Response-Ability
Kate
MikeGoal
The "Response-Ability” discussion is designed to help learners explore the extent of their responsibility and sense of belonging within their communities, which can range from small, local groups to the global community. By examining their willingness to take action, participants will gain insights into their personal sphere of responsibility and reflect on their role in making their surroundings a better place.
Attachments
Materials
Instructions
Introduction
Open the activity by letting learners know that this discussion is going to circle around understanding how each of us understands responsibility. There are no right or wrong answers, and there’s no single way to be in the world. It’s important that everyone come into this discussion with a kind and open heart.
Begin by asking a few prompting questions and generating a discussion with learners around these questions:
As a resident of your community, which could be as small as your close circle of friends, or as vast as the global community we live in, are you responsible for what happens to the land around you?
What about your neighbourhood? How far does your sense of responsibility go – what are you responsible for in your neighbourhood?
Does accepting responsibility also mean doing something — that you will act to take care of the place, fix a problem, plan to make it better?
When you, or others say, “They ought to do something about that”, who is “they”?
When do you say “my” neighbourhood or my community? When do you say “their” neighbourhood or “their” community?
Is it at a certain street or intersection where that changes?
A few blocks away?
When you step outside of your home?
What makes you feel like you’re part of your neighbourhood or community and what makes you say “who cares? That’s not my community”.
The aim of these questions is to have a conversation about how learners understand and draw the line around their different communities.
After having a fulsome discussion around how learners understand responsibility, move to the next part of the discussion “Am I responsible for that?”
Pose the question, “Would you lean out of bed to pick up an empty pop can on the floor”? For learners who say yes, ask "How far will you lean out of bed to pick up the pop can that’s on your floor?"
Will you get out of bed to pick it up in your:
Bedroom?
Another room in your house?
Out on the street?
Down the street/road?
In front of the house of someone that you know?
In front of the house of someone that you don’t know?
Anywhere you see it?
Give participants a chance to answer each of these questions.
Encourage participants to consider where they draw the line and where they feel their responsibility ends.
Discussion
Facilitate a group discussion, encouraging them to share their thoughts, reflections, and the locations where they felt a sense of responsibility or disconnection. Explore the reasons behind their choices and whether these relate to their sense of belonging and community.
Help them identify the things that make them feel a sense of responsibility and belonging, and the things that might make them feel like they don’t belong or aren’t responsible?
Q: Think about the factors that made you feel a sense of responsibility and belonging in certain locations. Can you share what those factors were, and how they connect to your sense of community?
Q: How do you think our sense of responsibility can impact our communities and the actions we take to make them better places?
Help the group make a connection between the common themes and patterns that emerge.
Q: Can you identify common themes or patterns in the group's responses that relate to what makes people feel a sense of responsibility and belonging, and what causes feelings of disconnection or lack of responsibility?
Q: Based on the discussion, do you think there are universal elements that influence our sense of responsibility within different communities, whether they are small or large? What might those elements be?
Reflecting on Making a Better Place
Transition to a discussion on proactive actions people can take to improve their surroundings.
Ask questions that inspire thought, like:
"What can you do to make your home, which could be your immediate family or your college dorm, a better place?"
"How can you contribute to improving your school, your neighborhood, or even addressing global issues within your community?"
Encourage participants to brainstorm ideas for creating positive change within their spheres of responsibility.
Background
Preparation:
Familiarize yourself with the concept of the Pop Can Exercise and the discussion points related to community responsibility, ensuring it's tailored to engage young adults.
Prepare any additional facilitation questions you feel will be helpful in guiding learners through the exercise.
Consider breaking the group into smaller discussion groups depending on the size and the number of facilitators available.
Technology Considerations:
None – this is a discussion activity that can be adjusted for online groups.
Additional Context:
Emphasize that communities can range from small groups to the global community, and that the exercise explores personal responsibility and belonging within these communities.
Tips for Localization:
Nunavut
Connect the concept of responsibility to/for others to the IQ Principles of:
Inuuqatigiitsiarniq: Respecting others, relationships, and caring for people.
Ikajuqtigiinniq: Working together for a common cause.
Pijitsirniq: Serving and providing for family and/or community.
Avatittinnik Kamatsiarniq: Respect and care for the land, animals, and the environment.
Yukon
Connect the concept of responsibility to/for others to the Yukon First Nations Heritage laws
Going through the world in a good way
Respect
Reciprocity
Being part of the land
About responsibility and survival
About relatedness and ownership
NWT
Connect the concept of responsibility to/for others to Dene laws/values
Help each other
Be respectful of Elders and everything around you
Pass on the teachings
General Connections to Indigenous Guiding Principles (note: these were taken from a document produced by Tree of Peace in Yellowknife).
Show great respect for your fellow beings
Give assistance and kindness wherever needed
Do what you know to be right
Treat the earth and all that dwell there upon with respect
Take full responsibility for your actions
Dedicate a share of your efforts to the greater good
Debrief Questions:
What area(s) did you feel the strongest sense of responsibility and why?
Have you seen examples in your community where people showed they care about others? What were these examples?
Can you recall a time when your community came together to help someone after something happened, like a natural disaster or a loss? What did they do to support them? Did people donate money, organize events, or volunteer to help?
Did this activity change how you see your responsibility in your community, big or small? If yes, how?
What can you do practically to make where you live, go to school, or even the world a better place, based on what we talked about?
Are there any challenges that might stop you or others from taking action to help your community? How can you overcome these barriers?
How can you inspire others to get involved and take responsibility for making positive changes in their community, no matter how big or small?
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