The IEDEIA team likes to take a positive approach during strategic planning. Appreciative Inquiry (AI) is a strengths-based approach to change and growth through cooperative capacity building by asking questions. Appreciative Inquiry operates on several assumptions:

• Something is working, leverage that
• What we focus on becomes our reality. Focusing on the positive.
• Acting questions influences the way people and groups think
• What we want already exists, but we have to make it a reality for us

AI doesn’t ignore the problem(s), but shifts from viewing things from a deficiency perspective which is the lens we’re using when we ask, “what are we doing wrong, what’s missing?” But in AI we look for what’s right in the situation and we look for opportunities that can be embraced. When applying AI principles and tools to support DEIA, we utilize AI principles, processes and tools, and utilize strengths-based strategy and relational processes for systems change!

Appreciative inquiry helps in:

• Building the core strengths of an organization.
• Shifting the focus from organizational weaknesses to organizational strengths.
• Letting individuals as well as the industry stick to its fundamental principles.
• Bringing a wholesome change that benefits every aspect of the firm.

AI aims to explain how human growth and organizational success flow in the direction of constructive change because of positive and persistent inquiry, and it works around five core principles:

• The Constructionist Principle
  The constructionist principle emphasizes the connection between social knowledge and organizational destiny (Cooperrider et al., 2008). It states that our beliefs shape our actions. We do what we feel is right, and this forms the organizational culture as a whole. For leaders to be change agents, they must be able to overcome conventional ways of thinking, and “unleash the imagination” of individuals and groups in order to conceive and construct the future.

• The Simultaneity Principle
  Recognizes that the way we question our internal and external systems help in bringing about the desired change. The process of questioning is part of the change process itself. It is important for the organizational leaders, and the change agents within the organization, to ask questions that set the stage for what is discovered.

• The Poetic Principle
  States that performance culture in an organization grows based on expressions and communication with everyone in the organization. Think of being poetic as being “open” with and talking to each other and openly sharing at work, without fear of repercussions. It’s the stories that we share at work, and the emotions within the stories that bring out ideas and possibly solutions.

• The Anticipatory Principle
  Proposes appreciative inquiry happens when we raise questions on things that have meaning to us now, or that will have some value for us in the future. It suggests that an organization’s image of the future is shaped because their leaders share a common discourse or imagination of who they are, how they function, and what they will become.

• The Positive Principle
  Suggests that organizations respond best to positive thought and knowledge and are therefore affirmative systems (Cooperrider et al., 2008). Appreciative inquiry evokes positive emotions like hope, inquisitiveness, and motivation, all of which collectively contribute to changing the work environment for the better. The momentum for lasting and effective change comes from positive affect through affirmative guiding questions that promote group building.

As you can see, guiding questions are the foundation of the Appreciative Inquiry principles.

Unpacking the Invisible Knapsack (Understanding Privilege and Systems of Power)

Definition
Privilege is a right granted, or exemption from liability that results in a special benefit or advantage.

Objective
The objective of this activity is to confront entrenched systems of power and privilege, and identify common situations when privilege is not acknowledged, to the detriment of the disadvantaged and oppressed.

Read
Unpacking the Invisible Knapsack, by Peggy McIntosh (PDF, 94 KB)

Watch and Listen
YouTube clip: Tim Wise: On White PrivilegeExternal link:open_in_new

Discussion
What is privilege? We all have privileges. What are yours? Were you surprised by any of the privileges you found in your invisible knapsack?

Creating Gender Free Nouns

Source: Writing for Change, Teaching Tolerance (PDF)

Definition
Exploring Gender is a socially constructed concept of “appropriate” qualities and expectations surrounding masculinity and femininity. This should not be confused with the biological male and female sexes.

Objective
The objective of this activity is to reconsider male-gendered nouns that we consider “generic.” Generating gender-free nouns and pronouns will help participants incorporate more inclusive language in their daily speech and writing. Have the group describe what they believe to be the definition of the terms “gender” and “sexuality.”

Instructions
Break participants into small groups and give them a printout of the chart below. Instruct participants to convert the suffixes of the nouns into gender-free, inclusive terms by changing the noun root word or substituting a non-gender-specific root word from another language. Tell participants that since male endings are so pervasive, it is OK to invent new words by replacing the endings of existing words with something non-gendered.

Discussion Questions

• How do the changes in the words’ structures change the connotation?
• How does familiarity affect our perception of a word’s correctness? For example, do we think the words “teachman” or “runman” are more correct than “teacher” or “runner”?

The facilitator should ask the following questions of the group while also encouraging them to share personal experiences that speak to their point. What are characteristics of what society believes a [woman/man/girl/boy] should be? What are the norms for appearance/behavior? What happens when someone falls outside of this norm? How do the words we use influence the way we think about certain professions?

