Bright Spots on the IPT Handbook : simplebooklet.com

Bright Spots on The Inclusivity Pathway 6 Appreciation and awareness is one thing doing is another Aminata Cairo Introduction The Inclusivity Pathway Training IPT is designed to help develop skills needed to enable inclusive learning and or work situations whether one on one in a group in the workplace personally or in the classroom The IPT consists of a series of activities offered as training sessions in which participants have the opportunity to work on skills that can help them change their environment and themselves It is designed to give people who want to work with this subject confidence to use the basic skills offered in the IPT It is based on the premise that most inclusion interventions inform about the what but not necessarily the how The how in this case is to shake loose entrenched patterns of unequal interactions to then make new different choices of action in the new spaces thus created Further the IPT is designed to make explicit underlying structural and historically based barriers to inclusion in order to actively counteract them and hopefully bring about more sustainable change Thus the IPT deliberately aims to break through and disrupt patterns to create an equivalent space for new approaches and narratives The IPT uses themes on the basis of which training sessions are provided with a series of activities The activities draw on a variety of sources including theater psychodrama games and psychology 7 Handbook

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Bright Spots on The Inclusivity Pathway 8 1 1 Objective The IPT strives for awareness and the further development of certain skills that help pry loose ingrained and obstructive patterns of behavior and thus to jointly create a new narrative a story in which equality is the norm The current norm of inequality is the result of hundreds of years of conditioning with the result that it has become selfevident and is quite ingrained Research shows that awareness alone is not enough to eliminate this inequality and often actually encourages more inequality Dobbin Kalev 2016 Therefore there is a great need to address those underlying norms So the ultimate goal is transformation of ourselves of our environment and of us as a community We want to make people skilled in carrying out and guiding that transformation The greatest challenge for change is that personal transformation that must lead to transformation in others After all we are part of that same narrative that comprises systems of inequality We are stuck in those ingrained patterns because of our emotions As soon as we try to change that which we always do it becomes uncomfortable and all kinds of inhibitory mechanisms kick in To transform our attitudes and behavioral patterns it is necessary to work on different levels emotion cognition and action We are all conditioned whether we like it or not You will have heard it more often than not Change begins with yourself That sounds great but no one explains how to do that This is about feelings and behavior so there is no quick fix There is no standard step bystep plan that guarantees success This is human work and every situation we find ourselves in is different And yet we can do something By becoming aware of what is happening within ourselves and between us we can make different decisions and act differently even if we don t know the immediate outcome of that action By delving into where those patterns come from we can often better understand what is needed That is the objective of IPT So that requires some work The IPT was developed from the perspective and lived experiences of the non dominant group The mistake that has long been made is that even when a person tries to correct the narrative of inequality one assumes the dominant norm Therefore in the IPT we do it differently We approach addressing inequality from the insights lessons and experiences of those who experience that inequality the most We do that because working from this perspective goes directly against the dominant norm and can offer alternatives that are overlooked by default It therefore incorporates patterns of thoughts and actions that are not standard and may be perceived by participants as strange or ongezellig unpleasant in Dutch 9 Handbook This approach was deliberately chosen because the standard approaches used and which are based on cognition still prove inadequate after all these years In addition IPT relies on the knowledge and value of the lived experience of the non dominant group especially when it comes to an emotional approach Often people come to an IPT session with the intention of picking up information so that they can work with others and want to skip the important necessary first step of self transformation Of course that is also possible but the impact and understanding remain limited and superficial that way This handbook is designed for anyone interested in creating and or facilitating inclusive learning and working environments In addition specific examples will be provided to help translate this to one s own educational context and other contexts

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Bright Spots on The Inclusivity Pathway 10 1 2 Background and Theory 1 2a Background The IPT was developed based on more than 30 years of Dr Aminata Cairo s experience as a social worker artist psychologist and anthropologist as well as her more recent appointments at Leiden University and The Hague University of Applied Sciences Professors Kelvin Cooper Bronx Community College and Kathryn Bentley Southern Illinois University Edwardsville initially provided valuable contributions to the development of the training course In 2017 there was a first pilot of the training course then called the Inclusivity Training Toolkit From 2019 to 2022 with financial support from an NRO grant research was conducted in collaboration with The Hague University of Applied Sciences Leiden University and InHolland University of Applied Sciences to substantiate the knowledge behind the IPT and to research and translate its impact The result is this handbook a website articles instructional videos and an instruction card package All the materials are offered in both Dutch as well as English Three in depth IPT sessions were held at The Hague University of Applied Sciences Leiden University and InHolland University of Applied Sciences respectively Because of the COVID 19 epidemic the sessions at Leiden University and InHolland University of Applied Sciences were held online Each of these sessions was followed by a public working conference where what was learned was shared with the public and where the public had 11 Handbook Why do we need the IPT right now the opportunity to experience aspects of the IPT and provide feedback which was taken into account in the research In addition to the in depth sessions IPT sessions were given to universities of applied sciences research universities and other public organizations or businesses Sessions were offered both live as well as online In total at least 5 500 people completed the IPT between 2019 and 2022 In the earlier sessions evaluations were collected but since these did not add enough value we switched to indepth reflection sessions between the researchers In addition to the IPT sessions the IPT was also presented at at least six international conferences where at least 500 people were allowed to sample the IPT Thanks to the NRO research the substantiated knowledge of the IPT has become stronger and clearer and accessible materials have been developed to make the IPT widely available The initial plan was to develop a facilitator training course The research made it clear that it was irresponsible to offer such a training course because that knowledge really requires years of training However materials were developed whereby lay people could still get started with the IPT in a responsible way All materials clearly indicate the risks involved and what people must take into account to use the IPT as well and as safely as possible Through social justice movements such as Black Lives Matter MeToo Save the Planet and the COVID 19 pandemic certain patterns of inequality have come to light more strongly than before This has helped to awaken people and raise awareness of patterns of inequality for many people around the world To explain these systems of inequality we use the model of the dominant and the other s 1 2b Overarching context Dominant and the Other Everyone has a story and when these stories come together in different situations and contexts there is always one story that is elevated to the dominant story This is the norm the most valued true story to which all those other stories lag behind as less worthy The context and situation determine who occupies the dominant and other positions in fact depending on the context everyone is sometimes in the dominant or the other discourse That people value these stories in a certain way has to do with how that has ant and n i m o the Other D been learned Through our conditioning and socialization certain behaviors have become self evident with power and privilege always playing a role in the dominant position This is not necessarily something negative For example when someone in a dominant position takes the responsibility to use the associated power to create equal spaces Dominance and associated power therefore need not always be exploitative or oppressive but can also be linked to leadership talent or responsibility Thus what function that dominant role has in relation to the other s and how it should be handled must be examined People should not assume that the dominant position is always negative or is the position that should be automatically opposed Direct opposition often causes disconnection To then restore the relationship will take unnecessary energy For example in a family system where the woman is delegated to the kitchen the dominant assumption may be that the man has power in his dominant position

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Bright Spots on The Inclusivity Pathway and that the woman is subordinate However there are so many different perspectives on this situation It could be that this family may be part of a culture where women come together in the kitchen and where the kitchen is a place where knowledge and support are exchanged and is precisely a place of empowerment for women and girls Depending on the context and situation a decision must be made as to whether and how this dominant vs other relationship can be defined The model of the dominant and the other also emphasizes that we are not separate from each other but we always exist in relation to each other This proposition the importance of connectedness is different from other standard approaches such as the oppressors vs the oppressed which actually emphasize separation We have all learned things about our role in the dominant position or the other and collectively maintain those relationships We have been conditioned into our roles to such an extent that they have become self evident There is now more recognition that this system can be damaging and that creates a strong sense of discomfort This gets us ready for the next step of doing something about it The dominant versus the other dynamic can be confrontational and uncomfortable and is often accompanied by confusion shame and anger This makes it necessary not only to expand knowledge in this area but also to embrace and use these very feelings and discomforts that often act as barriers 12 1 2c Indigenous knowledge Here are some aspects of indigenous knowledge that are worked with in the IPT Indigenous knowledge is an umbrella term for knowledge that does not belong to the dominant norm in the Dutch context Indigenous knowledge offers a specific perspective on the production and handling of knowledge This knowledge is based on the lived experiences of those who are most marginalized excluded or silenced in the larger dominant narrative Tuhiwai Smith People should not assume that the dominant position is always negative or is the position that should be automatically opposed 13 Handbook 1999 Fundamentally the vision is that everything and everyone is connected Indigenous knowledge values local knowledge because it is based on local and personal experiences and relationships including people s relationship with the environment and nature Wilson 2008 These experiences and context determine one s perspective To illustrate someone who lives by the sea will have different insights than someone who lives in the woods Indigenous knowledge attaches equal value to both perspectives So in this approach there is no dominant form of knowledge but knowledge is seen as something that can be experienced and expressed in many ways and is always subject to change The starting point is the relational relationship and this has an impact on how knowledge is considered and experienced Knowledge cannot be someone s property because everyone relates to knowledge differently People are closer to it or further away from it for example depending on the preparation openness attention etc In this way the acquisition of knowledge is more focused on creating a condition and situation as harmonious as possible so that the knowledge can come to the surface Indigenous knowledge has a specific way of considering time and sees time The starting point is the relational relationship and this has an impact on how knowledge is considered and experienced in cycles rather than a linear trajectory This means that our stories of today are always connected to our past and our future On top of that this concept of time allows for not knowing According to this approach people do not always have access or the right to certain information There is an incubation period That means that it might initially be unclear what the stories you hear are about Or that with things you do it is not always clear why you do them The knowledge and knowing will become available when the time is right When that is exactly is not always clear beforehand Another aspect of indigenous knowledge is the Blues Aesthetic Murray 1996 According to this philosophy people should undergo difficult experiences rather than avoid them which at the same time means embracing pain in all its vulnerability and honesty The Blues Aesthetic recognizes the importance of creativity and daring to create sometimes in the moment

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Bright Spots on The Inclusivity Pathway Creativity does not refer to inventing out of thin air It refers to being open to all forms of inspiration and to harnessing them to bring things to the surface In blues and jazz there is the phenomenon of the moment to shine While playing there comes a certain moment when one is expected to improvise in a beautiful way sometimes without warning The underlying idea is that precisely by being open to that universal connection and using that as a source there is an inexhaustible source of inspiration even and perhaps precisely at the moments when someone does not expect it Creativity therefore has less to do with the ability to invent and more with trust in being connected to everything and everyone and being open to that connection Finally in indigenous knowledge stories and storytelling are a way of acquiring knowledge Archibald 2008 Kovach 2009 Wilson 2008 Stories help people move beyond the obvious To achieve this personal narratives and patterns of behavior must be released which helps to connect with each other This removes the image of the person as an autonomous individual separate from others and nature and highlights the person as part of a larger whole Stories offer different layers of knowledge and thus an opportunity to gain deeper knowledge 14 15 Handbook 1 2d Cognitive psychology Cognitive psychology offers us tools to understand the power of the brain when it comes to conditioning At the same time it also provides concrete tools for implementing change Lam and Gale 2000 In the dominant Western culture cognition is often seen as leading the way as a source of knowledge We also see cognition as valuable but not as leading and only as one of several valuable streams of knowledge From cognitive psychology we use three distinct approaches cognitive behavioral therapy CBT by Beck Beck 2021 rational emotional behavioral therapy REBT by Ellis Ellis Joffe Ellis 2019 and Psychodrama by Moreno David et al 2014 Giacomucci 2021 Sapp 2010 Treadwell et al 2002 Each of these approaches uses the same basic principles of cognitive psychology 1 cognitions are the basis for emotional and behavioral outcomes 2 cognitions can be recognized and adapted 3 by adapting cognitions emotions and behaviors can be adapted David et al 2014 CBT and REBT emphasize a cognitive approach They question obstructive cognitions in order to gain a different perspective or enter into an emotional state from which to act Psychodrama offers a more holistic approach using theater techniques and makes explicit use of the interaction between cognition behavior and emotion Among other things it uses sociometric techniques developed to work with interpersonal processes Sapp 2010 Zachariah and Moreno 2006 Sociometric techniques are activities that use social distance and interaction to come to an understanding regarding the underlying role of relationships The founder of psychodrama J L Moreno believed that people are not harmed in isolation but in relation with and to others and through action Based on this he concluded that healing must also take place in the context of relationships and action Giacomucci 2021

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Bright Spots on The Inclusivity Pathway 1 2e Embodied knowledge Embodied learning or embodied knowledge emphasizes the role of the body in learning and interacting with others The focus on the body facilitates learning about what is happening both inside as well as with stimuli from the environment Munro 2018 Therefore in terms of knowledge we intentionally move beyond a cognitive dominant model In the dominant vs the other paradigm embodied knowledge is generally attributed to the other and considered inferior even though the importance and integration of the body is recognized in many academic fields Lakoff Johnson 1999 Malgrave 2014 The trivialization of the body as subordinate to the intellect has been traced throughout history by philosophers such as Plato and Descartes but has gradually recovered over the years Stolz 2015 Many feminist theories have contributed to this by applying critical and political perspectives to the body Haraway 1991 Butler 1993 According to them bodies are not neutral but strongly influenced by knowledge from different perspectives As a result the body was analyzed and involved in cultural discourse as an entity on which power differences are continuously prescribed performed and reproduced Butler 1993 2015 Wilcox 2009 Despite the recognition of the body in this approach the body itself as a potential source of knowledge still risks being glossed over Wilcox 2009 indicates that the body is not just something to be controlled and studied but that the body itself is an important source of knowledge She explains that the value of embodied 16 knowledge is found primarily in lived experience cultural performance and bodily intelligence Kirmayer 1992 agrees and explains that by using a hyper rationalized Western knowledge approach we ignore the body In doing so we shortchange ourselves and end up with a form of knowledge that lacks a broader full knowledge approach Kirmayer explains that the body provides an essential and valuable way to arrive at knowledge He states the body provides a structure for thinking that is partly extra rational and disorganized This extrarational dimension concerning thinking provides important information about emotional aesthetic and moral values 1992 p 325 17 Handbook So consciously including the body can take us beyond our thinking He also says that the body is often seen as a nuisance and a distraction in knowledge enrichment as something to be rationalized limited and controlled 1992 p 325 This is something we try to avoid in IPT Kirmayer s perspective corresponds to an indigenous perspective that indicates that through the body people acknowledge explore experience and understand the world Ritenburg et al 2014 The body sometimes experiences things that go beyond the physical confines of the body and that cannot be expressed in words So we can say that not only can we learn at the cognitive level but also through the body Feeling things in the body or doing things without knowing why at that moment but trusting in the understanding that can only emerge afterwards can be a valuable and added way of learning Munro 2018 calls this habitual patterning and names the possibility of re patterning This means that by encouraging habits through repetition neurological pathways and connections in the brain can be changed Returning to the basic principle of interconnection in indigenous knowledge this perspective also explains that we carry and transmit the stories of inequality in our bodies and this affects how we interact with each other Ritenburg et al 2014 By consciously using our bodies we could in principle not only learn about ourselves and grow in our humanity but we could also work on letting go of the stories we have carried for generations and that limit us in our harmonious interconnection Kirmayer puts it poetically focusing on our bodies represents a desire for community for bodily connection and participation in a habitable world of content and feeling 1992 p 324 We can therefore use our bodies to connect with the community and use our community to connect with our bodies Indeed embodied knowledge gives us the option of trying to grow not within a vacuum but with the body in connection fully informed and nourished by its inner and outer environment

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Bright Spots on The Inclusivity Pathway 1 2f Transformative learning The concept of transformative learning is nothing new In principle everything we learn should contribute to a change When we use the term transformation we mean a change as a result of specific intention What is important is how that transformation process should be tackled and how deeply rooted and sustainable the ultimate transformation is The IPT aims at a deeply rooted and sustainable change What makes that difficult is that we want to address mechanisms and conditioned patterns that have been ingrained for generations In addition resistance mechanisms are also very strong The challenge is to get through this well oiled machine and contribute something so that people don t immediately fall back into their old habits In other words how do we prevent the weeds from taking over the good work In a dominant vs the other paradigm where people are accustomed to their own position striving for transformation can be challenging For those who function primarily in the dominant category and are used to their story always being seen as valuable striving for transformation may be seen as difficult or unnecessary For those who function primarily in the other category the pursuit of transformation may be seen as too difficult or impossible because they are not used to their contribution being recognized as valuable anyway Hence transformation is not self evident and requires specific intention Following on from this IPT aims for the person undergoing the training to 18 undergo a transformation after which they function differently and more effectively in their environment Thus the focus is not on what do I need to do to bring about change but how can I be different and thus facilitate change This individual transformation is required and fostered by an interactive process of embodied knowledge and ownership This is a major challenge especially for people from academic backgrounds who have been trained in a system of individual and intellectual appreciation Fisher Yoda Geller and Schapiro 2009 provide a number of approaches in transformative learning in their special Counterpoint edition Innovations in Transformative Learning Race Culture the Arts They begin by citing the work of Mezirow that provides a foundation for transformative learning and places value on critical reflection Mezirow Associates 2000 Despite the value of critical reflection this work has been criticized for its individual purely psychological and rational approach In their volume Fisher Yoda et al 2009 offer several approaches three in particular are of value to IPT those of Nelson Nagata and Leahy and Gilly All three share an emphasis on the value of lived experience critical reflection and dialogue in transformative learning Each makes a specific knowledge contribution and they are briefly highlighted here With her work in storytelling Nelson 2009 directly ignores Mezirow s cognitive rational approach She gives attention to community building and emotional resistance in storytelling She 19 Handbook highlights the potential of a broadened intelligence that storytelling evokes She explains Storytelling communicates from the heart of the storyteller to the heart of the listener Metaphors and symbols represent knowledge in a non literal way allowing for multiple meanings Compared to the content of literature linear knowledge brings stories emotional and spiritual content 2009 p 215 Nagata brings attention to bodymindfulness 2009 with her work and introduces concepts such as synchronicity and felt sense to highlight the importance of being in harmony with yourself or the other She promotes the value of being present in the body and how paired with mindful inquiry this can lead to improved embodied knowledge She talks specifically about change through being rather than doing She quotes from her own work 2009 discusses the power of collaborative learning They offer four concrete steps a to make a conscious decision to create space and time b to be willing to engage in the struggle c to be determined and committed to working together and d to be willing to ask questions about things that matter Each of these steps is clearly explained Like Nagata and Nelson they emphasize learning in a space outside the rational cognitive domain They call it the in between space Finally the team of Leahy and Gilly I have begun to respect the opening into not knowing and how being existentially present in it in connection with another can allow something to blossom Nagata 2000 p 29 Each of these three approaches contribute to validating a broader perspective that IPT works with It provides insight into the need for a learning space beyond the cognitive rational domain the power of interaction and interconnection and the affirmation of the possibility of change at a deeper level

