they should explain why they like it or why they dislike it
so much that it is incorrectable.
Group 5: Rights and
Laws
The material of this
group is a collection of legislative and judicial texts as well as
international declarations pertaining to ethnic and religious groups. The group should try to explain what
definitions of migration and ‘foreignness’ these texts put into
play. The group should prepare a
couple of phrases characteristic of each one.
Texts:
Universal Declaration
of Human Rights
Geneva Convention
Shengan Treaty
Foreigners Law
Group 6: Television
The materials of this
group are televised news broadcasts. The work consists of lowering the volume
on the TV and writing new ‘audio’ for the broadcast based on the
images alone.
Suggestions for
presenting the workshop
Choose photos,
articles, etc. carefully. Organize
them in a loosely thematic manner (i.e. images of women, images of cultural
difference, etc)
For younger or less
sophisticated students, it might help a lot to build up the activity a
bit. Here are some suggestions
1) Show slides or
pictures that could be interpreted in many ways (landscapes, people,animals. .
.)
2)Ask participants to
write five facts about the picture.
On the board, make a list of the things they mention.
3)Define
‘observation’ and ‘judgement.’ Discuss the differences between the
two. Have the participants
identify which of the things on the board are observations and which are
judgements. Label them
‘o’ and ‘j.’
Then select some
pretty overtly problematic media image.
Show it to the students and on the board, make a list of observations
about the picture.
Having made the
distiction between concrete observations and critical reflections, you may find
it easier to proceed to critical reflections:
a)Consider whatever
text is included in the image, and whatever you know about the image (is it
taken from a perfume advertisement or from a political brochure?)
b)Why would the
advertisers/editors select this image?
What do you associate with it?
What meaning does it create together with the text, if there is any? What is the veiwer supposed to
feel? What do you feel?