Blue Eyes Brown Eyes

A wake up call for all ages, this best-selling program teaches about prejudices using a dramatic framework. It provides an examination of the realities of discrimination as experienced by actual students in the classroom of third grade teacher, Jane Elliott, whose demonstration shows how quickly children can succumb to discriminatory behavior.


Jane Elliott, internationally known teacher, lecturer, diversity trainer, and recipient of the National Mental Health Association Award for Excellence in Education, exposes prejudice and bigotry for what it is, an irrational class system based upon purely arbitrary factors. And if you think this does not apply to you. . . you are in for a rude awakening.


Find out more here.


Debt - the First 5000 Years

David Graeber's bestselling and fun anthropological study of the history money, values and debt is one of the most inspiring works we have come across in our research for this project.

Find a free copy of his book here - or click on the image above. We recommend to check out his other books as well, see wiki link below for full list.

From his Wikipedia entry:

David Rolfe Graeber (/ˈɡreɪbər/; born 12 February 1961) is a London-based anthropologist and anarchist activist, perhaps best known for his 2011 volume Debt: The First 5000 Years. He is Professor of Anthropology at the London School of Economics.[1]

As an assistant professor and associate professor of anthropology at Yale from 1998–2007, he specialised in theories of value and social theory. The university's decision not to rehire him when he would otherwise have become eligible for tenure sparked an academic controversy, and a petition with more than 4,500 signatures.[2] He went on to become, from 2007–13, Reader in Social Anthropology at Goldsmiths, University of London.[3]

His activism includes protests against the 3rd Summit of the Americas in Quebec City in 2001, and the 2002 World Economic Forum in New York City. Graeber was a leading figure in the Occupy Wall Street movement, and is sometimes credited with having coined the slogan, "We are the 99 percent".


White Privilege Knapsack

“I was taught to see racism only in individual acts of meanness, not in invisible systems conferring dominance on my group”

By Peggy McIntosh

Through work to bring materials from women's studies into the rest of the curriculum, I have often noticed men's unwillingness to grant that they are overprivileged, even though they may grant that women are disadvantaged. They may say they will work to women's statues, in the society, the university, or the curriculum, but they can't or won't support the idea of lessening men's. Denials that amount to taboos surround the subject of advantages that men gain from women's disadvantages. These denials protect male privilege from being fully acknowledged, lessened, or ended.

Thinking through unacknowledged male privilege as a phenomenon, I realized that, since hierarchies in our society are interlocking, there was most likely a phenomenon of while privilege that was similarly denied and protected. As a white person, I realized I had been taught about racism as something that puts others at a disadvantage, but had been taught not to see one of its corollary aspects, white privilege, which puts me at an advantage.

Read full text here.

Strategic Questioning

Fran Peavey's Strategic Questioning is a way of talking with people with whom you have differences without abandoning your own beliefs and yet looking for common ground which may enable both parties to co-create a new path from the present situation. In every heart there is ambiguity; in every ideology there are parts that don’t fit.


A Strategic Question [excerpts below from CruxCatalyst]:

  • creates motion – enables the structure of the conversation to move from the static to the dynamic
  • creates options – looks for alternatives (while avoiding questions which suggest a specific alternative eg. ‘have you considered…?’), instead asking what else is possible
  • avoids ‘why’? questions – such questions ask people to defend or justify their position, or talk about the present in terms of the past
  • avoids ‘yes/no’ answers – ask questions which defuse dualistic, binary thinking (which sees things in terms of black/white, either/or, right/wrong) by getting people to do some ‘thinking work’, and moving them from a passive into a creative state
  • is empowering – allowing someone to take what is already in their head and develop it further, rather than putting ideas into their head
  • asks the ‘unaskable’ – there is tremendous power in asking ‘taboo’ questions, as such questions are usually unaskable because they challenge the values and assumptions on which something is based
  • is a simple, not compound question – addresses one thing at a time, and minimises the need for analysis