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Bright Spots on The Inclusivity Pathway 20 Therefore on a personal level diversity and inclusion activities are hard work and self care is very important Hence self care is an essential task of transformation Therefore we also continuously try to pursue a more harmonious state of being for ourselves Some of us have gone through very painful and damaging experiences thanks to unequal interactions For many it has happened so often that it has become normal and they have become numb to it By doing the inclusion activities some people have made themselves open and vulnerable to the pain and struggles of others Handbook memories to create a holistic coherent story The location in the brain where emotional experiences are stored is not accessible through the part of the brain that analyzes intellectually The part of the brain devoted to self reflection is needed for this purpose Non Western cultural practices such as yoga martial arts meditation and rhythmic drumming have a built in method of self reflection and awareness In particular breathing movement and rhythm are considered highly necessary in processing and integrating uncomfortable emotions so that the larger story can once again become bearable Van der Kort 2015 It is therefore of great importance that such activities that we draw from theater dance psychodrama and the like play an important role in IPT to promote that healing and transformation 1 2g Restorative practice According to Kelvin Cooper Bronx Community College restorative practice recognizes the personal and communal trauma inherent in systems of inequality dominant and the other It is important to have certain knowledge about this and to incorporate it in inclusion activities Communal trauma requires healing what is broken The tricky thing with the English word restoring is that restore conjures up images of restoring to an original or authentic state as with an antique piece of art or furniture However in IPT we use restorative practice to denote striving for a new more harmonious state also because we do not know what that authentic state was On a communal level we aim to rewrite how we interact with each other and undo the inequities that shape and harm our relationships We are aiming for a new story because the current story is doing too much damage We know this for a fact 21 For others self reflection on their own shortcomings brings with it a deep state of vulnerability However it is important to process rather than avoid these uncomfortable and painful feelings Restorative practice thus contributes to transforming and restoring the person and the community at the point of disruption or just after the disruption has occurred However disruption can be a place of discomfort as well as relief Knowledge from trauma studies Van der Kort 2015 teaches us that emotionally traumatic experiences are stored in a different location of the brain than ordinary memories Depending on the level of trauma severe emotional trauma can be too overwhelming for someone The objective is to integrate these experiences with ordinary Trauma studies also confirm the importance of relationships and that healing can take place through people being brought into contact with each other in a safe way In fact according to Badenoch 2017 it is essential that relationships are a part of healing Badenoch states that we are neurologically developed in such a way that we are not mature until we stand in relation to others In the case of trauma traumatic experiences live on freely in our brain and body unless a safe connection helps facilitate the integration of those disturbing stories IPT does not always deal with deeply traumatic experiences but we share and borrow the approach that the safe connection is important to enable recovery and healing no matter how light or heavy the situation

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Bright Spots on The Inclusivity Pathway getting defensive etc These concepts are therefore not always addressed directly but they are addressed when they surface as part of our stories Again if someone is more comfortable with a training course that focuses on these concepts the IPT may be a disappointing experience The knowledge enrichment and transformation that will take place are not only cognitive but also holistic and place demands on the whole body Through this approach people will eventually start to act not only on the basis of conscious knowledge but also on feelings by jumping into the moment during interactions and certain situations Therefore for example people will undertake an action even when they don t have the words to explain why Hence building selfconfidence is an important part of IPT This self confidence not only has to do with confidence in one s ability but also in daring to act without knowing what to do in advance as used in the moment to shine in the Blues Aesthetic system encourages the expression and questioning of ideas People who come from a more authoritarian educational context may find it much more difficult to express themselves critically or reflect on an exchange They tend to look more for the right answer when there is not necessarily one Others come from countries where the political climate is not safe enough to freely discuss issues like politics or LGBTQ orientation Our experience shows that breaking through that and being more vulnerable by authentically sharing with others is often experienced as very positive However it does take a lot of work on the part of the facilitator to create that safe space and to include people in that space We often want to but the conditioning is so deep that it is not easy That s exactly what the IPT is for It is up to the facilitator to notice these kinds of nuances in participation to be flexible and to work with them 1 Hence in depth training is fe g on n i l e g ellig ez Even though the IPT works with basic skills and concepts that are basically universal cultural differences must be considered The IPT is used with people all over the world and some people react and participate differently based on their cultural background People from the Netherlands for example generally do not find it difficult to speak up in a small group The Dutch education 24 25 Handbook I have seen a change in my teachers in how they respond to students because of the IPT They are more likely to truly engage in the conversation and don t avoid being vulnerable I can really tell a difference recommended before working with others with the IPT There will be people who have certain expertise and experience and still prefer to work directly with the IPT activities And of course it is possible to use some of the activities of the IPT separately with a group of people Even then it is important that the facilitator is sufficiently skilled with his her their own vulnerabilities and aware of how the IPT works Even the most innocent exercise has the potential to evoke strong reactions from participants and the facilitator needs to know how to deal with that For For training training in in the the IPT IPT contact contact information information can can be be found found on on the the website website www www inclusivitypathway nl or inclusivitypathway nl or www inclusivitypathway com www inclusivitypathway com 1 1

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Bright Spots on The Inclusivity Pathway 26 27 Handbook 2 3 How does the IPT work Through feelings you get to the wisdom someone said very nicely in a reflection session 2 2 Who can use the IPT In principle anyone who is interested in inclusiveness and wants to develop skills for it can get started with the IPT However there is a difference in whether someone wants to work only on themselves or actually work with others The IPT was developed for a group process but since it is offered freely it is possible that people want to work with the IPT individually The subject matter is approachable and the activities themselves need not be complex Yet the simple exercises have the potential to bring emotions to the surface The IPT is specifically designed to shake loose conditioned and ingrained patterns So as fun and easy as the exercises can be it s about what can happen in the loosened up space created by those exercises Therefore it is preferable that if someone decides to get started with the IPT as a facilitator they make a conscious choice to stand by and support people even when things get uncomfortable Learning with the IPT consists of a holistic awareness therefore cognitive emotional as well as physical This awareness should lead to a transformation in which people will relate differently to themselves each other and their environment which in turn should lead to acting differently The learning takes place in the loosened up space the space that was created through the IPT exercise s So it is not about the exercise itself but about what the exercise releases in people When this opening is created which can often be accompanied by ongezelligheid a space of reflection struggle insight landing learning etc presents itself It is important to pay close attention to what happens in these in between spaces In short to pay attention not only to what is said and done but also precisely to what is not said or done and how interpersonal relationships change The lessons are built up gradually and go from easy to more complex Each exercise releases something to build on earlier recognizing feelings is an important part of the training Painful ongezellig feelings are not avoided but seen as an important indication of something that has been dislodged This is after all the space where learning can take place precisely when something feels uncomfortable when someone is just outside that comfort zone In addition positive feelings are of course not ignored during the training session but used to make the connection with deeper insights So instead of think about it and see how it feels the approach could be get in touch with that good feeling and what idea insight is connected to that This is a different approach and requires time and attention because it is not about being moved based on thinking about feeling but from doing to feeling and then being able to think about it Normally this is something we quickly step over In the IPT that time is actually taken which under the right conditions leads to pleasantly experiencing connection and gaining insights In IPT we consciously work with the relationship between thinking doing and feeling whereby as mentioned Changing deep seated behavioral patterns takes work and time Learning could also take place days if not weeks

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Bright Spots on The Inclusivity Pathway or months later Thus learning and transformation take place in the spaces in between or in other words liminal space Within research literature this is referred to as liminagraphy Bibi Sheik 2021 Sheik indicates that the power of liminal space lies in the exchange between people particularly consciously relating to each other reciprocity accountability and coalition building Bibi Sheik 2021 p 3 But liminal space can also be the silent reflection in which one examines oneself This means consciously seeking and embracing not knowing and waiting to see what emerges without being driven by the search for a specific answer Therefore instead of very conscious changes someone may suddenly notice that they have a less emotional response in certain situations and approach such situations with more confidence Someone may notice that they act and react more quickly and calmly instead of freezing Someone may notice that they become happy in moments of challenge because they see an opening for learning rather than a difficult situation Someone notices that others around them begin to react differently These kinds of changes are the result of letting things sink in contemplation reflection and practice that have grown in those liminal spaces 28 29 Handbook 2 4 What skills are needed to facilitate the IPT 2 4a Vision It is important to keep an overview of the big picture when using the IPT The objective remains to help people gain insights so they can act differently and that these insights are gained in the loosened up space This view is necessary so that we can maintain emotional distance and give people the space to experience those uncomfortable spaces without being pulled into them Second the vision helps provide a link to the implementation of the training so that each step can be accounted for There should be constant reflection during the training and evaluation whether the lessons offered are in line with the purpose of the training One activity can be used to convey several lessons for example Therefore it is important to constantly reflect and provide feedback to link the experience to the objective An exercise such as connecting our story performed with a ball of string 3 3b can be used for multiple purposes It can be used to teach people to make a connection with the other person s story However it also works on the skills of listening self reflection daring to share learning to trust others lowering inhibitions daring to jump in or express oneself verbally People must therefore have a very clear idea of what they want to achieve and pay attention to how effective the exercise is with the group in question The people themselves often see it only as an exercise but the facilitator must know exactly and be able to justify what the activity is being used for 2 4b Sensitivity Most importantly is that people have a disposition to put themselves at the service of others The work is done through you but is not about you So the focus is constantly on the participants and sensing how they are at all times There could be discomfort but one must constantly work on the awareness of the participants and how they react so that it can be managed or acted upon People must be given space to make mistakes without being immediately corrected or helped Sensitivity is not limited to intellectual observation so not only what someone sees or hears or does not hear but also literally what someone feels In a physical situation therefore it is important not to remain stationary in one place or sit down but to move around the room especially when working in small groups In an online training session this is obviously more difficult but it is still important to

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Bright Spots on The Inclusivity Pathway pay attention to the participants A second aspect of sensitivity is sensing and at the same time not feeling things too deeply It is important not to take anything personally The IPT releases things and those feelings of discomfort and ongezelligheid can sometimes be expressed in a harsh or unpleasant way Since the facilitator is the disruptor it is possible that negativity will be directed towards the facilitator This is only confirmation that something has been dislodged and that an opportunity for growth is presenting itself Sensing therefore also demands that you pay attention when a certain limit is reached When someone goes deeply into uncomfortable feelings it is necessary to pay attention to when it is time to raise the energy again or shift the energy see 3 4f in the appendix 2 4c Flexibility It doesn t matter how good the work plan looks or how logically it is put together this is ultimately human work You must be able to be flexible and adapt to how the training is proceeding It may be that a particular component brings up a lot and there is a clear need to devote more time to that topic It may be that a particular skill has not yet landed well and there is no point in continuing with the next step It may be 30 that the training quickly becomes quite emotionally charged and that instead of going deeper the energy needs to be lightened first by an activity a break or both By paying attention to and sensing how the training proceeds it is up to the facilitator to take advantage of this and to have the flexibility to adapt the training Here of course the knowledge of the ABC triangle can come in handy You must be skilled in shifting between feeling cognition and acting 2 4d Neutrality don t judge don t take anything personally Not taking things personally has already been mentioned A neutral approach goes a step further First a neutral attitude means that you do not consciously judge people regardless of their behavior or contribution Second you give the other person space to do their work whatever that work may be It may be that people need to process their grief or anger That space is given without judging So neutrality also demands that one takes some distance and not immediately jump in to fix things 2 4e Embodiment One of the key components of IPT is to allow the knowledge gained to sink in and be embraced by the whole body In 31 Handbook the Western world where the emphasis is on the value of cognitive knowledge the natural link between body and mind is often broken The link may be emphatically found in sports dance or yoga but not in our everyday actions We often give too little attention to the role of the body when it comes to communicating knowledge unless we are ill The IPT brings us back to the role of the body and promotes awareness of how cognitive knowledge should and can be translated to the body Questions such as How do I carry this knowledge How does this knowledge feel in my body Do my actions match the message I want to convey How can I use my body instead of speaking to reach people are standard questions that need to be included Embodiment is named here as an important skill but we recognize that it is precisely a skill that is underdeveloped in most people especially those in the world of education Embodiment should therefore be included as something that can and must be worked on continuously Becoming stronger in embodiment is ultimately going to contribute to being able to take rest and having confidence in one s own abilities in the change process How do I carry this knowledge How does this knowledge feel in my body Do my actions match the message I want to convey

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Bright Spots on The Inclusivity Pathway 2 4f Confidence in the process The IPT is a process oriented rather than a product oriented program The objective is to see change in outcomes but the process of getting there is extremely important Precisely because the process is to help change hundreds of years of conditioning there is a deep respect for the work it takes to achieve that People underestimate how deeply rooted beliefs and associated behaviors can be which means they can quickly become disappointed if the changes they hoped for don t appear immediately So even though there are objectives to work towards it is important to always come back to the process and act from there While working with the IPT there must be a constant awareness of how people are going through the process how they are in it and whether the process is going as planned If the process gets stuck for any reason it is important to take that on board and make adjustments if necessary or stop and take a step back By always keeping in mind that this is not only an individual but also a collective process it often eases the intense responsibility that can be felt as a facilitator As a facilitator you have to trust that the process is of and for the group What the participants are ready for will surface This brings calm which in turn translates into a different attitude embodiment towards the participants In addition to trusting in the process that needs to be gone through collectively it is also important to trust and be patient in the process that the individual goes through Confronting discomfort or 32 remaining in a state of not knowing can be quite uncomfortable and even unbearable but are always temporary The feelings of discomfort and ongezelligheid are actually indicators that something is developing Don t shy away from the feelings nor be surprised that there may be an occasional relapse I thought I was over that already Something that is the result of hundreds of years of conditioning is not going to change in an instant The feelings of discomfort and ongezelligheid are actually indicators that something is developing Don t shy away from the feelings nor be surprised that there may be an occasional relapse I thought I was over that already 33 Handbook 2 4g Creativity and bravery As mentioned in the description of the Blues Aesthetic it is necessary to be able to draw on creativity and deploy it in the moment In the IPT this translates to daring to act without knowing in advance exactly what to do Creativity therefore has less to do with being able to invent new things but more with trusting and surrendering to the connection with other sources This means tapping into sources that don t always have a place in the mundane and which in indigenous knowledge are reflected in the concept of being connected to everything and everyone Nature ancestors or strangers can act as inspiration in the most unexpected moments and forms This is not always tangible or explainable but it is definitely palpable This is the in between space the space of anticipation incubation and not knowing By creating this space the expectation is that something emerges Like embodiment it is not meant here as a standard skill that someone should have but as something that should and can be worked on continuously For those who come from a standard education system where there must be evidence before one can act in an informed manner this is not a natural skill This skill is shaped more by life experiences and learning to let go and surrendering to the moment rather than intellectual enrichment Therefore bravery does not only relate to the facilitator but also requires creating the conditions so that participants are also challenged and empowered to take action

