Rationale: Often conflicts exist between “insider” and “outsider” groups. This activity allows students to explore the dynamics of keeping people on the” outside”, which often occurs through the use of subtle gestures, and can lead to feelings of isolation and alienation. Insider/outsider dynamics often reflect power differences in societies which can be a source of conflict.

Objectives:

• To identify what it feels like to be on the inside and on the outside of a group.
• To explore how insider-outsider dynamics relate to conflict.

Materials: None

Time: 30 minutes

Procedures:

1. Divide the class into groups of four or five students. Have one person from each group leave the room. Have the other students in each group think of something physical they will all do while having a discussion in front of the person who is outside the room (touch their nose, rub their ear, etc…).
2. Have the students outside re-enter the room and have them observe their group, who should be doing the agreed upon strategy. When the outsider feels that he or she has “broken the code,” they should start to use the code themselves and interact with the rest of the group. If they are correct, the group should accept them. If they are mistaken, the group should continue to ignore them. The outsider then has to continue observing until they get the correct code and are accepted by the group.
3. Once the code is broken, have another group member be the outsider. The group should make the code more difficult each time they repeat the exercise.
4. Lead a class discussion using some or all of the following questions.

• How did it feel to be an outsider?
• How did the group members feel during the exercise?
• How is this exercise similar to everyday interaction?
• Why do people create closed groups?
• What does it feel like to try to be part of a closed group?
• What messages do closed groups give outsiders?
• How can we learn to be more inclusive?
• How does being on the inside or outside relate to our conversations about conflict?

Adapted with permission from Playing with Fire by Fiona MacBeth and Nic Fine, New Society Publishers, 1995.
Adapted from Exercise 4.1.2, Creating a Culture of Peace in the English Language Classroom by Alison Milofsky (United States Institute of Peace). 

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