• Home
  • About
  • Table of Contents
    • Street College >
      • Introduction >
        • History of Why?
        • What are Street College, Street School, SC Essentials?
        • Facilitator Readiness
      • Everyday Best Practice Recommendations >
        • Confronting Stigma
        • Understanding Intersectional Systems of Oppression
        • Real life needs of folks on the drug war front line
        • Staff self-care and burnout prevention
      • Using These Tools >
        • Meeting folks where they are at
        • Praxis assessment
        • Letting go of prescribed outcomes
        • Taking leadership from service users
        • Interagency Collaboration
      • Modules >
        • Lesson Plan Template
        • Blood Borne Infections
        • Getting Tested
        • Navigating Health Care
        • Party Safe - Integrating Harm Reduction Into How We Use
        • Overdose Prevention & Naloxone
        • Safer Injection Practices
        • Safer Inhalation Practices
        • First Aid
        • Stigma
        • Living Outside
        • Drug Checking
        • Communication
        • Peer Support
      • Interactive Games and Activities
    • The Meth Booklet >
      • Introduction
      • Meth 101
      • History in Brief
      • Ways People Use
      • Reducing Meth’s Harm
      • Where Are You At?
      • Meth Psychosis
      • The Crash
      • Overdose
      • Treatment / Taking a Break
      • Sex & Meth
      • Links for Further Reading
  • Contact
ANKORS Street College
  • Home
  • About
  • Table of Contents
    • Street College >
      • Introduction >
        • History of Why?
        • What are Street College, Street School, SC Essentials?
        • Facilitator Readiness
      • Everyday Best Practice Recommendations >
        • Confronting Stigma
        • Understanding Intersectional Systems of Oppression
        • Real life needs of folks on the drug war front line
        • Staff self-care and burnout prevention
      • Using These Tools >
        • Meeting folks where they are at
        • Praxis assessment
        • Letting go of prescribed outcomes
        • Taking leadership from service users
        • Interagency Collaboration
      • Modules >
        • Lesson Plan Template
        • Blood Borne Infections
        • Getting Tested
        • Navigating Health Care
        • Party Safe - Integrating Harm Reduction Into How We Use
        • Overdose Prevention & Naloxone
        • Safer Injection Practices
        • Safer Inhalation Practices
        • First Aid
        • Stigma
        • Living Outside
        • Drug Checking
        • Communication
        • Peer Support
      • Interactive Games and Activities
    • The Meth Booklet >
      • Introduction
      • Meth 101
      • History in Brief
      • Ways People Use
      • Reducing Meth’s Harm
      • Where Are You At?
      • Meth Psychosis
      • The Crash
      • Overdose
      • Treatment / Taking a Break
      • Sex & Meth
      • Links for Further Reading
  • Contact

Communication

Communication
    • Non-violent Communication
    • Listening
    • Being Heard
    • Timing 
    • Boundaries
    • Community resources

Potential Learning Outcomes
  • Develop skills and practice for communicating.

Discussion Topics
Styles of Communication
  • Passive, Aggressive, Assertive, Passive-aggressive
  • When and why might we use each?
  • Effectiveness?

Non-violent Communication
(see NVC Process outline on the next page)

Listening
  • Taking notes
  • Checking for understanding
  • Hearing without comparing
  • Hearing “No” and respecting it

Being Heard
  • Stigma and Marginalization
  • Being discounted
  • Finding clarity
  • Ensuring understanding
  • Tone, language and volume
  • When and where of effective communication

Timing
  • Consent- “Is now a good time? Can we set up a better time?”

Boundaries
  • Where do we feel boundaries? How do we tune into and value “gut intelligence”?
  • Practicing No, yes and conditions
  • Needs and desires
Picture

Lesson Plan Street School
Title of Class: Street Language Dialects

Maximum Class Size: ~20 (room dependant)
Minimum Class Size: 1

Time needed: 20-30 minutes
Brief description of class:  
Many of us speak differently depending on who we are with or what we are talking about. This idea has been explored and spoken of widely in relationship to African American Vernacular English in relationship to English as spoken in the government, media, etc. Within our communities, we may speak differently with our families, or at work, than we do with our dealers or our close friends. Language hierarchies often value the languages we speak outside of Consumer Capitalist culture are not as “real” or indicate a stigmatized status. 

We also know that there are certain words that do not have translations across all languages. Inuit languages have many words for snow, and the Scandinavian concept of hygge doesn’t really translate perfectly outside of the context of long dark cold winter days. 

Resource(s):
Decoded: Francesca Ramsay goes through AX vs ASK, and talks about AAVE, code-switching and implications of language hierarchies
https://www.youtube.com/watch?v=l-VnitbeS6w

Stigmatizing language, and preferable alternatives. 
https://www.bbc.com/news/uk-42630131?fbclid=IwAR25hYEgcWR_0PEsn6ITV4pQSOyCvVGetVV5v0as_dZ4DpB9qTnjmwUOrhk


Discussion prompts: 
Do we have words or phrases that we talk about as drug users, about the drugs we use, or the experiences that we have? 

Sharing and appreciating the language we are part of evolving, who better to be on the cutting edge of how language develops about drugs, than those who are using drugs. 

Language reclamation can involve marginalized people reclaiming words used against themselves. This means that someone with experience may use the word “junkie” about themselves, but may not be ok with others using that word or label to refer to them. How do we relate to words that hurt us? When and how do we choose to use certain words or not?

​
ANKORS Street College - ©2020/21
  • Home
  • About
  • Table of Contents
    • Street College >
      • Introduction >
        • History of Why?
        • What are Street College, Street School, SC Essentials?
        • Facilitator Readiness
      • Everyday Best Practice Recommendations >
        • Confronting Stigma
        • Understanding Intersectional Systems of Oppression
        • Real life needs of folks on the drug war front line
        • Staff self-care and burnout prevention
      • Using These Tools >
        • Meeting folks where they are at
        • Praxis assessment
        • Letting go of prescribed outcomes
        • Taking leadership from service users
        • Interagency Collaboration
      • Modules >
        • Lesson Plan Template
        • Blood Borne Infections
        • Getting Tested
        • Navigating Health Care
        • Party Safe - Integrating Harm Reduction Into How We Use
        • Overdose Prevention & Naloxone
        • Safer Injection Practices
        • Safer Inhalation Practices
        • First Aid
        • Stigma
        • Living Outside
        • Drug Checking
        • Communication
        • Peer Support
      • Interactive Games and Activities
    • The Meth Booklet >
      • Introduction
      • Meth 101
      • History in Brief
      • Ways People Use
      • Reducing Meth’s Harm
      • Where Are You At?
      • Meth Psychosis
      • The Crash
      • Overdose
      • Treatment / Taking a Break
      • Sex & Meth
      • Links for Further Reading
  • Contact