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Bright Spots on The Inclusivity Pathway 34 35 Handbook 2 6 2 5 How to use the IPT The IPT is not a standard approach or training that will lead to the same results with every person in every situation setting or group Nor does the IPT offer a set of standard exercises for standard situations To apply the IPT as a facilitator a clear inventory up front is essential This means that the facilitator first identifies to whom the IPT will be offered This should include a clear record of the objective and motivation both as a group but also individually In doing so it is good to pay attention to the starting position intrinsic and extrinsic motivations and needs of the participants or target group The IPT is not a training course for which there is a standard number of hours or sessions This is also an important question to determine in advance how much time is there While it is best to be able to deliver a series of training sessions the IPT can also be customized in terms of time and number of sessions The advance inventory allows the facilitator to determine the main themes that need to be addressed and what the starting level of the group is in terms of their skill From there consideration must be given to what is really feasible to make a deep impact in the given time As stated earlier How it is planned in advance is not always how it takes shape during implementation An important element here as mentioned earlier is to maintain confidence in yourself as a facilitator in the group and the process See further Section 3 2 for a step by step plan for designing a training session What are the preconditions for working with the IPT To work with the IPT a number of conditions are necessary particularly focused on motivation and attitude regarding participation and the logistical requirements This section discusses these preconditions Motivation Attitude Ideally the IPT is something that everyone participates in of their own accord However there may be someone who has to do so against their own will as instructed by a manager for example The resistance that can arise is discussed in detail in Chapter 2 7 However anxiety or uncertainty can also be disruptive factors Any resistance or anxiety in this context can be removed by expectation management Generally diversity and or inclusivity training is offered to address or solve things Often these training sessions are offered in response to an incident or complaint Participants should therefore be informed in advance that they are not being handed a step by step plan but are being invited to gain insight and tools with which to engage in the process of inclusivity They are not necessarily going to get immediate answers but the experience can still be instructive and enjoyable and prepare them for further development In short it is crucial to properly communicate the process and what you are moving towards This helps to create realistic expectations The facilitator s task is to create a safe space where participants dare to be courageous However in order to practice being courageous several conditions are necessary Courage requires participants to be able to be in the here and now therefore it is relevant to incorporate space and landing time for them to do so In addition it is crucial among other things that the facilitator possesses the ability to carry the process with the participants as nonjudgmentally as possible Whatever happens the facilitator must keep the focus on the group and their learning experiences They must be open to the fact that whatever happens provides an opening for learning A facilitator must also commit that no matter what happens they will not let the group down Logistics and Resources The space in which a session takes place determines exactly what the facilitator can do with the participants What does it mean if it is an open space where others can walk by What does it do to the dynamic if there are no windows Can participants sit in a circle or are we stuck behind a desk How many participants does the facilitator think they can manage Does the

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Bright Spots on The Inclusivity Pathway facilitator have enough printouts for an assignment explanation and the number of participants Is it possible to connect a laptop to a screen if necessary Is there a whiteboard and flipchart What materials should the facilitator bring What are participants asked to bring with them These are all questions that are relevant when preparing for a session as it very much determines what can and cannot be done For example in order to carry out IPT properly it is helpful if there is sufficient space for movement This is because participants may be asked to move take up a place in the room or walk around see Chapter 3 3a The time available for a session is also important to consider in the preparation What does it mean if only an hour is set aside to work with participants For the IPT this is not desirable because a safe space must always be created where people dare to be brave That takes time If something is touched on that evokes emotions there also needs to be enough time and space to transform that energy One IPT session should therefore last at least 1 5 hours Ideally one session should last a good 2 5 hours and even then we recommend several sessions to go through the IPT completely It is not desirable or possible to cover all themes in one session A limited number of themes gives participants the space to apply what they experience during the sessions 36 more fully in their daily or professional practice It also ensures that people do not have too much to process during a session It is important to reach a point where the participants are satisfied The IPT has run a number of pilots during the COVID pandemic which has required it to adapt to an online setting In terms of time it is relevant in that context to schedule shorter sessions with sufficient breaks The intensity increases when people have to look at a screen continuously In terms of freedom of movement the online context always considered that participants could participate from behind their screens sitting or standing behind their chairs This should also always be taken into account during the preparation what can be done done differently or is best abandoned 37 Handbook 2 7 Yes but No but Hold on Resistance To work with the IPT participants must use their physical and emotional awareness in addition to their cognitive awareness This requires participants to be open to dare to be vulnerable and to trust that this will trigger holistic learning that which is necessary to achieve an inclusive learning and working environment However the demand for this kind of openness can create resistance Resistance can be a manifestation of many different causes and can express itself in a variety of ways but it is usually linked to a deep sense of ongezelligheid People are often not aware of where resistance comes from or even recognize that their behavior is an expression of resistance This is because it is a response to conditioning which often causes the behavior in question to be taken as self evident rather than resistance This mechanism often kicks in when the assumptions someone has and what is seen as normal are questioned by for example doing something different from what they are used to Resistance can be about losing control not feeling seen or acknowledged losing status compromising identity being confronted with ignorance experiencing new information as too unfamiliar and illogical etc This can sound like Yes but if you explain to me what to do I don t necessarily have to experience it myself No but this way people don t understand it so it has to fit within the framework of what we are used to Hold on what is the added value of me having to use my own experiences These are the yes but no but hold on responses when things are kept light and friendly Dealing with resistance as a facilitator Indignation sarcasm outbursts of anger tears screaming running away personal attacks and more can all come into play How do you handle these as a facilitator These are the situations par excellence where embodied and cognitive skills must be used When such a situation arises step one is to take a deep breath That may sound strange but deep breathing provides calm and space in the moment even if that moment is only a fraction of a second This space is important because one should not be drawn into the emotional situation at any cost As a facilitator it is important to remain neutral and not to take things personally See also Chapter 3 1i This is easier said than done In such a situation there are a few techniques to use besides breathing and starting with ways where cognition can play a role During such an outburst

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Bright Spots on The Inclusivity Pathway it is important to look at the situation as an expression of the person in question This is an expression of how that person is or people are experiencing the moment This is part of their formative journey and has nothing to do with anyone else including the facilitator In fact their expression is an indication that a chord has been struck that something has been shaken loose Therefore this is not a bad thing or a confirmation that something has gone wrong quite the opposite Disruption is precisely what is needed so that growth can take place So the facilitator must mentally flip a switch and consciously choose not to get caught up in the emotional moment and keep the focus on the participants always be taken into account during the preparation what can be done done differently or is best abandoned The facilitator does not have the luxury of taking things personally It is NEVER about them but about the group In the moment responsibility is always toward the group So while the focus is to see how this person can be helped to the next step awareness is also needed of how the rest of the group has been affected Most of the time they fall into silence and shock How do you bring the group together in the moment and not leave them with this feeling People need to have space to process their feelings They are allowed to feel uncomfortable but they do not have the right to pull the whole group into the 38 depths of the moment and leave them there Here lies an opportunity for the facilitator This is a moment that can be used to bring the participants into the learning moment This is the moment where support and encouragement can be used Participants must learn to embrace the discomfort rather than avoid it Some questions that can be used are What is happening here What mechanism is at work What needs to happen to break this pattern response What can be learned And you can state How wonderful that this is happening here because this is the work we want to learn to do You won t find these lessons in a book but only get them through personal exchange etc Embodied techniques also come in handy in such a situation For example if the session is taking place in a physical space rather than online it is important to move around so that as a facilitator you can see and hopefully sense how people are experiencing the session Note that silence is not always a sign that something is wrong Some people are just quiet and process things in their own way Hence the importance of walking around looking listening and sensing This is a skill that becomes easier with practice Looking at someone giving them a nod briefly touching their shoulder are all small things that can convey a message of strength and confidence You can lean on me We are going to get through this That s the most important 39 Handbook message to convey as a facilitator Moving also helps avoid things hitting so directly Just as you can use your body in a certain way to be completely receptive you can also use your body to not receive certain things You must not absorb the emotion of the person or persons exhibiting resistance while at the same time you must be open sensitive and attentive to what the whole group is experiencing This is another skill that can get better and better with practice Another cognitive technique that is also very helpful is self talk That s interesting or That s a fascinating choice are ways of self talk in which one pays attention to but does not judge what is happening Breathing moving paying attention and self talk all contribute to keeping one s distance in a healthy way and to creating space for the person and the whole group There are no specific recommendations for what to say because every situation is different The important thing is to determine what kind of attention needs to be paid and when Sometimes the emotion is so high that a direct response at that point can contribute to the person feeling attacked and only add to the resistance In such a moment it may be better to name the emotional charge and how it affects someone i e Wow that was pretty intense I felt it strike a chord And I think it struck a chord in others as well A next step can be to name what happened so that it becomes a learning moment without embarrassing the person in question It is not the facilitator s job to fix the situation but to make space for reflection and growth Even though the facilitator must consciously focus on the group s experience it is of course possible that the facilitator themselves will still be affected especially if the criticism or outburst is directed directly at them After all the facilitator is human and not a robot For this the theme of self care see 3 1e is very important The same techniques such as deep breathing refocusing and self talk that work well for working with the group can also be used by the facilitator to keep themselves grounded It is okay to give in to vulnerability but not to fragility Therefore it is also important for the facilitator to gather an arsenal of techniques for letting go of things physically mentally and emotionally after the training session

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Bright Spots on The Inclusivity Pathway 40 41 Handbook The following two examples illustrate a situation where there was resistance and show the ways in which the facilitators handled these situations Online Workshop A sixth session was offered in an IPT session for an educational institution In this session the participants were first asked to work in small groups to reduce the list of diversity issues to the two most essential points Then each group was asked to choose a leader who would give a very simple and grandiose solution for one of the two points It was then the task of the rest of the team to edit the easy solution to get closer to a realistic solution During the reflection one group told us that they modified the exercise because they didn t like the idea of a leader with more power They wanted to keep it equal They had had a nice equal conversation When asked if they had gotten closer to a solution the answer was no but it was gezellig The facilitator did not address the outcome right then due to lack of time She wanted to take the time to think carefully about how best to address this The facilitator decided to discuss it the next session using three learning points 1 The choice that was made to avoid ongezelligheid while gezellig is named in the guidelines at each session with special attention to not running away from unpleasant feelings 2 The attitude of seeing leadership as authoritarian and negative at this institution antipathy to leadership was a strong part of the culture The discussion focused on the fact that leadership does not always have to be exploitative or abusive and thus people can even shortchange people with certain talents 3 The ease with which the assignment was adapted with the honest question of whether that would have been the case had the facilitator not been a woman of color At this institute there were underground noises that staff members of color often felt passed over This was not an easy conversation but it was possible because this was not the first session A strong relationship had been built in the earlier sessions The facilitator framed the situation of the previous session as a learning moment for the whole group and communicated her confidence in the group to engage honestly in the conversation She also emphasized the importance of the conversation and that discomfort should not be avoided She then led the conversation toward the patterns of the organizational culture that had emerged in the process and that required attention How do you want to deal with this Physical Workshop There was a workshop attended by someone with a far right political view Participation in the workshop was voluntary The person came out of interest but also made it very clear that she hardly agreed with anything The facilitator team focused on the fact that the person was there to learn and that that was positive The team really did their best to give the person space for questions and comments while not letting this voice dominate They worked hard to allow for exchange with the other participants never judging the person and maintaining the emphasis on including them in the experience The person admitted afterwards to being a bit more open The team indicated they had to incorporate a lot of rest for themselves during the session in order to keep an emotional distance and not get pulled into a potentially toxic situation They indicated they were ultimately satisfied with the outcome but that this was a very heavy emotional session for them because it required so much to keep that balance The reflection with the team afterwards was felt to be an important exercise in letting go of the experience emotionally and only holding on to what had been learned

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Bright Spots on The Inclusivity Pathway Dealing with resistance as a participant The preceding explanations and examples relate to the role of the facilitator when resistance arises But what if you experience resistance as a participant As indicated resistance is behavior that is not always recognized or acknowledged as resistance Resistance is often a conditioned response Therefore the best indicator of resistance is the feeling A feeling of discomfort indicates that something is askew or that something has been dislodged At that point you do not need to know or understand exactly what that is but the feeling can be used as a guide in the search for understanding Every time this subject comes up I get a knot in my stomach or The moment I have to talk about this subject I could jump out of my skin are all indicators that the situation evokes resistance 42 Again it is advisable to use a combination of embodied and cognitive skills The challenge is not to shy away from the feeling of discomfort but rather to embrace it so that it can be understood exactly where the resistance is coming from and what can be learned When such a feeling of discomfort or awkwardness comes up the first step here too is to breathe deeply This is to create calm and space in the moment again but also not to be overwhelmed by emotion The flight or fight response could be triggered but the idea is to not run away from the discomfort A moment of calm with deep breathing indicates that it could be uncomfortable but bearable It brings the focus back to the bearability of the moment rather than on the panic being felt Next one needs to examine oneself and ask the question Why do I feel this way It is very important to go inward People are often tempted to go 43 Handbook outside and seek external answers from experts and the like Others can give input and suggestions but you yourself hold the real answer In fact others can actually put someone on a completely different track Hence space must be made for reflection and preferably without the stress of judgment This space the space of not knowing can be very difficult especially for people who are academically trained Confronting not knowing often evokes resistance anyway because for academically trained people their professional status is inherently tied to knowledge Embracing not knowing then potentially contributes to loss of face or loss of identity Yes but no but hold on are sentiments that can be quickly triggered in the face of not knowing Again cognitive skills can be helpful through self talk but most importantly questioning the irrational attitude Is it really such a disaster if I don t know For academics not knowing can have really detrimental consequences but hopefully they learn to distinguish between being vulnerable in an IPT session instead of in a real work situation Hopefully they will also learn to be courageous enough to question the value of having to know and thus move closer to understanding an important mechanism of the dominant and the other paradigm The challenge then is to dare to engage in self talk to be patient until the answer comes and to have the courage to hear the answer Resistance is ultimately protection against vulnerability Ideally that safe space in which to face vulnerability is created and secured collectively But it is also important for an individual to be able to secure the space for vulnerability for themselves

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Bright Spots on The Inclusivity Pathway 46 3 1a Safe brave space 3 1b Lowering inhibitions Safety is the condition to create space for vulnerability A space in which one dares to be open where one feels invited and free enough to express oneself Safety is namely the condition to be able to exchange freely and to question what remains unquestioned This means that a safe space is not necessarily a gezellig space but a space where there must be trust that everyone has each other s best interests at heart Even when you are angry you have my best interests at heart So safety always requires some risk and courage on the part of the participant themselves It cannot depend solely on the other attendees In short it is a space where everything and everyone has a place and where one is challenged to exchange perspectives and explore what seems obvious The IPT works by connecting people to themselves and to each other Participants are aware that topics are being discussed that could be uncomfortable Hence the threshold needs to be deliberately lowered in order to make the connection Activities are used so that people can be more open and not be hindered by embarrassment or uncertainty In addition the activities should help people get out of their heads so that they are not limited to cognitive learning but can also develop embodied knowledge But how do we create an environment where we feel safe enough to dare to participate For this it is important to have agreements in place The absence of implicitly or explicitly clear norms can be too vulnerable and actually feel unsafe for participants On the website2 you can find a number of examples of activities that contribute to the creation of a safe space as a steppingstone to a place where people have the courage to step outside their comfort zone 2 www inclusivitypathway com or www inclusivitypathway nl 47 Handbook 3 1c Engage participate share and from country to country and sometimes express from region to region Not everyone hears sees feels or responds the same During a session in a group in front of way and what is valued as desirable a classroom it doesn t really matter can also differ Therefore what do you what environment you are in there do with the space to ensure that those are always people who find it easy people who are quiet are also engaged to express themselves verbally and stay engaged How do they These are the ones we hear the most express themselves and what does that because speaking up is something mean How can we ensure that the that fits their character and they have people who do not express themselves learned that this is desirable behavior in the standard way also feel that After all the context in which someone they belong and are valued These was raised and the character they questions are relevant to consciously have determine if and how someone inviting other ways of expressing expresses themselves verbally Culture oneself and participating Here the and especially school culture is different body and creative forms of expression among others can play an important role In addition silence is also an interesting way to arrive at a different appreciation What in fact does that silence mean and how do we deal with it In the Dutch context it is customary that an outspoken critical opinion is valued as the norm If someone does not do this or does it infrequently then by definition the person is labeled as uninterested or ignorant Here again we see the dynamic of the dominant and the other For whom is the choice to break the silence difficult who tends to withdraw and who speaks out easily In a multicultural context there may also be people who do not come from this learning culture and where one must first obtain permission to break the silence for example

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Bright Spots on The Inclusivity Pathway 3 1d Mechanisms of exclusion What are the mechanisms of exclusion that we encounter and use ourselves unconsciously The IPT is aimed at creating awareness of self evident mechanisms that shape and maintain our conditioning What is someone s position in these mechanisms and what happens when the person is confronted with them Where and why does this possibly affect them Being able to recognize those mechanisms and acknowledge positions and power relationships within them are important to understanding where some of our behaviors come from and why they are so difficult to let go of 3 1e Self care Working on inclusion is emotional labor it demands a lot It is therefore essential to take good care of the self by listening to the body and feeling when you have had enough or when you need to recharge The body gives signals to indicate this and it is thus the art to learn to recognize these signals For example self care can look like not doing something when asked or doing something because it feels important Taking a simple walk and feeling the sun on your face can make the difference between being burned out or feeling inspired again The main thing is to listen and not dismiss the signals In addition you can always consciously use breathing as a calming and stabilzing factor When something becomes unsettling we tend to tighten our bodies and get a lump in our throats In such a situation in particular it is important to 48 consciously deploy breathing so that you can find your peace and an anchor point from which you can move forward 49 Handbook 3 1f Positionality Positionality has its roots in social and cultural anthropology and is the concept that shows that who a person is is determined by how a person relates to the world We recognize that the relationship people have to each other is often shaped by a specific colonial history What social and political context a person was born into affects the person s perspective on the world how they interact with the people and the world around them and how the world interacts with them Mapping identity and experiences allows people to discover and analyze their own positionality In this way people can become aware of possible unconscious pre judgments and privileges and how these can play a role in our relationships Because our views are limited by our own experiences socialization and conditioning assumptions are easily confirmed and blind spots arise When people dare to acknowledge and embrace the fact that assumptions are made based on positionality which in short is a limiting view of the world it becomes easier to take steps to break through and adjust patterns 3 1g Listening Listening is a basic skill that is crucial to creating an inclusive environment We distinguish between hearing and listening where hearing is considered to be receiving communication and the receiver focuses solely on how the message comes across For us listening goes a step further and includes the state of the sender in considering the message Thus listening is interactive and recognizes the importance of relationship In hearing you are concerned only with your own reception and state So do you actually listen to what another person is saying or do you not allow the other person to speak do you quickly form an opinion and think one word is enough to know what the other person wants to say Often during listening people are not trying to understand the other but are formulating an answer and looking at the other s story from their own point of view I understand exactly what you mean Thus they are not engaged in relating to the other Real compassionate listening involves sensing what the other person is saying You take the time to put yourself in the other person s shoes as far as possible This makes it easier not to judge and to give someone the benefit of the doubt Someone who is angry or sad or who feels cornered expresses themselves differently than someone who is at ease and comfortable Especially in this work which is quite sensitive this is a basic skill that is extremely important In addition it is also a fact that for people who are marginalized by default in our environments not being listened to or acknowledged is often a painful reality of their daily functioning It is especially important for them to know that they are truly and compassionately listened to