Diversity Profile
Source: College Committee for Diversity, Equity and Affirmative ActionDefinition
Race is a social construction that has real consequences and effects. Race is colloquially used to refer to a person’s skin color, religion or area of origin (e.g., Black, Jewish or African). Technically, however, race is based on national origin, sociocultural groups and self-identification. The U.S. government, including the Census Bureau and Centers for Disease Control and Prevention, does not attempt to identify race according to biology, anthropology or genetics. Religious belief is not considered a race, but can be a factor in identifying one’s sociocultural group. (For a full explanation of how each racial category is defined, refer to the U.S. Census About Race). In a historical context, race has played a large part in how our society has evolved, and it shapes the way we see others and how we experience our lives. (For more on race from a historical perspective, read “A Different Mirror: A History of Multicultural America,” by Ronald Takaki.)Objective
The objective of this activity is to help participants take stock of the multicultural diversity in their lives. It should help participants get a clear image of how diverse or homogenous their surroundings are and identify ways to improve their exposure to multiculturalism on a daily basis.

Crossing The Line, the Intersectionality of Identity and Privilege

Objective
The purpose of this activity is to explore the diversity among the members of our community. How a person identifies can affect many facets of his or her life. We will use this activity to get to know one another on a deeper level. What are our values, backgrounds, and visible and invisible labels? This activity requires everyone to step outside of his or her comfort zone. Participants being vulnerable can help the group learn more about the identities they do not share.

Instructions
Have all participants line up in a straight line facing the facilitator. If the room is too small to have each participant standing shoulder to shoulder, an alternative is to have the group stand in a circle and step into the circle. The facilitator should explain that they will read a statement. If the statement describes you, then silently step across the line. Everyone should quietly notice who stepped across the line and who did not. After a moment, the facilitator will thank those who stepped forward and will then have everyone step back in line.

1. I am a woman.
2. I am a man.
3. I identify as transgender.
4. I am close with most of my family.
5. I identify myself as Jewish.
6. I identify myself as Buddhist.
7. I identify myself as Christian.
8. I identify myself as Muslim.
9. I identify myself as Hindu, Sikh.
10. I identify myself as Mormon.
11. I identify myself as Baha’i’.
12. I identify myself as agnostic or atheist.
13. I identify myself as spiritual, but not religious.
14. I have attended a religious or spiritual service that is not of my own religious and spiritual identity.
15. I identify as a citizen.
16. I identify as an immigrant.
17. I identify as undocumented or have a close family member who is.
18. I had “enough” growing up as a child (however you define “enough”).
19. I had “more than enough” growing up as a child (however you define “enough”).
20. I had “less than enough” growing up as a child (however you define “enough”).
21. I have felt guilty by the amount of money my family has or by the size of my house or by what resources or belongings my family has (either too much or too little).
22. I have experienced the death of a close family member or close friend.
23. I have or someone in my family has a physical disability.
24. I have a hidden disability (physical or learning).
25. I am comfortable with my body.
26. I have felt ashamed of myself because of my body, my intellect or education, or my family.
27. I identify myself as Black or African-American.
28. I identify myself as Asian or Asian-American.
29. I identify myself as white or European.
30. I identify myself as Pacific Islander.
31. I identify myself as biracial, triracial, mixed-race or of combined heritage.
32. I have had to check “other” on forms that ask my race or ethnicity.
33. I have a close friend who is a person of color.
34. I feel comfortable talking about race and ethnicity with people who are not of my race.
35. Someone in my extended family (grandparents, aunts, uncles, cousins) lives in my house with my family.
36. I or someone in my family is LGBTQ.
37. I know someone who is LGBTQ.
38. I am an ally to LGBTQ people.
39. I or someone in my family has had a problem with alcoholism or drug abuse.
40. I have felt discriminated against on the basis of my gender; race or ethnicity; religion; ability or disability; sexual orientation; or socio-economic status.
41. I have felt guilt because of my gender; race or ethnicity; religion; ability or disability; sexual orientation; or socioeconomic status.

Discussion

• What was your reaction to this exercise? How did you feel afterward?
• What did it feel like to step into the circle? What was it like not to be in the circle?
• What did you discover about those around you?
• Were you surprised about anything? Did anyone break a stereotype for you?
• Were there questions you were hoping would not be asked? Any you wish had been asked?
• How might such issues/factors affect your relationships?
• What did you learn about yourself or what did you think about that you’ve never thought about before?
• What role does privilege play in this? What role do pride and shame play?

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Stories of Discrimination

Objective
A great way to get people to reflect on the emotional impact of experiencing discrimination is to encourage reflecting on actions and behaviors people have experienced and/or witnessed. During this exercise we ask participants to reflect on what discrimination looks and feels like thru simple storytelling.

Directions

1. Ensure anonymity – by having stories picked up from each table.
2. Pass out index cards to all participants (an index card will minimize the story from being too long).
3. Ask participants to write down either (or both):
   1. The first time they were discriminated against, or
   2. The first time they witnessed discrimination
   3. What was the situation?
   4. What were the identities of the people being discriminated against?
   5. What were the identities of the people discriminating against others?
   6. Why do you feel people would treat others this way?
4. Give participants 5 minutes to write down their stories.
5. Place the stories in a basket, which the facilitator will collect
6. The facilitator will group pictures in categories and read them to the entire group.
7. Once stories are shared, ask the group to call out the emotions they FEEL when they hear these stories (Chart so all participants can see.)
8. Ask participants to reflect on their past behaviors, thoughts and beliefs – did they ever perpetuate any actions that could have made others feel these ways.

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