Taking Out Prejudices at Moscrop Secondary

As a high school teacher of a mandatory subject, English, I am well aware that I am boring my students more often than I would like to admit.  I need only count the times I am “requesting” (should I say pleading?) with the youth in my classroom to put away their ipods, cell phones, and hand held video games for the seemingly less interesting activity of creating something with a pen and paper.  Consequently, when I first heard about the Human Library Organization, a project that brings people to people for a more active, experiential type of learning, I was eager to give it a try.   

First off, I love the metaphor of it.  The library, where computers usually catch the student eye long before something you seek to find on a shelf through the Dewey Decimal system, transforms into a “living” library with breathing, talking “books”.  The books are people; people with titles that represent some aspect of their true self or identity.   For the duration of the library transformation community members are invited to visit and “read” these real life people.  Founded by a group of youth in Denmark near ten years ago, the Human Library Organization was born out of an initiative to break down many of the stereotypes and prejudices that too often lead to violence.    

We all have stories, and our lives are epic with many chapters.  Unfortunately, some of these chapters involve the experience of being hurt by things like racism, sexism, ageism, or just plain misunderstanding.  For this reason, the volunteer books are invited to present titles that they feel are often received by prejudicial attitudes.  Readers are encouraged, without shame or blame, to consider some of the stereotypes that exist about these titles and to meet their own prejudices face to face.  They are invited to visit the Human Library and “take out a prejudice.”  

Reportedly, the Moscrop Human Library is the first to be organized in a Canadian high school.  I believe it is a courageous and forward thinking school community that supports such an event.  Financed and supported by our Parent Advisory Committee we were able to welcome the following titles to our school for students and staff to meet:  
 

Male Feminist /Communist; Farmer / Christian; Feminist / Muslim; American;

Woman / Mother; Aboriginal Woman; Young Adult Gay Man / Survivor of a Brain Tumor; Ex Gang Member / Ex Prisoner / Ex Addict; Constable; Humanist / Altruist / Volunteer; Retired Person / World Traveler; Big and Beautiful Formerly Size 5 and Bulimic; Iraqi Refugee / Artist; Construction Worker; Nuclear Fusionist; Former National Figure Skater / Costume Designer; Trans gendered Person; Person with a Disability; Rock and Roll Drummer; Magician; Croatian; Black Woman; Man with Long Hair; Highly Sensitive Male / Father of a Gay Son / Jewish; Woman in Trades 

Several of these volunteers were recruited from within the school community.  People who are sometimes rendered “invisible” by prejudices (or even the simple workings of a school) that cloud our ability to see them, and not just the duties or roles they carry.  For example, our police liaison officer wore “plain clothes “ for the day and was greeted with some surprise by students who had difficulty recognizing her.  CUPE staff, both maintenance workers and an educational assistant who often have little time or opportunity to talk with students, volunteered their presence and stories as “A Black Woman”, “Construction Worker”, “Electrician” and “Woman in Trades”.    

Students were prepped in their classes previous to visiting the library by previewing titles and preparing some questions ahead of time.  With their teachers youth were asked to consider what they thought these “titles” would look like, be like, what sorts of representations did they see of them in the media, and what, if they could ask anything, would they like to know about them.   A “Rock and Roll Drummer” was asked if he had ever trashed a hotel room, and if he partied all the time.  His reported response was that he’s “been there done that” with some of the partying, but found spending time caring for his young children more rewarding then trashing a hotel.  Many teen males visited the “Highly Sensitive Man” who reports that while several youth were shy to ask questions they wanted to hear what he had to say about his life and experiences.   

It worked well having students visit the books in partners and small groups.  Admittedly, we as a staff underestimated their attention span for this activity.  Fearful of shyness and long silences we allotted 15 – 20 minute “interview” sessions.  In many cases these sessions were extended and students have near unanimously reported that they would have liked more time with the volunteer books.  

by Leanne Sjodin, teacher at Moscrop Secondary School, Burnaby, Canada.