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Bright Spots on The Inclusivity Pathway 50 51 Handbook 3 1h Connecting to someone s story 3 1i Neutrality 3 1j Forgiveness In the IPT one s own story is given a central place It explores what the story is and how it can be used After all telling stories is a way of giving meaning to our experiences Sharing stories is a powerful way to connect with others Sharing stories starts with creating a safe space Especially in a history of inequality and marginalization sometimes a bridge of mistrust must be crossed before stories can be truly shared You learn to understand the other if you can really listen By approaching the other in an open way you can also offer space to the voice of another By hearing about the experiences culture and family history of the other our own perspective is broadened Neutrality is the basic attitude required of those who make space for uncomfortable situations This requires a facilitator to be aware of their own pre judgments After all someone may say something that you do not agree with that you think is unacceptable or that touches on something personal However it is important for the participants to feel space to be allowed to make mistakes and to be able to do what they need to do even if this evokes complicated emotions This requires the facilitator to keep their own judgments to themselves and to process and minimize them as quickly as possible Indeed only through non judgment can the learning space be created where people can learn through trial and error For even though a judgment is not expressed a negative or critical judgment is still sensed That is why it is important for a facilitator to work hard to continuously act without judgment This therefore requires a facilitator to have worked through any painful experiences of their own and to have learned to forgive so that a situation can be viewed from a distance Neutrality also requires restraint and not wanting to jump in immediately to fix or correct things This exudes confidence to the person or persons involved that they are capable of resolving or handling things on their own and that they are not as fragile as they may think Forgiveness is an element in IPT that is not always immediately understood because what exactly does forgiveness have to do with inclusion However in this work a lot happens that we can feel guilty about be ashamed of have hurt someone with have been hurt ourselves with or something we blame the other person for If you continue to carry this around with you you will always remain dependent on the other person It is therefore crucial to be able to let go and forgive yourself or the other for that which hurts That people are connected is a given in different parts of the world Sharing stories helps to experience this connection by allowing people to recognize themselves in the other s story to empathize with or learn through the other s story However when sharing stories it is extremely important that the mutual story is treated with respect and not merely consumed otherwise distance and dislike are the result instead of connection Forgiving does not mean approving of what has happened It is allowing yourself to stop carrying the burden It is also not excusing yourself so that you do not have to be responsible and let your well being depend on the other person Forgiveness is then an action that someone can take to claim freedom for themselves

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Bright Spots on The Inclusivity Pathway 3 1k Honor and celebrate In Dutch culture there is a saying Just act normal then you re already acting crazy enough It is a statement that contributes to a culture where people do not like to stand head and shoulders above others and be seen as special This is a specific cultural phenomenon that contributes to people conforming to the norm This is not a universal norm Still we think it is important with IPT to take time to reflect on a positive moment not so much to be seen as special but to work on appreciating the good In diversity and inclusion activities it is easy to get caught up in the difficult or negative There are always challenges and we have already mentioned that it is not always gezellig to do this work That is precisely why it is important not to overlook the positive experiences no matter how small they may be Another Dutch saying is He who does not honor the small things is not worthy of great things It is a reminder of the importance of being grateful Therefore it s important to pause appreciate but also consciously celebrate something good That celebration need not be grand or public but can be very small and personal By celebrating we mean consciously making a positive expression of joy or contentment It is important to develop moments of honoring and celebrating lessons inspirations and experiences as a strong skill It contributes to a sense of optimism and hope and to fostering 52 self assurance and connection The easier and more natural this appreciation becomes as a skill the easier it translates into the relationships one has with others No matter how difficult relationships might be it is important to find something positive Even for people who are cynical and who have already given up the demonstration of this skill can be very valuable The relationship with someone who can see the positive and the possibilities can be the difference between someone who turns their back on work or who inspired still makes an attempt to engage 3 1l Transform The objective is to be able to consciously transform the energy from both positive to negative as well as negative to positive The transformation can take place in the individual person in a group of people or in the environment How do you lighten a situation How do you gradually take people into an emotionally heavier situation How do you arrange the environment so that it contributes to flow and exchange Is there light air space You learn this skill by paying attention sensing and jumping in where needed Sometimes very small actions are needed to bring about something and a domino effect does the rest Sometimes it takes conscious action to jump in Ideally the facilitator should intervene 53 Handbook as little as possible because they do not want to create dependency Participants must learn that they are capable of handling such a situation even when they do not know what to do A first step or a very small step is already valuable If a facilitator always makes that first step then people never learn the power they themselves have to transform the energy Directing assisting reflecting and communicating confidence are important skills a facilitator can use to help promote that self confidence The single most important skill for a facilitator is to consciously use their own transformation in working with participants So for example if there is a situation that is emotionally affecting everyone including the facilitator the facilitator must first create a moment of calm themselves even if it is in a split second and then contribute to a deescalation or processing of a highly charged emotion Breathing finding calmness using silence feeling grounded in the moment and creating cognitive space should become a natural skill and can get better and better with practice 3 1m Being an ally Alliance is essential both to share the emotional labor that the work demands as well as to be seen and heard The more voices there are the louder the sound Being an ally however does not mean that you merely disapprove of something that is unjust but rather addresses that injustice and stand up for it This requires looking at yourself and examining what your power and privileges are It requires you to actually put yourself in another person s shoes and feel where your responsibility lies It requires that you take or give time and space where necessary It requires courage and a willingness to fully undergo the risks and consequences of such actions For example do you have enough self confidence to distance yourself from the situation because you are not part of it And can dare you trust that you will become part again when the time is right the others are ready It requires that you act out of a sense of humanity and connectedness and use your radar about what is right or wrong while considering the sensitivity of the situation You don t make excuses or hide behind being different but speak or act in a way that contributes to the harmony of the larger group An example of alliance comes from South Africa where a group of white students went to stand in front of a group of black students in a protest by request because they knew the police would not touch them

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Bright Spots on The Inclusivity Pathway 3 1n Ceremony A ceremony is marking a meaningful moment using rituals to pause or celebrate Rituals are specific actions that can be used while ceremony is the overarching entity with a more common purpose A ceremony can help to let go of something old or be the start of a new beginning it forces time to be set aside it can provide a place for emotions offers guidance can be fun provides depth and can provide connection to yourself and others But why does this have a place within the IPT For starters the IPT is where one can get caught up in the issues of the day You ve just had a complicated meeting still have 60 e mails to answer have to pick up the children on time etcetera To really bring your attention to the here and now which is one of the preconditions of the IPT can then suddenly demand a lot of you In the IPT however you want to work on another layer an undercurrent where there is room for connection and deepening A ritual helps to get to that other layer in the here and now This can be done for example by singing together or with a specific check in question When setting up a ceremony it is all about focusing attention on the collective energy that is present and where you want to move to together slowing down appreciating being in the 54 moment connecting with each other and going deeper A ritual can also offer support to transform the energy When emotions run high a ceremony can make space for those emotions and have a healing effect A ceremony and or ritual is not only important as a marking moment within the IPT but it is also important to create an inclusive environment We need it for example to reflect on successes we achieve and mistakes we make for ourselves and mainly with each other We need to be able to land and give a place to what we carry with us and that needs space And that so we can be in the here and now so that we understand each other better so that we can make other connections with each other and so that we can have fun together 55 Handbook

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Bright Spots on The Inclusivity Pathway 56 3 2 Step by step plan design of a training course Below is a step by step plan which can be followed to develop a training course 3 2a Step 1 The conversation Usually someone is approached with a request to offer a training Initially many people or institutions do not know exactly what kind of training they want but it is expressed as We want to do something with diversity and inclusion The willingness to invest time and energy in this matter is already an important step and motivation but usually insufficient as a basis on which to develop and offer a training course Step 1 is therefore to engage in conversation where it is important to listen carefully After all it is not about the facilitator but the participants in the training course The following questions can be asked in this regard Who are the participants How many participants are there What is their knowledge background What is the composition of the group Indeed it matters significantly whether the group consists only of staff members whether they know each other and work together and whether hierarchical relationships exist e g staff members and managers or lecturers and students together What do the participants have in common For example are they students or lecturers from a particular degree program managers volunteers deans local residents Here it is important to find out what their shared story is in order to include it in the training course design It helps if you can include the story of the organization or group On the internet you can often find information about an organization and the story they want to convey about who they are regardless of whether they actually communicate that story The 57 Handbook

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Bright Spots on The Inclusivity Pathway shared story also does not have to be limited to the function but can also be the history of the organization For example part of the history of one university of applied sciences is that students had gone on strike en masse when a Jewish Professor was fired during World War II So that spirit of standing up for justice was part of their story and was included in the introductory presentation and was something that could be referenced as a source of inspiration What is the need or motivation for requesting the training Is there for example a problem a shyness to act tension or curiosity It is important to find out as much as possible about what is going on within the organization or group You must also take into account that this can only be the interpretation of a certain person or group What the management thinks is going on can be very different from how the staff members describe it You will therefore always have to remain alert to the real motivation even during a session What is the desired end result objective Is it for example about the individual or group dynamics or individual or group development Of course it can also be a combined need and objective 58 How much time is available How much time do participants have to take part in the training This includes time during but also time before the training session s How much time can and are managers willing to set aside to participate How many sessions are needed and possible and how long can each session last Physical vs online Sometimes based on available time decisions can already be made about what can or cannot be addressed Where will the training be offered The environment affects people and they people are affected by that and that should be taken into account Is it online or at a location Inside or outside Is it at the own workplace or elsewhere 3 2b Step 2 Reduce After the conversation everything is listed and the information is taken into consideration This allows for deep listening to the complex realities that the participants face daily in order to bring out the key points The planner 59 Handbook and facilitator may need time to allow everything to sink in properly The central issue here is whether the information gathered in step 1 can be reduced to a few clear and concrete points 3 2c Step 3 Prioritize and determine the sequence As discussed in Section 3 1 the IPT consists of 13 themes and skills Based on steps 1 and 2 at step 3 it will be necessary to determine which themes and skills should be the focus of the training sessions and in what order

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Bright Spots on The Inclusivity Pathway Generally only 3 or 4 of these 13 themes will be covered This has to do with the fact that awareness reflection and transformation need time and one should not want to merge too many themes As indicated earlier there are a number of themes that are always part of every training course One main skill that can and should always be worked on is learning to listen for example This does not need to be done explicitly after the first session but instead is integrated into the session The skill of being a bystander is something that will never be covered in a first session but only after working on listening and making a connection with the other s story for example So one really has to make conscious choices about what when and in what order things will be addressed Even then one must be flexible to edit or adjust as needed during the training course These choices become easier as you become more experienced and learn through trial and error what works and what doesn t A choice must also be made about the use of supportive reading materials Reading materials provide deeper insight into the substantiation of the theory and skill themes However the 60 emphasis in the IPT is on embodied knowledge The research found that supportive reading assignments can have a negative effect People especially academics like to go indepth and intellectually enrich themselves and thus try consciously or unconsciously to bypass the hard emotional and physical work Particularly for academics for whom knowledge is a foothold and who like to avoid the discomfort of not knowing the demand for more and more literature is recognizable In addition most of the supporting material is in English which can be an obstacle for a Dutch audience We are not advising against using supporting reading assignments but we do recommend making conscious choices about the use of literature First we recommend that the literature be used only for people who really want to delve into IPT knowledge and who may eventually want to facilitate groups themselves For general participants who want to experience IPT an in depth study of the literature is not really necessary If the facilitator is strong then the theoretical knowledge will be transferred naturally during the sessions 61 Handbook Keep the reading assignment to a minimum no more than two articles per session Encourage practical translation of the knowledge read Therefore ask questions such as How does this article contribute to understanding skill theme x What has become clearer after reading What is still unclear after reading What questions does this article raise How does this material contribute to your understanding about facilitating inclusion How does this material contribute to your confidence in your skill to act etc The most important takeaway is that literature supports and underpins IPT but is not leading3 One can read as much as one wants but that does not assure that one is competent to act differently That requires more One possibility is to offer the literature after participants have gone through a session People thus get the more indepth material afterwards so that they are not left depending on intellectual knowledge during the sessions If one offers the literature in this way and makes the discussion part of a reflection session it can have a positive effect Supporting literature sources can be found on the website www inclusivitypathway com resources 3

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The activities can be designed based on the established objective and needs of the participants and the themes that have been determined It is important here to design the activities that touch the experiential world of the participants It is essential to use the participants own stories By starting close to home space is created from the beginning to help people move from a connection with others Diversity and inclusion initiatives are often seen as something that is about them and people tend to skip over their own story Bringing that connection to one s own story from the beginning will hopefully also plant a seed of recognition and responsibility This is about us Perhaps equally important the activity should be developed in part from the facilitator s story and what inspires and moves the facilitator It is important to use your own story as a reference point and that is recognizable to the participants This also helps the facilitator move from a position of strength Because there are no standard stories or activities that will produce the same results for every facilitator and participants the most effective activity is the one where the story and enthusiasm come together with the shared story of the participants The inventory at step 1 also determines what tools explanations and guidance are needed from the facilitator Some groups express a stronger need for explanations other groups ask for frameworks on paper and other groups just want to get started and do things In particular for people who are academically trained it is tempting to offer training in a way they have always been used to Particularly for these people who are cognitively nurtured and appreciated it can be a challenge for the facilitator not to comply The pitfall here is that people tend to skip the emotional aspect and underestimate the role of conditioning People are quick to think If I understand it cognitively then I am competent enough to work with it This works well as long as it goes well but the moment it goes wrong and cognition does not lead to a solution they get stuck 63 Handbook Hence these very participants also need to be guided step by step and convinced about the importance of including acting on emotions and one sometimes needs to be compulsively taken through a non standard learning process In our experience despite the variation in group compositions and where people think they are the underlying basic skills that need to be addressed are the same As a result the facilitator must be very sure of themselves and be focused on what is needed and should be addressed The facilitator must also be confident in their own abilities and take people on a learning path that they may be very uncertain about sa 3 2d Step 4 Elaborate training components 62 This i Bright Spots on The Inclusivity Pathway ut o b us

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Bright Spots on The Inclusivity Pathway 3 2e Step 5 Arrange logistics and resources After the training course has been developed one must identify and plan what kind of resources will be used and whether the resources will need to be made collected or purchased Pens felt tip pens cards sheets of paper flipchart sheets etc are standard resources that should be available Is a connection for a digital screen available to show PowerPoint slides and if not do things need to be written on a large sheet of paper in advance Depending on the client they can often provide such resources as well Because the IPT often devises activities to convey a specific lesson specific resources are often developed These resources do not have to be expensive but they must be created or collected One example is the mats The mats are words concerning diversity and inclusion that are collected from the internet One word is written on each sheet and the sheets of paper are placed on the floor Participants are asked to walk around and based on various questions they stand by a word and are invited to start a conversation Questions such as What touches you the most If you could change one which would it be Which word have you stood up for Etc This exercise was devised to bring people into conversation in a low key way The meditative walking around brings calmness and promotes 64 embodiment This setup also gives space to people who are not so talkative By walking and standing somewhere they can still demonstrate their participation They are invited but not forced to talk but where they stand already says something The words were initially just put on a list and that list was used to create and print the sheets Based on current social issues words could easily be added or removed After several uses the sheets containing the words were laminated to prevent tearing and soiling After deciding to use this activity regularly the words were printed on mousepads Another example is to have a bag of objects that can be used as metaphors or sources of inspiration One can then collect and clean resources and always have them available Things like a key flashlight spoon compass etc can be collected In an online session people are asked to collect three to five random items within 30 seconds These items then have the same function However if someone is working in person with people in an empty classroom then it is better to have a bag with items available So it is good to think about which activities people will use more often and how much they can and want to invest in having certain resources In terms of logistics one must make good arrangements with the client What kind of space is available Do arrangements need to be made with the janitor Can and may tables and 65 Handbook chairs be moved to make space Do they need to be put back in place at the end of the session When can a break be taken Will food or drink be offered to participants Should certain diets be taken into account Particularly if the training is being held after a full workday what is reasonable to expect to be offered Is the building accessible Is parking accessible Are there people who will join leave earlier or later Can that be accommodated These are some of the questions that need to be carefully discussed with the client These questions are not always raised in the preliminary discussion but only become clear once the training course is developed 3 2f Step 6 A first or only session If multiple sessions are offered the first session sets the tone for the subsequent sessions Participants usually have no idea what to expect Therefore many details can often be requested in advance Prior to the first session it is best to share information of a more general nature because people need to be open to a new experience Organizers will know the content details but are asked to be somewhat restrained with sharing that information Here is a first step in building trust and learning to be comfortable in not knowing The first session will typically depending on the outcomes from the orientation meeting from step 1 consist of the guidelines a brief description of IPT an introduction to the entire training course and an exercise in which people undergo an emotional exercise Guidelines provide participants with a foothold These are not rules but frameworks to clarify what is expected of the participants and which the participants together with the facilitator commit to In addition it is an invitation to be open to a new way of learning It is recommended to write down the guidelines point by point on whiteboard or flipchart and have them visible throughout the session The guidelines here are points that the team uses by default but you are free to use your own guidelines supplement the guidelines with input from the participants or compile them with the participants The guidelines here are named as examples and inspiration Most importantly guidelines are there to contribute to the learning atmosphere and safety in the sessions

