5. Guided imagery

* * * * * * * * * * * * * * * *
Learners might like to write a guided imagery for some trade they are familiar with - including being a housewife - and leading the other students through it.


* Introduce the activity by telling the learners you will ask them to imagine what a day would be like for a woman carpenter going to a union job as the only woman on the crew. Your voice is going to ask them to pretend to be someone else or to be themselves in a different situation, or to watch someone going through these motions. They do not have to report what they think or see.

Script: Guided Imagery
Script 133
Script

* Ask people to sit as comfortably and loosely as possible. They might want to move to the floor or lay their heads on a table or lean back, hands loose or loosely clasped.

* Explain that we are going to try to imagine a situation and we want to feel as many details as possible. We can't get this wrong. If the exercise helps us picture the situation even partly, we have succeeded. At the very least we will have a few minutes of quiet time to think!

* Read the script (page 133) clearly and slowly. Whenever the script asks the participants to make a choice or do something, pause.

* Compare notes on the experience. Some questions to consider:

  • What did you notice?
  • Did you like the feeling of being a carpenter?
  • What was new or different?

B. Women in Trades: A Film Festival

You may want to arrange these films at intervals throughout the chapter, or show two or three on succeeding days. They are presented together here, with some suggestions for discussion and other activities.

Films about Canadian women in trades include Laila, Pretend You're Wearing a Barrel, She's a Railroader and Moving Mountains from the National Film Board. These are 8 to 23 minutes long.

Trade Secrets: Blue Collar Women Speak Out, from California, is excellent. It features interviews with a number of women, both white women and women of color, and presents the point of view of the boss and co-workers. It is 23 minutes long.

1. Introduction

* Before each film, discuss what learners already know about the job featured in the film. Some questions to consider:

  • What do you imagine the job in the film involves?
  • What would the woman actually do all day?
  • Do you know anyone who does the job?

2. Guided discussion

* * * * * * * * * * * * * * * *
If learners are interested, they might like to invite a woman who works in trades or technology to come and talk to the class. The class should prepare some questions before the guest arrives.

* After the film, ask for reactions, and make sure everyone has the details straight.

* Some questions to consider:

  • What would the prerequisites for this job be? Make a detailed list.
  • What physical qualities are needed?
  • What interpersonal skills are needed?
  • Are there unusual time demands compared to other jobs?
  • Is reading or writing required on the job?
  • What training is required and where do people get it?
  • Could you do this job?

* Find out what people doing these jobs in your area get paid. Ask local union and employment centres. Make a graph of this information.


Back Contents Next