Learning Activities

Inclusion, Exclusion, Marginalization

Diagramming a Community of Peace and Justice

© Center for Service-Learning and Social Change (Kevin LaNave) July 12, 2002

Objectives: This activity is designed to:

  • guide students through reflection upon how the values of peace and justice apply to their school community
  • foster awareness and skills to promote a community of justice within the classroom of this course

Key points to consider: The activity looks at the dynamics of inclusion, exclusion, and marginalization within communities.

  • Most students are familiar with the terms "inclusion" and "exclusion", and know that "inclusion" is 'right' and "exclusion" is 'wrong.' However, they are often unfamiliar with the term "marginalization"; and many of them, especially those who are not marginalized themselves, often think of it as "OK", since it involves a bit of "inclusion" - which, in some ways, makes it more painful to be marginalized, because your reality is invisible and social acceptable.
  • Most students recognize the injustice of interpersonal forms of "exclusion" and "marginalization"; however, they tend to accept structural/systemic forms of these experiences as "that's just the way things are". Facilitators of this activity can use it to surface the structural/systemic as well as interpersonal forms of these realities.

Marginalization: Make a large circle of rope on the middle of the classroom floor before students enter the room.

Write the following words on large slips of paper, and place them in the appropriate spot on the floor:

  • "Inclusion" (placed in the center of the circle)
  • "Marginalization" (placed on the edge of the circle)
  • "Exclusion" (placed outside the circle)

Also have a number of slips of paper with words/phrases describing key criteria used within the school to decide whether someone is more "included" or "marginalized/excluded" (see the end of this activity for a possible list)

  1. Begin by asking students to name the "communities" that they belong to; list them on the board. (Possibilities include: family, school, parish/church, neighborhood, city, US, world)

  2. Offer the following points:

    • One way of evaluating the goodness/healthiness or destructiveness/unhealthiness of the communities we belong to is to look at them in terms of the levels of "inclusion", "exclusion" and "marginalization" taking place in them.
      • "inclusion" can be described as "who the person is, as well as her/his gifts and needs, matter fully to the community; what s/he has to offer is valued and utilized, and what s/he needs is fully addressed"
      • "marginalization" can be described as "the person is allowed to physically be in the community, but who s/he is, as well as her/his gifts and needs, matters very little to the community; what s/he has to offer is seldom valued and utilized, and what s/he needs is rarely addressed"
      • "exclusion" can be described as "the person is not even allowed to be physically present in the community; who s/he is, as well as her/his gifts and needs, are completely neglected"
    • In many situations, individuals are somewhere between being "fully included" and "fully marginalized" or "fully excluded" -- so it can be more accurate to talk in terms of "who is more included" and "who is less included (or more marginalized)".

  3. Sharing:

    1. (To the teacher) Because of the personal and sensitive nature of the process described below, it can be helpful to demonstrate the process by sharing your own experience of these issues in high school (or possibly in another setting that students can empathize with).

    2. Students' perspectives on the realities in their school community can be surfaced in a couple of ways:

      Option #1: The list of criteria at the end of this activity can be printed out onto a sheet of paper, and handed to each student. Students can put a plus ("+") next to any criteria that they believe is viewed as an asset in their school community, a minus ("-") next to any criteria that they believe is viewed as a deficit in their school community, and those that have no effect (or could go either way) are left blank.

      The facilitator then tallies the results, and shares the summary with the class.

      Option #2: Have each of the criteria on the list written on a separate slip of paper, and give different slips to different students. Ask each student to place the slip they received in the location in the circle-diagram that represents how it affects where people "fit". (Example: If students who have high academic performance receive significant praise and support, the slip with "high academic performance" would be placed at or close to the center of the circle. If, on the other hand, such students were teased or looked down upon, that slip would be placed closer to the margin.)

      Stress before doing so the importance of doing the activity accurately and compassionately. In all likelihood, there are students in the room who know firsthand how marginalization and exclusion is done with various criteria. They, as well as the rest of us, will benefit from the truth being acknowledged with an attitude of caring. (Denying or minimizing that reality would not be helpful; and making fun of, or blaming, people with such characteristics would be destructive.)

  4. Discuss:

    • the accuracy of the diagram that emerged (if there is a disagreement about how positive or negative a specific criteria is, a question mark can be put next to it)
    • how the picture of their school community that emerges compares to the meaning of a truly-inclusive community
    • what causes their school community to be less than truly-inclusive
    • specific actions that students could take (individually and collectively) to promote changes in their school community toward a more truly-inclusive one

  5. Extending the activity

    A list of criteria in the wider community can be distributed in either of the ways mentioned in Step 3b, and the results can be discussed. (See list at the end of this activity.

Criteria for Inclusion/Exclusion/Marginalization in School Communities

What effect (if any) does it have (at least sometimes) when someone . . .

  • wears name-brand clothes
  • wears generic kinds of clothes
  • is outgoing
  • is shy/quiet
  • likes jazz music
  • likes rap music
  • struggles with their social skills
  • has well-developed social skills
  • has a 1.8 GPA
  • has a 3.25 GPA
  • has a good personality
  • is sexually active
  • is only somewhat pretty or handsome
  • is really pretty or handsome
  • is from a family with lots of money
  • is from a lower-income family
  • is female
  • is male
  • has a good sense of humor
  • has family problems
  • likes rock music
  • likes Gospel music
  • is a person of color
  • is a Caucasian person
  • uses chemicals
  • refuses to use chemicals
  • has a good attitude
  • is a rebel
  • has gay or lesbian orientation
  • has heterosexual orientation
  • doesn't hang out with the right people
  • is popular
  • plays in the right sports
  • isn't very athletic
  • has a disability
  • is able-bodied
  • likes classical music
  • likes R & B music
Criteria for Inclusion/Exclusion/Marginalization in Civic Communities

In the city/area in which you live, what effect (if any) does it have (at least sometimes) for a person . .

  • struggles with their social skills
  • has well-developed social skills
  • has considerable wealth
  • is from a lower-income family
  • is female
  • is male
  • is a person of color
  • is a Caucasian person
  • has an in-town occupation
  • has an occupation focused on work in the countryside
  • has gay or lesbian orientation
  • has heterosexual orientation
  • has a physical or psychological disability
  • is physically abled and seems psychologically well
  • is a middle-aged person
  • is an elderly person
  • is a young person
  • has Asian ancestry
  • has European ancestry
  • has Native American ancestry
  • has a college degree
  • does not have a college degree
  • comes from a family that's lived for many years in the area
  • has recently moved to the area

Are there any other criteria that you've observed can cause a person to be more or less included in the life of your city/area?

If so, list these criteria below - and for each one, indicate whether it makes a person more or less included.