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Bright Spots on The Inclusivity Pathway The guidelines non exhaustive list are Safe brave space Here it is important to stress the importance of a safe space Of course pointing out safety does not automatically make it safe for everyone Safety does not mean that it cannot become ongezellig It does mean that we have each other s best interests at heart and that this will be a space for learning and where people can be honest without being attacked or rejected It is an invitation to actively contribute to this Conscious breathing Conscious deep breathing can contribute to being present in the moment to finding calm in the body and thus not being drawn into a particular emotion Working with the IPT in which embodied learning plays a central role can also sometimes lead to uncomfortable situations or release emotions or feelings that may be experienced as uncomfortable It is important to remind participants that emotions and discomfort can have a function and include a lesson Paying attention to breathing plays an important role in this Openness and courage This too is an invitation It is important to point out the encouraging effect of openness and to agree that this requires bravery During the session s the participants will be taken out of their comfort zones They will be asked to be courageous enough to undergo these new experiences 66 67 Handbook Pass I skip A safe environment also implies that participants should not feel forced to participate as such It is important to point out to the participants that they are being asked to be brave to participate in new and perhaps strange activities but that it is also fine to say that they do not want to participate in any component or exercise If an exercise doesn t feel right and a participant does not want to comply then that is respected Silence Silence can be a sign of strength but also a sign of flight Being silent during an IPT session is basically no problem provided that this silence is used consciously and not as an escape We encourage people to make conscious choices to retreat into silence or break the silence Gezelligt In the Netherlands people usually want to have and keep things gezellig In the guidelines it is good to point out that it does not always have to be gezellig and sometimes friction can create shine Participants are specifically asked not to run away from ongezellige feelings but to embrace those feelings because there is something to learn Physical In person IPT training incorporates physical activities to facilitate embodied learning Participants are asked to listen to their bodies and indicate their limits when something becomes too much or painful i e standing for too long In the online sessions there are far fewer physical activities but participants are still advised to listen to their bodies especially when it comes to what they need a break something to eat drink etc but also to begin to get used to picking up physical cues that contribute to embodied learning Patience The IPT is a process oriented training Participants are asked to be patient with themselves with each other and with the process Things must have time to sink in especially in embodied learning This also requires being open to the unknown and learning to trust the process and not knowing in the moment It is a different way of learning Vegas rule Whatever happens in Vegas stays in Vegas Last but not least creating confidential connection is an essential part of the guidelines After all participants are requested to freely share their experiences and learnings with others but that they be respectful of coparticipants personal stories and not share them externally

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Bright Spots on The Inclusivity Pathway It is difficult to specify exactly which themes should be included in a training session Some themes are related to how IPT is offered and will always need to be included such as safe and brave space 3 1a lowering inhibitions 3 1b listening 3 1g and connecting with someone s story 3 1h However it is also important for participants to learn these skills Therefore sometimes they will be covered explicitly but won t be at other times while the facilitator is still working through prompts and in their own interactions to teach people how to listen make them aware of safety etc If the facilitator can only give one session then it is important to keep the objective in mind that people come to sample the IPT Participants are offered a general introduction an encounter with the IPT The session should last at least 1 5 hours preferably 2 5 hours With a 2 5 hour session there is more room for reflection and a break 68 In the next chpater you will find some examples of exercises that are regularly used by the team in IPT sessions 69 Handbook 3 3 Example exercises Some exercises of the IPT are personal and favorite exercises that the developers of the IPT have taken from their own backgrounds in therapy theater dance or community work However most IPT exercises are invented and created based on what needs to be learned and the circumstances An exercise on embodied experience had to be modified during the corona lockdown for example The new online exercise worked so well that afterwards it was also used in the in person training sessions The exercises mentioned here are only some of the many and are offered here as inspiration The themes addressed in the exercises are intentionally specified so that you can see how an exercise works but also to provide insight into how you can create your own Here is an example of a single session Introductory talk Guidelines An introductory activity if possible with a physical component First low threshold exercise A brief explanation of listening if there is time Follow up exercise that corresponds to the previous exercise and has an element of emotional experience Final reflection These exercises can also be seen on https www inclusivitypathwaytraining com resources

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Bright Spots on The Inclusivity Pathway 70 3 3a Circle Walks lowering inhibitions safe brave space Handbook Exercise Skills Adresses Activity Lowering inhibitions We are used to working with our heads By doing exercises that require something other than the rational other aspects of being are used such as body awareness Pushing boundaries in this area puts a person in an uncomfortable zone which then enables them as time goes on to become more comfortable with it This place of discomfort is what we prefer to stay away from when it comes to complex inclusion issues In addition it hides a degree of nonverbal communication that we constantly have to deal with in our interactions with others Walking through the space as a steppingstone for looking for that place of un safety in the space Where in a space relative to others do you feel un safe and what does this tell you about how you relate in other situations What movements can you make or have to make to be aware of this Based on body awareness find the places of un safety in the space Safe brave space 71 Have participants move through the space Get them to become bodyaware by asking what the walking pace is how they breathe where they have their hands along the body on their back or crossed etc Always give them an assignment to perform 4 In the immediate follow up discussion ask how they experienced the activity State that the activity is used to physically loosen up a bit and have fun with each other Also make it clear that this is an introduction to beginning to become aware of the role of embodiment Say hello to the first person you meet as if you haven t seen them in five years With every step you take you feel your nose grow until it is one meter How do you walk then Your body feels so heavy that you can hardly walk With the first person you meet you start gossiping about someone else You do this without words Or express physically i e without spoken language your annoyance with another Where in the room do you feel most safe Keep asking and be aware that everything participants say or what you see is information phenomenological observation4 It says a lot about how they experience this beyond this exercise as well See the work of Gommans 2017 on systemic work

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Bright Spots on The Inclusivity Pathway 72 3 3b Connecting our story engage participate share express connecting to someone s story Skills Adresses Activity Engage participate share and express Offer a different way to participate in the group Physically connecting through stories Connect with someone s story Listening carefully and feeling a connection with another person through their story What you will need 1 Ball of string Exercise With the participants sit in a circle and ask them to share something on a particular theme Always connect it to the context of the training session workshop For example you can ask what inspires you or about role models where competence lies and where you still slip up as a lecturer in front of a class when you are most uncomfortable what you are proud of when you have felt excluded etc As a moderator you tie the string around your ankle and then give it to one of the participants whose story touched something in you You share what this was and why The other person also wraps the string around their ankle and then gives it to another participant whose story or part of it touched something in him her This continues until a web appears If everyone now stood up and walked in a different direction some of the people would fall over we are all connected to each other thanks to our stories and how they resonate A variation on this exercise is that a participant starts by telling the story around the predetermined theme and that the other participants can ask for the string because there is a piece of the other s story that resonates with them This requires a different way of listening you don t have to listen to everyone first and can respond immediately and connect it to your own story In the immediate follow up discussion 73 Handbook ask how they experienced the activity and what they learned Did they learn anything about listening How did the physical connection contribute to the experience 3 3c Creating the story lowering inhibitions listening Skills Adresses Activity Lowering inhibitions Appeals to participants creativity because they are not allowed to think about the assignment for a long time Creating a story together Listening What story is being told and how do you get from the beginning to the end connecting to each other Exercise flow is kept going Participants up to 10 will create a story together with everyone allowed to make up and say only one sentence Ask a volunteer to start the story and put it on the left Then ask a volunteer to come up with the last sentence of the story and put it on the far right In turn the remaining participants may add a sentence to the story by standing somewhere between the first and last sentence Each time the whole story is told with the last added sentence until all maximum 10 participants have had a turn Make sure that the participants do not think for too long and that the Discuss the exercise after What is it like to do What does it evoke Complicated What is this exercise good for Would you use this in your own context If so in what way

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Bright Spots on The Inclusivity Pathway 3 3d Dominant vs the positionality being an ally Skills 74 75 Handbook context Suggest a different context or ask about participants experiences Other Adresses Activity contexts in which the dominant story is not necessarily the norm Man vs does not identify as a man Woman vs does not identify as a woman City vs Countryside village Positionality Awareness becoming aware of the system and context you grew up in Physically relating to each other HAVO VWO vs MBO previous education White vs Black of color Heterosexual vs LHBTQ Rich vs Poor Being an ally Feeling the connection with and responsibility for each other Deepening the relational position Non migrant background vs Migrant background Academically trained vs Practical education 1st generation student No functional impairment vs Functional impairment Old vs Young Exercise In this exercise with the participants you will review how they relate to the norm and the marginalized story Using the image of the dominant and other story you will take them through what these two concepts mean To make the move to an inclusive learning and or working environment it is important to be aware of our own positionality Our own context where we were brought up determines how we are conditioned By seeing and understanding this system we can use that history and the relationships it has given us to effect real change Understanding our positioned relationships provides insight which can be used to start the movement towards equality and towards a woven story This takes courage Because if we start to look at something that we have been doing in a certain way for so long it can create quite a bit of resistance Have participants stand up and tell them that you are going to present them with some contrasts that belong to the dominant or the other story The left side of the room is the dominant corner the right side is the other Or choose the variant where you have the one belonging to the dominant story stand on a chair or stand while the rest are seated that is literally higher Each time you mention the contrasts it is up to the participants to stand in the dominant or other corner Of course it is not always as clear a division as it is stated here but it is an invitation for reaction and conversation NOTE There is a relationship between the dominant story and the other story but this is obviously different for each Senior employee vs Youthful vs Aged National language vs Foreign Language You can come up with your own concepts here that fit the context in which you are giving the workshop training session Constantly ask what it is like to be in that place what it is like to see the other side what this does where you feel it in your body etc Keep looking phenomenologically here and naming what you see With a follow up exercise you can provide insight into what you may be tasked with in the dominant position in this relationship story by getting participants to think and engage in conversation about a possible shift Therefore instruct participants to find someone who belonged to one of the contrasts to the other story from the one in which you stood Engage in Junior employee conversation about your positionality around that theme and the relationship you have within that theme to each other How is the role of each confirmed by the environment or loved ones Then create two images tableau vivant living painting 1 Show the relationship to each other in which it is clearly visible who is dominant and who belongs to the other story 2 Show a shift in the relationship so that there is more equality in this story What do the other participants see What story is being told and what responsibility do we but especially belonging to a dominant story have to carry with each other What does that look like Etc

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Bright Spots on The Inclusivity Pathway 76 77 Handbook 3 3e I discharge you forgiveness Skills Adresses Forgiveness Relieving yourself or another from the duty of Daring to let go meeting your expectations the ability to let go of things What you will need 1 Cards with quotes about forgiveness Plain Post its pieces of paper will also suffice 2 Pens Activity Most IPT exercises are invented and created based on what needs to be learned and the circumstances person to be holding your card but you may also remain silent If participants want to share something about what they wrote down they may but this is not a requirement Swap so that both have a turn Exercise Have the participants pick a card with a quote Then instruct them to write on the card what they would like to forgive someone or themselves for but have not yet succeeded in doing Have participants walk around to find someone stand in front of that person and look them in the eye Give the signal to take a deep breath and then walk around again and find someone else Stand still again and look each other in the eyes Give the signal to take a deep breath and walk around again and find the next person Give the folded shut card quote to the other person they don t read it Hold the card for the other person while looking at each other Be conscious of your body awareness what is happening Where do you feel this in your body What is happening to the other person Share how it feels for that When both have been addressed and have exchanged instruct the participants to take a deep breath and utter the following sentence to the person holding their paper I release you from your duty to meet my expectations Both may now tear up the card and return the shreds to the owner NOTE It is important to walk and stand still multiple times This activity intentionally evokes tension Hence the movement is important The walking standing still deep breathing brings an interaction and loosens things up without using language Discuss this exercise in plenary 3 4 Applying exercises Here are two examples of how exercises are created and the feedback that was included in that process Multiple exercises can be found in the appendix under Follow up Chapter 3 4 conference participants The facilitators in training were provided with feedback on their planned session in advance Theme positionality 3 4a Exercise plus adaptation For a working conference at The Hague University of Applied Sciences as part of the NRO research individuals who attended the IPT facilitators training were instructed to work in pairs to design a 50 minute IPT session around one sometimes two of the IPT themes For the purposes of the study after those 50 minutes 30 minutes were set aside to evaluate the session with the The facilitators in training who designed the session on positionality had planned the following activities They had planned to start with a check in and share the guidelines to communicate the rules of the game and create a safe space Then they had a walking exercise and a mirror exercise This mirror exercise was designed to gain

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Bright Spots on The Inclusivity Pathway insight into how people position themselves in relation to each other for example who takes the lead If there are five chairs in the room who positions themselves on that chair After this the facilitators had planned a reflection discussion to ask the participants how they had experienced this exercise This was followed by a conversation about positionality Next they wanted to bring participants to an emotional undercurrent by having them complete an I am poem In this writing assignment participants fill out seemingly simple questions about their past Questions that without saying much can convey a feeling about where someone was brought up and which people are or have been a part of that or relationships that help determine one s positionality So when everything is filled in it turns out to be a poem Participants then have the option of reading the I am poem aloud 78 Adaptation The facilitators in training first received feedback about the amount of material they wanted to cover in 50 minutes The fact that there should be time for explanation reflection letting things sink in things that can go wrong etc was not really considered Starting with a physical exercise particularly when people don t really know each other yet requires a little more time and space for people to be brave So there was too much material for the limited time Also switching from a light to a heavy I am poem activity was too fast Then they received feedback on the reflection question The question How was this exercise experienced is quite an open question in which it is not necessarily tangible what this has to do with positionality or someone s base position It was recommended to ask more focused questions and thus help participants to grasp and experience the concept of positionality more fully What do these assignments say about the position you take in relation to others Do you take a wait and see approach Or do you take the lead What does this say about how you see yourself Do you recognize this 79 positioning of yourself in another setting The facilitators in training adapted the reflection questions in their outline which reduced the step to the next section where they were going to talk about the concept of positionality In their feedback the facilitators intraining were also asked why positionality is a relevant concept for the IPT and that they could possibly discuss this with their group They needed to be clear to themselves why they chose such an exercise and how it is grounded in a theme and not just focus on performing the exercise well In this way they could also become more skilled at seeing how the dynamics of the participants change as something is released The facilitators in training also received feedback on the use of the I am poem Experience has shown that sharing the I am poem can release a lot of things This is not a bad thing but it is if there is no time to transform the energy and provide aftercare for the participants In addition the facilitators wanted to get to this step rather quickly whereas it is important to organize a safe brave space for this Handbook first That is too tight in 50 minutes Therefore they were presented with an alternative exercise in which they could do a thought experiment with the participants about whose shoulders they stand on and reflect on what that has to do with who they are now how they stand in the world how they experience the world etc With this exercise the facilitators intraining were able to have the participants build on what positionality is while not making it so emotionally heavy given the limited time The objective was not to take the participants into the emotional depths but to let them sample and think about what positionality is and what the IPT could offer them This example of an adaptation demonstrates that the structure within the IPT session is relevant what step is needed to reach the next step Is there a logical structure Is there enough time for each component Is there a good balance between cognitive and or physical exercises How emotionally demanding is an exercise and is it needed now These are some of the questions that need to be considered during the planning

