Action Continuum - A Self Assessment Model

Source: Department of Residential Life of University of New Hampshire. Becoming an Ally. <http://www.unh.edu/residential-life/diversity/> adapted from: Adams, Maurianne, et al. Teaching for Diversity & Social Justice, N.Y., Routledge, 1997.

How to use this tool

This Action Continuum can be used as a self assessment tool to help identify ‘adversary behaviour’ vs. ‘ally characteristics’. Consider the following questions: What activist work am I currently doing and where would I place it along the continuum? How could I change it to move further along the continuum? Do I put adequate time to stages further along in the continuum?

AWARENESS – SKILLS – KNOWLEDGE - SOCIAL ACTION

1.         Actively Joins in the Behaviour

• Actions that directly support the oppression of the target group
• Making fun of people that don't fit into the traditional roles/characteristics of the agent group
• Engaging in verbal and/or physical harassment of target group members

2. a)     No Response: Denying or Ignoring

• Inaction that supports oppressive behaviours and discrimination against the target group
• Unwillingness or inability to understand the effects of oppressive behaviours

2. b)     No Response: Recognizing but Not Action

• Recognition of the harmful effects of oppressive behaviours/discrimination
• This recognition does not result in action to interrupt
• Taking action is prevented by a lack of knowledge of what to do, lack of willingness to do it

3.         Educate Oneself: (Awareness)

• Learning more about own bias/fears/and comfort levels
• Being able to explore and claim their own culture and identity
• Recognition of the harmful effects of oppressive behaviours/discrimination
• Educates oneself to learn more about the target group and about oppression

4.         Interrupt the behaviour: (Skills)

• Increased confidence and ability to confront inappropriate behaviour related to multicultural issues
• Willingness to provide opportunities for residents to learn more about multicultural issues

5. a)     Interrupt and Educate: Questioning and Dialoguing (Skills/Knowledge)

• Recognize small cultural differences
• Able to articulate the difference between oppression and discrimination
• Attempt to begin educating others
• Goes beyond just interrupting oppressive behaviours to interaction & engaging people in dialogue

5. b)     Interrupt and Educate: Supporting and Encouraging (Knowledge/Social Action)

• Supporting and encouraging the anti-oppressive actions of others
• Risk-takers in interactions involving multicultural issues
• Actively educate on multicultural issues
• Willingness to reach "out of their comfort zone"

6.         Initiate an Organized Response (Social Action)

• Actively anticipate and identify interpersonal, institutional, and/or societal oppressive actions and practices, and works to change them
• Experience and celebrate different cultures