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Bright Spots on The Inclusivity Pathway 3 4b 80 Exercise plus adaptation For a working conference at Leiden University as part of the NRO research individuals who attended the IPT facilitators training were instructed to work in pairs to design a 50 minute IPT session around one sometimes two of the IPT themes For the purposes of the study after those 50 minutes 30 minutes were also set aside to evaluate the session with the conference participants The facilitators in training were provided with feedback on their planned session in advance The facilitators in training who designed the session on engage participate share express had planned the following activities 81 Handbook room for different perspectives What do participants need to learn to achieve this objective They must learn to be still consciously sense ask why don t judge and don t make assumptions Facilitators need to be clear why they choose a particular exercise and how it is grounded in a theme and not just focus on performing the exercise well be aware of all those present in the Theme Engage participate share room Participation can be verbal or nonverbal However each person express chooses to express themselves it is Workshop Title Participate and Share important to acknowledge all attendees and give them space to express Explore the Why themselves in their own way Everyone counts everyone contributes Brief text In this workshop we will collectively look at how to become more aware of how all What do we want to achieve We want people can participate within the group to teach that everyone can be seen and We also want to look at non verbal that everyone feels that they are communication and how we can become allowed to be part of it We must pay more aware of our verbal and non verbal attention to the smaller things like communication through role playing silence and nonverbal expressions We must learn to recognize that people activities express themselves differently Why did we choose this theme We believe depending on personal and or cultural that in inclusion activities it is important to backgrounds and that there must be Exercise One person must act and the rest must guess what the nonverbal cues are Give people a role playing assignment for example someone having a bad day and the facilitator follows up by directing a dialogue The facilitator has a dual role paying attention to the participants as an audience and paying attention to their nonverbal responses to the role playing Feedback Asking the why question usually leads to judgment Therefore it is best not to create an exercise that specifically focuses on the why question You can never know for sure why someone does something because that only leaves room for interpretation Many people themselves do not know why they do certain things Much of our behavior is conditioned behavior We don t consciously think about it The objective is to accept people as they are without knowing why they act in a certain way You are going to work on focusing on verbal and nonverbal communication Engage participate share express is going to help you make sure that through different forms of participation people are going to learn the lesson about verbal communication and nonverbal Here I present the Convince Me exercise You can use it as it stands or as inspiration Pay attention to how specific it is If you want people to act especially those who may not be very comfortable with acting then you have to give very specific instructions You also have to be careful to keep your objective in mind It s very easy for this activity to become a guessing game The objective is that you want people to learn about the role of total body communication I usually have two people go through the activity so you can see the contrast If two out of five people are invited to perform then some safety is incorporated because not everyone is required to act but can still participate This is good as a starting activity You indicate that you want to do something about silence as a part of communication You could come up with something for that Keep in mind that people need to be able to do the activity in breakout rooms without your presence Make up a strong activity and give them something to reflect on Also make sure there is a good connection between the two activities You also need a better title something with a stronger emphasis on communication

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Bright Spots on The Inclusivity Pathway Convince Me Two of the participants from the group are asked to recite the following text with the following instructions 1 Choose one of the styles below to read this passage aloud Be as convincing as possible Exaggerate your expressions Do not say which one you have chosen 2 After you have read group members give feedback on your presentation style What stood out in terms of tone facial expression body posture etc 3 After everyone has spoken the person says what style they had chosen This is the least important aspect of the exercise The most important thing is for people to pay attention to how one uses the total body to communicate and how different styles of communication make a message come across differently I used to learn that I should always address older people with the Dutch formal U meaning you I had to be polite nod nicely and ask questions I had accepted this formula as an absolute truth I had known it for as long as I had been alive and it had entered the part of my brain where self evident knowledge resides That was until I met 82 a friend s stepmother Logically I applied my formula and addressed her with the formal U She a seventy year old woman took great offense In Hebrew there is not even a distinction between the formal U and the informal version of Jij she roared My worldview regarding my learned absolute truth was shaken and for a moment and I was at a loss for words From Van de Kracht van Verhalen The Power of Stories Hannah Boekestijn 2019 Styles A spiritual leader An airport intercom announcer Someone who just won a million in the lottery Someone who is lost A concerned janitor A lamentation An angry activist Someone who is hopelessly in love Someone who is incredibly relieved Someone who works in a library Someone who is incredibly suspicious Someone who is high or drunk Someone about to run a race in the Olympic Games Choose for yourself 83 Handbook

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Bright Spots on The Inclusivity Pathway as not being equivalent Again the model of dominant and the other emerges but the complexity of practical research demands something different Andriessen argues for collecting stories of continued effect and then supporting them with evidence 2019 That continued effect can be seen in four categories knowledge development product development person development and system development Person and system development are not easy to recognize or express in output categories but rather arise through the research process itself In addition as indicated earlier indigenous knowledge looks at knowledge and time very differently which also directly affects the measurement of impact According to indigenous knowledge we are in relation to knowledge and it is not something we can appropriate Knowledge is therefore not easy to demarcate and place in a measurable box How we relate to that knowledge depends on our state of mind and the situation To arrive at a good relationship with that knowledge requires a process Just because one wants knowledge does not mean that one automatically has access to it We sometimes have to struggle with it let it sink in wait until one has other intrinsic tools to really embrace that knowledge and so on So one must be able to be at peace in the moment of not knowing or not understanding Knowledge in short needs time to sink in 86 Knowledge then is not exclusively something that is in one s head but what is expressed through one s actions The embodiment of knowledge is thus important A person can acquire knowledge but unless it is visible in how someone expresses that knowledge it is difficult to verify how much knowledge one has indeed acquired during the IPT because it involves all kinds of knowledge which can be expressed both through the body as well as through cognition On top of this within the world of indigenous knowledge the knowledge must also contribute to improving the community otherwise the knowledge has little value anyway Because this approach to knowledge is more than the cognitive consumption and demonstrating information it is not easy to measure The acquisition of knowledge the socalled learning moments are not in the experience of the activities themselves but in the spaces in between in the liminal space Bibi Sheik 2021 It happens in the moments of contemplation reflection silence discomfort and the like where one begins to gain insights It is in the aha moments after practice trial and repeatedly making errors that the seeds of knowledge begin to grow These moments are not always gezellig and can be experienced as confrontational and ongezellig Such feelings are not easily associated with success and can therefore be 87 Handbook overlooked when it comes to impact measurement when in fact these are important moments of enrichment Subsequently the IPT is aimed at intentionally disrupting old conditioned behaviors and empowering people to learn and use new skills The IPT seeks to change actions but also indirectly to bring about a culture change by normalizing new action skills Culture change is difficult to measure In addition when it comes to inclusiveness it is mainly about how good vulnerable or secure one feels to be an active part of an environment and how brave one is to put one s money where one s mouth is Does one feel safe enough to express oneself Does one feel confident enough to speak out about an issue that one had previously silently backed away from Does one dare to expose a systematic pattern of inequality and accept the consequences These are basic aspects of inclusive interpersonal skills that are not directly or easily measurable How confident one feels immediately after the training session or three weeks later can be very different Self confidence is also often not only tied to time but also to a particular situation So again this is difficult to measure Finally IPT is a process oriented rather than an outcome oriented program At the end of the IPT training or series of training sessions the objective is not that people have finished and know what to do At the end of the training people are hopefully inspired and motivated enough to get to started That s when the real work begins People need to start paying attention to the patterns in both themselves as well as in those around them and how they perpetuate certain things Then they have to be brave enough to break those patterns again and again and again every day This takes frequent practice before one feels comfortable and confident to actually act differently than they used to

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Bright Spots on The Inclusivity Pathway 88 89 Handbook 4 1a Evaluations immediately after the training Evaluations immediately following the training do not appear to be effective Precisely because the IPT is designed to loosen things up emotions can be quite high at the end of the training session One can be confused and cognitively not yet fully understand everything Or one may think cognitively that one is already there while embodiment has not yet taken place All these things are indicated in the guidelines at the beginning of the training session The training content must have time to sink in 4 1b Training from the other person s perspective The respect for the impact of complexity confirms for us that a special non linear evaluation approach is desirable for the IPT The NRO research on the IPT has made a few things clear about measuring impact The IPT is developed from the perspective of the other For most people conditioned in the dominant culture that confrontation can be harsh and experienced as quite ongezellig Many of the reactions during evaluations were a direct response to this confrontation As an illustration In an organization where hierarchy is an important part of the culture the majority found it difficult that little time was spent on formal introductions under the guise that they now did not know who they were in the group with However this is a deliberate choice in the IPT Formal introductions give the space to hide behind the familiar behind status and thus perpetuate existing hierarchies where we actually want to create an equal field Formal introductions can then contribute to uncertainty especially if people from various layers of the organization management vs staff members are represented The emphasis in the IPT is often on an introduction where the name is associated with a movement activity In this way people are introduced based on their humanity and not on what they do professionally Using movement or song also helps to get people out of their comfort zone early However if the team had only looked at the number of requests in the evaluation to adjust the introduction it might have acted on it So it is very important that the facilitator knows and can justify why certain choices are made to do or not do something

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Bright Spots on The Inclusivity Pathway 4 1c Individual vs group culture change Even if one experiences individual change the ultimate objective remains to harness that individual change for change in the environment and how people interact in that environment culture change Information from the popular business literature gives the impression that with some adjustments here and there culture change can be reasonably well implemented and measured Stawiski et al 2018 There is a shift to a more qualitative approach including reflective dialogue and storytelling Stawiski et al 2018 However the approach is still based on the idea that culture is a thing that can be changed with a few interventions and adaptations We also often encounter this attitude in the evaluations where people are looking for quick and preferably structured solutions that they think they can implement for effective change This is especially evident among lecturers who are searching for what they can offer their students A more anthropological approach to culture and culture change shows that culture is about deeply ingrained and shared patterns tied to cognitive and emotional schemas that are not so easily changed The KPIs Key Performance Indicators that are asked for by default in business approaches are increasingly being replaced by reflective conversations dialogue and 90 storytelling White 2017 However even when switching to more qualitative measurements it is still difficult to measure the extent to which a deepseated change has taken place and how long this change will last Given that this is a larger group change it is better to collectively determine as a group what and how they see that change and how they would like to specify it That process can be valuable In cultures where the pursuit of consensus is the norm the freedom of expression that occurs in such discussions may actually be an indication that something has been loosened up and space has been made for a breakthrough or change 4 1d Gezelligheid vs ongezelligheid the importance of feeling We observed that even though people are prepared for the fact that they will experience feelings they still struggle when these feelings come up and give all kinds of meanings to them Sometimes it is stated that the training session was too superficial because no feelings of discomfort came up Sometimes it is indicated that something must have gone wrong precisely because feelings of discomfort came up Time after time it becomes clear that despite the guidelines and warnings people are generally not prepared for feelings of discomfort This does not matter because this is precisely a core component that needs 91 Handbook to be addressed in IPT It is also why people are gradually taken to deeper feelings It does emphasize that gezellig should not only be emphasized in the guidelines at the beginning During the training too it must be made clear repeatedly in different ways and different moments that feelings of discomfort are allowed to be there This requires a good balance because there should not only be an emphasis on the discomfort but also on the positive feelings that play a role before when I performed action x Another possibility would be to have participants individually list which actions evoke such feelings of discomfort on a scale from x to x After a number of training sessions they could evaluate that list again and then indicate in what way their score has gone up become more difficult or down progress Again this could be an approach for people who like to measure is to know However there are a few things to keep in mind It is a challenge to include feelings in impact measurement Feelings are important because they provide insight when something is shaken loose But feelings are also incidental and not good indicators of skill that is changing or has changed Therefore it is important that facilitators learn how to work with feelings and see the importance of the role of feelings in the change process Hence a measurement or reflection immediately after a training session is of little use Things must have time to sink in One must also have time to try out the new insights and skills This would work best for individual reflection You can set objectives as a group however in a group situation people are often not honest or free enough to express all their needs You may know in advance which skills you need help with however during the course of the training and as you become more aware of yourself and begin to learn about the IPT new skills will emerge that you are having difficulty with A number gives a slight indication that an action may be easier to perform because it is perceived as less stressful but it does not indicate why and what is different about the action This is the valuable information that people are really looking for and that is transferable However there are people and institutions who still like to use quantitative methods If you choose to use questionnaires or rating scales we recommend always using them in combination with other methods Feelings can then play a role in the sense of I felt more or less nervous than

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Bright Spots on The Inclusivity Pathway 92 93 Handbook What questions did the training session raise what would you like to delve more into What surprised you What s one thing you definitely want to share with someone from what you ve experienced here What would you do differently These are questions that can provide some insights into how the training session was experienced and inform the trainer s but can also be of value to the participants as they help with starting the process of deeper self reflection 4 1f Reflection sessions 4 1e Simple insights Even though we do not recommend an impact evaluation immediately after the training session it is possible to get more simple insights that can also be of value We do not see that it is possible to gain insight into how much change has taken place and how profound that change is But it is possible to gain insight into how the training was experienced Questions such as What are two things you have learned that you were not aware of What touched you After a failed attempt during the first research round to create a digital platform for participants where they could share their development with each other and have the possibility to support each other reflection sessions turned out to be the most effective for the participants learning process In addition in terms of reflection experience has taught that it was better not to wait until after the training course but that reflection between sessions was most effective For this reason during the second and third rounds of the study reflection sessions of up to 45 minutes were offered at least four days after a training session This provided time for reflection and contemplation Because of the COVID pandemic the sessions were held online This proved to be very effective These reflection sessions gave participants the opportunity to exchange with each other and support each other in their learning These sessions were also valuable for the facilitators who were able to retrieve important information that could be applied in the subsequent sessions 4 1g Inspiration from Learner Reports We were inspired by Van Kesteren s 1993 work on Learner Reports The Learner Reports were developed in educational research It is an evaluation tool in which the person experiencing the intervention is included as an expert The evaluation is about the impact experienced and the lessons learned The lessons are not only about the person themselves but also about the insights they have gained about the world they are in What also makes the Learner Reports appealing to us is that it also considers insights beyond the facts i e also the unknown unexpected and the space in between We used a modified version of the Learner Report for our own analysis of IPT impact and use the following five questions What are the lessons is the impact on the individual What are the lessons is the impact on the community What are the surprises the unexpected lessons What happened in the released inbetween space What is the transformation resulting from the interaction We applied these modified Learner Reports after the necessary time following the training session s Examples of impact experiences with the application of this modified Learner Report analysis can be found in the appendix under Follow up Chapter 4 1

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Bright Spots on The Inclusivity Pathway 94 95 Handbook 4 2 Reflection In the IPT learning takes place in the inbetween spaces the spaces that have been shaken loose and where things can sink in Indigenous knowledge teaches us that we cannot claim or create knowledge but that we are in relationship to knowledge Wilson 2008 Thus we do not need to be continuously enriched with knowledge but merely change our relationship to it That is what reflection offers By reflecting on the experiences of the IPT new knowledge and insights emerge This reflection can be done by engaging in conversation with others but it can also take other forms One can reflect in silence see what emotionally comes up and learn from it again One can use other art forms to express that are not verbal and learn from that again Hence the importance of letting it sink in and embodied learning is so important to understand and remind participants of Just because one does not yet understand things cognitively does not mean that learning has not taken place or is not taking place People who are academically trained especially value the intellectual verbal exchange They often need help and reassurance that it is okay to be silent and that other ways of understanding are at work etwe b n i e e s pa ce n Th In particular when uncomfortable feelings have surfaced words often fall short Wrestling with a cognitive explanation then can also bring stress or embarrassment and actually be counterproductive Instead of going through the discomfort as encouraged in the Blues Aesthetic and which actually has transformative potential that growing sense of discomfort is actually used to shut things down An example of such a situation is as follows The IPT was used with a group of international students from different countries in Africa who had experienced racism based on their skin color for the first time in the Netherlands They had asked for a special session to help them with their feelings We had been informed that they had already had a session with supportive lecturers in which they had been able to express their experiences of racism So there was a conscious decision not to talk a lot again about what had happened but to use another way and still work with the topic Talking was an easy way for these students to express themselves Talking would also not necessarily lead to transformation but rather to deepening feelings engage participate share express The group first followed the standard activities to gradually bring them to the deeper feelings safe brave space lowering inhibitions There was an exercise with an emphasis on listening because it was important that they be open to each other s experiences and not just their own story listening There was also an emphasis on activities with walking so that they could physically open up and get ready for the transformation lowering inhibitions embodiment An activity was specially created for this group They first had to stand in a circle and were allowed to express their own experience with racism in one word They were allowed to repeat the word several times so that the whole group could hear and feel the different words Then they were allowed to say their word out loud and designate someone to physically portray that word The person who had to portray the word was completely free to give their own interpretation to the word What ensued was a physical and emotional coming together and connecting of stories Everyone was touched in different ways and could find themselves in the expression of others This was followed by a break after which there was reflection In the reflection it was already clear that something had definitely been released transformation The session ended with a ceremony that was also specifically aimed at their situation ceremony Two of the students approached members of our team a few weeks later and told us that they felt different since the session and in particular had been able to let go of the anger they felt daily and could now look at their situation differently The creative sharing with each other had made the biggest impression and was considered very valuable

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Bright Spots on The Inclusivity Pathway 96 4 3 After care It has been repeatedly explained that the IPT releases things and does not avoid discomfort This begs the question is there a need for aftercare Well yes and no It is always important to take good care of oneself and that is also included in the IPT as a skill theme Therefore there is nothing wrong with planning some things in advance for when a session or the whole training is over How do you recover from what has been emotionally released How do you process it and give it a place Do you listen to music engage in physical activities sit in silence or write things down What is the best self care for what resonates with you This is selfevident However here too we need to make a point The IPT strives for growth that must come from the in between space from the space that has been freed up and in which one can begin to work with oneself and all that one is connected to The tendency with discomfort and especially for people who are academically trained is to seek external help preferably from experts and or literary sources In contrast with the IPT we assume that the answers are inside in the person themselves So the person must take the space time and have the courage to work on themselves or do nothing and sit in silence or discomfort until something can come up Therefore the real transformation work only begins when a person is finished with the training sessions We draw understanding and inspiration from the difference between vulnerability and fragility From earthquake and risk studies we learn about the difference between fragility and vulnerability Porter 2021 Fragility has to do with the breaking point the point at which a building or infrastructure really breaks down and suffers damage Vulnerabilityy looks at being open and 97 Handbook the potential risk someone runs and the associated costs Therefore the cost can be in infrastructure loss of buildings financial damage of human or animal life psychological damage etc The costs can be from minute to very severe If we translate this to people we can see fragility as the breaking point that point where real harm is done We can see vulnerability as a state of risk and reception of things that can harm but in so many different ways and in so many different forms So making yourself vulnerable means being open to being touched knowing that there is a risk involved Being fragile means seeing a particular situation or experience as unbearable and therefore needing to be discontinued or avoided I really can t handle this Often people in a fragile state are very externally focused they feel harmed by what has been done to them has happened to them etc Salvation must therefore come from outside They have to stop doing that etc We see vulnerability as more introspective with an emphasis on how the person experiences something and tries to learn from that Again there will be people with old profound traumas for whom certain experiences act as triggers and who will get to their breaking point faster than others However we see many people who imagine themselves in a state of fragility when in fact they could assume a state of vulnerability In addition we also have a culture that is quick to attribute a state of fragility to certain people and does not even allow others a state of vulnerability Both groups are thus short changed As IPT researchers we believe that people are often stronger than they think and that they will not break because of their discomfort We also believe that people have a right to their feelings including their uncomfortable feelings For both groups we wish they would give themselves space and go inside rather than seek external help or avoid the process Ultimately people must then decide for themselves what the best form of aftercare is

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Bright Spots on The Inclusivity Pathway 98 Conclusion Dieuwke de Boer is program manager of trainee programs and member of the Diversity Inclusion Task Force at The Hague University of Applied Sciences and she participated in the IPT facilitators training in 2019 as part of the NRO research She has been asked to write the epilogue of this handbook in which she shares experiences and the impact of her process She shares as follows I had a great sense of justice as a child and I still dream of a peaceful fair world Stories of transitioning students in education who have not been seen for their talent affects me That some of our students don t dare to dream big because of their background affects me too To learn more about how I can contribute to an inclusive and safe university of applied sciences for our students and colleagues I signed up for the then Inclusivity Toolkit Training of the Inclusive Education research group in 2019 It was a nice prospect of putting more tools in my box We sang did exercises shared experiences thoughts feelings life lessons Sometimes in a playful way with lots of laughter sometimes in a powerful exercise with yourself or in pairs and sometimes in a downright confrontational activity And we reflected In one exercise an action of mine affected someone else Ouch how painful for the other person And how unfortunate it felt that my action had this unintended effect The training invited me to acknowledge my discomfort to listen to the other person and really take in what they shared This resulted in a wonderful conversation between the two of us as well as with the group Although I learned with and from the other participants and felt the connection with them I struggled How can I use this within my work I was a communication advisor at the time How do you translate this to the classroom as a lecturer How do you include your colleagues in it When do you use this What does it require from me to apply what I learn here in practice How It took a while maybe months before things fell into place and I knew how to put the ideas and skills of the training into practice in my job By now I have experienced several times how much openness and connection can arise when you pay attention to and therefore take time for creating a safe environment That you make room for really listening to each other Each time I succeed in doing that it felt magical and not selfevident to me After all there is no magic formula for a classroom team or world in which everyone feels seen heard equal and safe Creating this is an ongoing process The power of the Inclusivity Pathway Training on reflection not a toolkit is in the process The process of getting 99 Handbook to know yourself better with all your ideas and vulnerabilities and getting to know the other person with an open mind ear and feeling Daring to face what happens in that interaction and to learn from it And then learning how to bring that openness and experience to your team or classroom Even or rather especially when things don t go smoothly This handbook provides a great overview of the foundations on which the Inclusivity Pathway Training is built and provides tools for getting started with it in practice Thus together to continue to nurture that process toward an inclusive classroom university of applied sciences and society Dieuwke de Boer Program manager for trainee programs Member of the Diversity Inclusion Task Force The Hague University of Applied Sciences

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Bright Spots on The Inclusivity Pathway Chapter 1 102 103 Handbook Change Journal of Advanced Nursing the Flesh The Embodied Mind and its 31 2 444 451 Challenge to Western Thought New York Dobbin F Kalev A 2016 Why Diversity NY Basic Books Nagata Programs Fail Harvard Business Review Sapp M 2020 Psychodynamic Affective July August 52 60 and Behavioral Theories to Psychotherapy Malgrave H F 2014 Cognition in the Flesh Springfield IL Charles C Tomas The Human in Design Thresholds 42 76 Indigenous knowledge Bass A L 2009 Chapter 87 Counterpoints 341 223 47 Nelson A 2009 Chapter 10 Storytelling Murray A 1996 The Hero and the Blues Treadwell T W Kumar V K and J H Wright Munro M 2018 Principles for Embodied and New York Vintage Blues 2002 Enriching Psychodrama Through the Learning Counterpoints 341 207 221 Use of Cognitive Behavioral Therapy Theatre Journal 31 1 5 14 Tuhiwai Smith L 1999 Decolonizing Techniques Journal Methodologies Research and Indigenous Psychotherapy Peoples London Zed Books Sociometry 55 55 65 of Approaches South African Badenoch B 2017 The Heart of Trauma Goulet L Kovach M Marshall M 2014 Healing the Embodied Brain in the Context Embodying Decolonization Methodologies of Relationships New York WW Norton Co Zachariah M Moreno R 2006 Finding and Beck J 2021 Cognitive Behavior Therapy My Place The Use of Sociometric Choice International Journal of Indigenous Peoples Basics and Beyond New York The Guilford and Sociodrama for Building Community in 10 67 80 Press the School Classroom Journal of Group David O A Matu S A Pintea S Cotet Psychodrama Sociometry 58 157 167 Learning Ritenburg H Leon A Linds W Nadeau D Cognitive psychology Psychotherapy Transformational Restorative practice Group Psychodrama 11 Bodymindfulness for Skillful Use of Self Indigenization AlterNative An Van der Kort B 2015 The Body Keeps the Score Brain Mind and Body in the Healing Stolz S 2015 Embodied Learning of Trauma New York Penguin Books Educational Philosophy and Theory 47 5 C D and D Nagy 2014 Cognitive 474 487 Chapter 2 Behavioral Processes Based on Using the Embodied knowledge ABC Analysis by Trainees for Their Personal Butler J 1993 Bodies that matter on the Wilcox H N 2009 Embodied Ways of Development Journal of Rational Emotive discursive limits of sex London Routledge Knowing Pedagogies and Social Justice Bibi Sheik Z 2021 Liminagraphy Lessons Inclusive Science and Beyond NWSA in Life Affirming Research Practices for Journal 21 2 104 120 Collective Cognitive Behavior Therapy 32 198 215 Butler J 2015 Notes Ellis A Joffe Ellis D 2019 2nd ed Performative Rational Cambridge MA Harvard University Emotive Behavior Therapy Theory of Towards a Assembly Liberation Rotterdam ISS Erasmus University Transformative learning American Psychological Association Fisher Yoda B Geller K D Schapiro S A 2009 women the reinvention of nature New York Learning Space Culture the Arts Routledge Counterpoints 2009 Vol 341 Community Leaders and Social Workers Kirmayer L J 1992 The Body s Insistence Leahy Martin J and M Sue Gilly Chapter Springer Nature DOI 10 1007 978 981 33 on Meaning Metaphor as Presentation and 2 Learning in the Space Between Us 6342 7 Representation Counterpoints vol 341 23 42 Chapter 4 Mezirow J Associates 2000 Learning as Andriessen D 2019 Doorwerking van transformation Critical perspectives on a onderzoek in complexe vraagstukken In theory in progress San Francisco Jossey Bewegen in Complexiteit Voorbeelden voor Giacomucci S 2021 Social Work Sociometry and Psychodrama Experiential Approaches for Group Innovations in Transformative Chapter 3 Haraway D J 1991 Simians cyborgs and Therapists de Praktijk Audit Magazine 1 58 59 Medical Lam D Gale J 2000 Cognitive Behaviour in Illness Anthropology Experience Quarterly New Series 6 4 323 346 Therapy Teaching a Client the ABC Model The First Steps Towards the Process of Gommans T 2017 Systemisch Werken in Lakoff G Johnson M 1999 Philosophy in

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Bright Spots on The Inclusivity Pathway onderwijs onderzoek en 104 105 Handbook Appendix praktijk Montesano Montesori N Schipper M Andriessen D Greven K eds Utrecht Utrecht University of Applied Sciences pp 105 112 Montesano Montesori N Schipper M Follow up Chapter 3 4 Application of lessons exercises personal examples developed and how overcoming it still plays Andriessen D Greven K 2019 eds learned the competencies a role in the present Bewegen in Complexiteit Voorbeelden voor The following examples are the IPT NRO onderwijs onderzoek en praktijk Utrecht researchers favorite activities This Utrecht University of Applied Sciences exercise knowledge 3 4c Exercise of choice Somya is based and on retrieving memories among participants about how they are in life in Van Kesteren B J 1993 Applications of de relation to their environment This exercise Groot s Learner Report a Tool to Identify Overcome challenges assumes that on average people operate Educational Objectives Learning Form the exercise can be given online or in on autopilot no longer knowing exactly why Experiences Studies Educational person Participants share their stories in they choose certain actions and thoughts Evaluation 19 65 86 small groups of 3 5 The idea behind this exercise is to raise a Porter K 2021 A Beginner s Guide to Exercise instructions Describe a major by focusing on a challenge that has been Fragility Vulnerability and Risk University challenge you have overcome in your life overcome in life There is also an emphasis of Colorado Boulder 139 pp https www that has had a big impact on your life Who on the idea of assistance to promote the sparisk com pubs Porter beginnersguide or what helped you with this Now that you idea pdf look back what are three things in this connectedness and interconnections as and in participant s self knowledge in one session of introducing and normalizing experience that you are grateful for An self evident Often most IPT building blocks Stawiski S McGuire J and Patterson T adaptation might be for the listeners to also emerge in a story such as the safe 2018 How to Know if Your Culture Change indicate what lessons of gratitude there environment Strategy Is Working Center for Creative might be instead of the narrator themselves honoring and celebrating and connecting Leadership The objective To get people to see that with someone s story http cclinnovation org wp content uploads 2018 10 alliances forgiveness whatever they do they never do it alone There is always help even if it is spiritual 3 4d Exercise of choice Birol help the right circumstances or specific The dishes story help Through this story the objective is also Supplies A circle with depending on time to make a connection with others and help available 5 8 chairs in a circular shape each Exercise instructions Share a dish from other appreciate our difficult experiences No matter how difficult they your past that you have a fond memory of were they still contributed something Facilitator s instructions The facilitator Facilitator s instructions The facilitator shares his her story first then invites others shares their own story first emphasizing to share their stories They subsequently the circumstances the impact on the invite others to respond to the stories or ask person physically and mentally the questions It is important that the facilitator

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Bright Spots on The Inclusivity Pathway emphasizes mutual recognition 106 107 Handbook Participants are asked to close their eyes Recognizing this body tension in another touches different themes These are not and place themselves in the picture that situation can then inform you of what you necessarily Explanatory notes corresponds to the number they have need to do for example listen to that body participants For an online session it is nice Eating is an aspect of our lives that everyone chosen for themselves In which place do breathe more move for a moment to to be able to work on the IPT themes in a does and has a central place in our lives they feel most comfortable and where transform the energy or whatever works for different form anyway Eating is something you have always done least If they had to present something in you Listening to your body using breathing also with people from your past your family this space to a group what position would consciously and moving are all things that 3 4f Exercise of choice Aminata friends colleagues and neighbors You they take Invariably after asking the help to take better care of the self by What makes you happy Eyes closed have eaten in good times and bad Sharing a questions the facilitator asks participants picking up the signals of our body faster and When I do the IPT I gradually take people dish from your past is an invitation to share to be aware of their bodies what is learning to listen to them deeper into the world of ongezelligheid and your history with others and an easy way to happening If there is tension where do give an insight into the baggage you carry they feel this in their body etc When Participants experiences with this exercise things loose so that growth can take place I with you and have filled over the years It will everyone has opened their eyes again vary greatly Some can immediately recall often use the snapshot exercise an exercise be remarkable how easy it is to find out reactions are collected in plenary from and that feeling and recognize it as something where people share a positive memory with about the other person their background allow for those who want to share something that also happens to them in their daily each other through snapshots in a short values norms and history from a simple about it practice For example a lecturer who always period of time They can do it with a partner experiences tension when she is going to or in a small group It s a low key way to get story about food This is a very low made explicit to the disruption That is necessary to really shake threshold exercise that is good to use at the This exercise creates space for a number of teach a new group or another who stands in people to connect with each other and beginning of the session themes To begin with talking about the middle of a circle in her mind because it begin to open up safety contributes to creating a safe feels so normal and gezellig A participant 3 4th Exercise of choice Winnie space You hear from others why something who has turned an open space with many After the experience which usually doesn t Exploring safe space and embodiment is or is not gezellig for them so that you can windows into a yoga studio in his mind and take long up to six minutes in a small group online consciously or unconsciously take this into chooses a certain position because that is up to six minutes usually three minutes as a account In addition this exercise asks you where the light falls best or another who pair I explain why I am doing the exercise I This exercise is based on the Circle Walks to use your body awareness Being aware of likes to stand by the door because he can explain that this is about connecting and exercise Chapter 3 3a where participants the body is something we forget too often then leave quickly Others find it difficult to being present We all have fun memories have to choose the safest and least safe especially in work situations while so much go along with this thought experiment and and that can be connecting I also explain place in the room for them as the last step of knowledge is stored in that body and it can do not get any associations or experience that this is a different way of connecting the assignment During COVID a variation tell us so much For example suppose you any physical sensations This is also relevant than asking about someone s resume I also of this exercise was created for the online feel tension when you have to imagine information which you can ask about as a explain session taking the spot where you are going to facilitator Is it someone who is in resistance liberating for some and perceived as difficult that shortening language is present something to the group Where and someone who finds it difficult to let go of by others There are no right or wrong Participants choose a number between one how do you feel that Can you stay with certain inhibitions is it someone who has experiences this is a first step in sharing and and four without knowing what it is for Then that feeling By focusing on that feeling and little body awareness at all Etc Someone making connections I give people time to they are shown four photos of different acknowledging it you can also do something who doesn t want to join in always has the share what the experience was like being spaces from an empty open space to a with it so that the energy in this case the space to pass careful that it becomes a reflection and not classroom a round table benches outside tension can be transformed Through this etc They are environmental photos that exercise you can explore and experiment So a simple exercise like this works been shared This sometimes happens with vary and can evoke different feelings with what helps you transform that energy unconsciously on different layers and people a repetition or enumeration of what has from a more authoritarian

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Bright Spots on The Inclusivity Pathway 108 109 Handbook educational background is enough time for this exercise for both It had an incredible effect It was so good the room If the energy and accompanying The objective is to take a first accessible sharing as well as reflecting I usually do it that I immediately decided to use this feeling are quite low don t jump right in to step in listening feeling and making a right before a break or have a movement or exercise more often After they shared with interrupt and make it better Be aware of it connection with someone If there is a large singing activity ready to rekindle the each other I added that these feelings are a and pay attention to where people are group I may ask one person per group to emotion and energy afterwards It s okay to resource to which they always have access After a while you will develop your own briefly share something or I may ask a go into depth but people shouldn t stay This is the in between space that they sensitivity and radar and you will know when selection of people to share something there always have access to There will be days it is time to raise the energy Keep your tools when things are difficult and they will want available for that This may be one of them Depending on the group and that day s objective I may decide to follow up the During an IPT training session with a to quit their job Or they will experience snapshot with positive memories with particular group I would do both snapshot something else negative They should then sharing snapshot stories with negative activities so both positive as well as remind themselves that there is something memories Feelings of sadness and pain negative I would follow that up with an in their job that they love That will give them may surface as may struggles with trust as exercise on non judgment and then an energy to get back into it Depending on the they have to make choices about what to exercise on exclusion and its physical group you can make the question more share impact I knew that in this way I would take specific What do you love about your them incrementally deeper into the heavy degree program department diversity and When I do this exercise live I always walk feelings as there was not really time for a inclusion activities institution etc around and pay attention to how people are break or a physical activity to interrupt this in it Tears are allowed to flow Sometimes I sequence I also knew that it was necessary have to give people instructions not to talk to lighten the energy a bit anyway It would This is a very short but effective exercise too much and to really be present and listen otherwise become too heavy with these that allows people to pause and reflect It This is all part of the learning experience I emotional exercises also works specifically on the role of remind them that this painful experience is knowledge rooted in embodiment and also what connects us I don t always use I thought about it and then came to the next feeling Find the feeling feel it in your body the negative snapshot exercise I usually step After we reflected on the painful and allow the knowledge associated with it use it with professionals who work with snapshot exercise I asked everyone to sit to surface In a few minutes this can people diversity back in a relaxed position and close their transform the entire energy in the room I professionals However I have also used it eyes Breathe deeply in and out and relax I have since used it in online sessions as well with students who were too talkative and want you to get in touch with that feeling of and find it effective there too I don t use this analytical in the first part of the exercise loving your job There is something in that to run away from the negative feelings The and did not make a real connection So I job that you love that makes you happy and negative feelings are allowed and need to always make a very conscious decision puts a smile on your face It could be be there but the objective is not to send about whether I will do this activity Do they anything from the job itself to the people people down into the depths of painful need this exercise is my directive you work with anything Find that feeling feelings Again this is not a therapy session and sit with it for a while When you really I give them permission to go in that direction When I take people to the dark side the feel it open your eyes and share what you and feel so that they can learn something heavier deeper side by asking them to love with the people in your group You don t In doing and leading this work it is important share a painful experience via a snapshot I have to do it via snapshot to be constantly aware of how people are like lecturers or always do so consciously I make sure there experiencing it and where the energy is in

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Bright Spots on The Inclusivity Pathway 110 111 Handbook Follow up Chapter 4 1 Impact experience to think about it and asked the student to After a brief reflection the participants After the participants performed the case and analysis personal examples come back later The student did not return were instructed to imagine themselves in study assignment in groups the assignment Most of the participants indicated that they and think about the following situation was repeated in class but using the The following are personal favorite have experienced such a situation on character of a student with hijab with a A student with climate activist ideals walks financial studies background who does not into your office and asks you for help in want to work at a bank because it conflicts At the beginning of the training session we finding a great entry level position In doing with the rules of her religion Before the chose to start with exercises that increase so he states very clearly what his strong start of this training session participants 4 1h Impact experience and analysis the participants empathy for the case ideals are and which companies he is very were unable to get over the uncomfortable Somya study These exercises are derived from the critical of because they contribute a lot to feeling they got when they were in this themes connecting stories positionality environmental pollution situation or when they simply imagined examples of training experiences analyzed occasion with the modified Learner Report as named in 4 1g Experience and listening skills being in this situation At this stage of the A group of career service coaches in higher Next the coaches were asked What do training participants were able to get over education is taking an IPT training course Exercises you think it would take to provide this these feelings though because they and the issue is How can we better Annoyances What annoys you and how student job realized that for them there is little supervise does it feel application advice even though you do not difference between the climate activist and environment is not sufficiently known to Oops moment when have you caught recognize yourself in or identify with the the student wearing the hijab us It has often been the case that the yourself in a bias What did that do to you student and their obstacles After the coaches do not know how to behave when a Share a dish that reminds you of your participants imagine The feelings of discomfort may be present student who looks totally different from childhood or home themselves in the situation they were asked at first but these are the result of to describe what the ideal situation should regrettable conditioning Taking a few deep students whose living what the coaches are used to comes for with the were best able possible to help A case study is included of a Muslim girl These exercises triggered a lot of reactions look like if the following building blocks of the breaths can help get past that put the wearing a hijab and black abaya who has an among the participants Several times IPT were used as a guide negative feelings aside and focus on what appointment with the career coach for job people said that these exercises had application advice On entering the room broadened their view and perception of the Safe space non verbal making you feel a woman in a hijab After the coaches get the career coach s initial discomfort begins other person These exercises also had the welcome over the discomfort they can have a as she does not recognize herself in the purpose of looking for and feeling the Engage participate share express conversation with the student and look for student discomfort The becoming aware of the body s role in solutions together They do not have to fix completed a finance degree program and experiencing feelings is not a disaster food discomfort the would like help finding an entry level dish exercise Even though the participants Listening skills hearing vs listening knowledge They don t have to and can t position that she likes She explains that she are not direct colleagues because they Connecting with someone s story sharing But by questioning the student and does not want to work at a bank because it come from different institutions they stories including them in the conversation they can conflicts with her religious beliefs the experienced that by sharing stories they Lowering inhibitions open attitude prohibition this became very close to each other By the end Positionality student s application desires and limitations of the exercises the coaches felt like they acknowledgment of your own and the caused the coach to block The coach no knew each other and were able to see the other s perspective longer had a clue how to help this student other participants not just as colleagues Being an ally standing for or with someone A coach should always give input to the further The coach fell silent and searched anymore but for the person they are with who is different from you student based on that person s social for words The coach indicated she needed the baggage they carry of student interest has recently Hearing but also to show that really matters a person who needs help not recognition situation based on their limited move forward and closer to a solution that and works It is then irrelevant how they feel about the student s background environment opportunities and barriers

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Bright Spots on The Inclusivity Pathway 112 The coaches rightly reflected that it is mainly about how you remain objective acted as an unnecessary disruptive has even developed into an ambassador for Negative physical feelings don t have factor speaking out against microaggressions to guide how you interact with people discomfort And it is especially important You can also consciously physically which techniques and methodologies you disable them Handbook a role in how one judges people neutral and open when you experience use for that just take a deep breath find a 113 The participants became more aware of the role of culture in prejudices 4 1i Impact experience and analysis Birol Two coaches indicated that they now Transformation moment of peace and flip the switch Just recognize there is no difference at all in interaction Experience because certain feelings come up you do the type of student who walks into the The participants reported increased During a conversation with a colleague Birol not have to give in to them You can leave office confidence in their knowledge and remarks that the colleague made a sexist them for what they are so they don t bother unknown is all in yourself Once you get ability to act remark to a student without realizing it and you You also have to be able to give the over that you can help all students student confidence that we will get through come up with solutions The uncomfortable and this together Going through the building blocks of the IPT greatly helped participants Community impact to build self confidence in how to act when from the without intentionally intending it as such 4 1i Impact experience and analysis Birol After having pointed out to her that this falls Experience under microaggression there was a great deal of resistance indignation and defenses By exchanging with each other as a During a conversation with a colleague Birol such as It is clear that it was not meant group the lessons became clearer remarks that the colleague made a sexist that way or It is meant to convey another remark to a student without realizing it and didactically What are the surprises the unexpected without intentionally intending it as such Students know me and they know that I lessons After having pointed out to her that this falls really did not mean it that way and even It such a feeling of discomfort arises Analysis resulting important message and The participants did not expect that under microaggression there was a great is impossible for me to consider all the Individual Impact the solution for helping the student deal of resistance indignation and defenses sensitivities of all the students in the class I Self reflection by the coaches to with hijab would be so obvious One such as It is clear that it was not meant do not have the time energy and space for disconnect their own of thought it made perfect sense once that way or It is meant to convey another that discomfort and just the they followed the steps of the building didactically blocks of the IPT sense follow standard steps that one is supposed and Students know me and they know that I After the initial very defensive reaction of really did not mean it that way and even It this colleague she approached Birol again student with job application advice brainstorming how they would use is impossible for me to consider all the after 2 5 weeks saying that she had been Awareness was created among the these new insights to help the student sensitivities of all the students in the class I struggling with this for a while and had participants about the different layers wearing the hijab they presented very do not have the time energy and space for thought about it often and a lot and that on and baggage that makes people who creative and appropriate ideas that reflection Birol had a point She had they are and especially the impact that message started to take in all cases when helping a important When the participants The participants still needed to be therefore decided to act differently in personal experiences have on how encouraged to include the student as a After the initial very defensive reaction of similar situations Since then this colleague they view other people worthy conversation partner and not this colleague she approached Birol again has even developed into an ambassador for Several coaches indicated that they as someone for whom something had after 2 5 weeks saying that she had been speaking out against microaggressions no longer find the case study of the to struggling with this for a while and had be solved student with the hijab that different thought about it often and a lot and that on from the case study with the climate What happened in the released space reflection Birol had a point She had activist It also made clear how culture The participants were able to make the therefore decided to act differently in link in how their feelings of discomfort similar situations Since then this colleague and especially one s own culture plays

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Bright Spots on The Inclusivity Pathway Analysis Individual Impact 114 115 Handbook The colleague has had time to let the check out that raises the energy again Two space between the set up chairs exchange sink in and of these activities were used to conduct the When they are instructed to go to that The colleague was not judged by Birol impact analysis spot where they feel most comfortable Transformation resulting from the Birol s colleague was deeply affected almost everyone stops pretty much interaction Before the session we both wrote a immediately The colleague has come to their own reflection report describing our experience immediately points to a student and conclusion and has approached Birol For the impact analysis I use both reports asks about where they are standing A again that provide insight into the impact on the just because is the reply Can I ask The colleague has consciously started participants and in this case also on the you why you chose that spot says to act differently learning facilitators the facilitator standing outside the The colleague has committed to 1 The guidelines are explained at the resulting continue with and propagate this start what another student Meanwhile the co awareness sharing these guidelines can do to the facilitator has started moving walking atmosphere in a group if done in a among the students and using their certain way Breathing is an important own physicality to get something aspect because it helps to transform going When the co facilitator comes energy for example tension When the to stand between a group of students I am preparing a session for about 40 facilitator shares these guidelines an they ask what it is like to stand in that Community impact students with a colleague who has taken addition follows because now it spot One student replies that she just Birol s colleague has permanently changed the IPT facilitators training A need has seems very normal but later on it can stood still at the moment she was given her behavior and now treats her students emerged from a few of her students to get heavy and then it is important that the instruction When asked who else differently share their experiences of exclusion with you Students has done that three quarters of the classmates The IPT is being used for this exchange glances Some get giggly students raise their hands Now that What are the surprises the unexpected purpose The colleague prepared the others become increasingly locked in you re standing in that spot look lessons session with another colleague at an earlier their body language arms crossed around you who is standing there Even though it initially looked like the stage but due to circumstances he cannot legs crossed With a joke from the co Where are you standing in the space colleague was putting up a wall of take part We are adapting the program facilitator about whether the students One of the boys who seemed to be resistance right away something had they have made somewhat It contains are already a little anxious some of the exhibiting resistance says I stood seemingly made an impact on her and rather explicit exercises that offer little tension falls away here because my friends are here time was needed for the effect to show room for real listening connecting our For the safe spot in the room students See that s interesting if your friends stories etc but are rather normative in are instructed to walk around the room were moving right now would you go What happened in the released space what everyone should do to support these They talk to each other and do not with them Yes he replies So it s students reach a stillness or body awareness important for you to be with friends to The co facilitator tells the participants feel comfortable Yes There are and immediately jumped into resistance Birol decided to address the topic instead of staying silent Birol did not respond to the emotional resistance that was immediately expressed Birol did not take the resistance personally and 4 1j Birol gave the person space to do her Winnie Impact experience and analysis job Strong reaction towards the colleague because something had been shaken 2 which keep demonstrates breathing circle The while facilitator pointing to loose We choose to share the guidelines with that they may become aware of their other responses from students about The colleague has been given space to students do the Circle Walks exercise with breathing for a moment and to do so in how they like to have an overview and let that experience sink in and to allow the most and least safe place in the room silence A cadence in the movement be able to see everyone for example new awareness to develop without dominant and others in the room snapshots develops and they all walk in a circle The participants are subsequently being judged including situations of exclusion and a behind one another They only use the instructed to walk around the room

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Bright Spots on The Inclusivity Pathway 116 117 Handbook again and look for that spot where they get the conversation going The feel less comfortable The students embodied action of the co facilitator spend more time looking for a place was They are now first given the space to changing the behavior of the students experience something Where silence lacks briefly experience what it is like on that That outcome was a validation for the is used consciously to listen to what the indicates that she may have jumped in spot by being silent for a while When co facilitator of her abilities and body has to say or to allow space for too quickly and left too little room for asked if there was anyone who would contributed to her self confidence those who wish to share the impact is the facilitator to learn In contrast the greatest co facilitator has also seen a different effective in disrupting and like to share something about the spot compress the group dynamics some resistance She also judges This exercise shows what effect silence herself quite harshly for leaning too can much on the co facilitator because she have on how participants they are standing on they receive courage co facilitator dynamic in the group after small reactions from students such as This Community impact What happened in the released space interventions spot at the back does not suit me Participants described here because I normally sit at the front of the room so that I am not distracted The The co facilitator who notices that the facilitator s comment is generating Participants apparently of which are The facilitator notes a day later at her not resistance takes advantage of the weekly dance class that she wants to I m quite tall so standing here means experience much of the impact of the small space created to jump in with a create a moment of movement for I m blocking the people behind me guidelines funny light hearted comment herself prior to such a session so that Here at the front feels uncomfortable created does help to remove the because everything happens behind my back etc The do two lightness that is the she can get out of her head more to be heaviness allowing them to participate students questioning them not from a able to guide a session even better in again freely distance but physically up close their that way offering space for the This exercise can map the relationships default safe position was questioned uncomfortable feeling in others and how do participants relate to each and disrupted This created an opening letting it be there within myself and not other and what do they recognize that allowed them to take more risks rejecting it but taking advantage of it about their un safe place in their daily and participate more consciously and Individual Impact routine This exercise requires stillness with more courage in the follow up Facilitator and body awareness There is a clear assignment s rather than acting from a difference when the participants have their autopilot movement Analysis By walking around among learning that A few days later the facilitator receives video of a similar session a heavy the program seems to be going and in silence organization makes room for this Transformation interaction and creates a lightness and literally lessons Facilitators breathing room for the participants resulting from the The guidelines aim to create a safe and facilitator atmosphere If this is approached in a Embodiment of a facilitator seems to that large multinational What are the surprises the unexpected fact reflective to examine their places consciously from a co facilitator helps break the ice The at The facilitator s tension influences how during sharing the guidelines A joke this theme strengthens her mission to continue this work Through the collaboration the cofacilitator finds confirmation in the For both the facilitator and co power of transforming energy in this particular way or if there is too little facilitator the session trickles through case by bringing more lightness with a be able to play a role in this systemic context in which to place it it can have They reflect together immediately joke and subsequent laughter She has exercise to support the movement and the opposite effect The question is after the session and have a different a greater understanding of how an dynamics On the one hand by therefore the view in some areas but mostly a embodied action works by pointing experiencing for yourself what the guidelines always ensures safety or different appreciation of how the this out to participants or including place where you stand does to you and whether the session went The facilitator feels that them in it but also by using her own being able to use that experience to experience to the group is stuck and that there is self She is also convinced of her whether in some of stating contexts safety works

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Bright Spots on The Inclusivity Pathway 118 can be empowered enough to address ability to observe and sense during the participation was voluntary and that the someone in the dominant position in a session reflect and her ability to person had the right to say pass but did safe way Hopefully that has released provide support in the conversation to not have the right to shut everything down something in the person for the future find the right words for the entire group The administrative 4 1k Impact experience and analysis assistant later admitted that before the IPT Transformation training he would never have dared to speak interaction resulting from the out like that and certainly not to a senior Aminata Analysis The guidelines helped create a certain atmosphere and give everyone room Experience to be accountable for that atmosphere In an organization with lawyers and other Individual transformation Administrative staff members there were a series of IPT assistant speaking out The guidelines in conjunction with experience from multiple sessions sessions where staff members gradually contributed to a safe atmosphere in learned to interact with each other through Participation in multiple IPT sessions which the assistant dared to express listening Introducing the IPT session with the themselves Hierarchy had been indicated as an issue in guidelines covering voluntarism and assistant this organization One of the administrative the concept of I pass which gives assistants had indicated that despite the people good working relationship he felt very themselves from an activity and conversation exercises intimidated by the lawyers especially the senior lawyers and that he often retreated into silence even at times when he should be freedom to excuse The assistant felt empowered by the guidelines to apply them to the group speaking out Each IPT session started with a review of the guidelines the The assistant spoke out when guidelines were not followed The assistant spoke out against someone After several sessions the administrative in a senior position something he would not normally do assistant was in a small group in which two senior lawyers also participated The group Community transformation had to do a certain activity in which they had to share something about family When it was the turn of one of the senior lawyers they shared that this was very What is the lesson for impact on the larger community The participants in the group were uncomfortable for them and that they did shown how someone who is normally in not think it was a good assignment and the other position could express actually wished they did not have to do this themselves assertively to someone in whole assignment as a group Before the dominant position anyone could respond the administrative What are the surprises the unexpected assistant turned to the senior and explained lessons that the guidelines very clearly stated that That someone in the other position confirmed by the The senior was forced to listen to the assistant in front of other participants

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As a person and in the role of artistic leader of the Dance Education Program at the Academy for Theater and Dance of the Amsterdam University of the Arts the TjillSkillz Foundation and the ReDiscoverMe Foundation I have been working with all kinds of people and their wealth of diversity for years I focus on safety in everything I do including work and empowerment of the person I experience that the world of today is in great motion even turbulence on a regular basis Fueled by major movements suchas Black Lives Matter and MeToo the Covid19 pandemic and others Pandora s Box is finally fully open Balance is lost in how we interact with each other feeling of incomprehension vulnerability is present in every person regardless of age role or otherwise The IPT gives confidence that we as people together can create awareness and undergo change in ourselves and the other by continuing to move together The IPT handbook brings insights and awareness that are supported and reinforced by sources It offers the lecturer and the student every human being practical tools to start and maintain a conversation with each other From the cancel culture to the consent culture Reading the IPT Handbook offers awareness and practical tools to get started in your practice Damar Lamers Artistic Leader Dance Education Department Amsterdam University of the Arts ISBN EAN 978 90 831642 3 6 Aminata Cairo Consultancy

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