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Beyond Inclusion Beyond Empowerment A
Developmental Strategy to Liberate Everyone 1st Edition
Leticia Nieto. Digital Instant Download
Author(s): Leticia Nieto.
ISBN(s): 9780976611202, 0976611201
Edition: 1
File Details: PDF, 20.70 MB
Year: 2010
Language: english
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be om: Liz Goodwin Garth R. Johnson Laurel Collier Smith_
 Beyond Inclusion,
Beyond Empowerment
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Leticia Nieto « MargotF.Boyer « Liz Goodwin « Garth R. Johnson e Laurel Collier Smith

Foreword by John P. Hopkins

 BEYOND INCLUSION, BEYOND EMPOWERMENT: A DEVELOPMENTAL STRATEGY TO LIBERATE EVERYONE.
Copyright © 2010 by Leticia Nieto, Margot F. Boyer, Liz Goodwin, Garth R. Johnson and Laurel Collier Smith. Printed
in the United States of America. No part of this book may be used or reproduced in any manner whatsoever without
written permission except in the case of brief quotations embedded in critical articles and reviews. For more information,
address [email protected] or Permissions Department, Cuetzpalin Publishing,
P.O. Box 912, Olympia, WA 98507.

Additional copies of this book may be purchased via BeyondInclusionBeyondEmpowerment.com or in person from
De Colores Bookstore, 507 Washington St., Olympia, WA, 98501, (360) 357-9400, [email protected]

Published in The United States of America by Cuetzpalin Publishing.

FIRST U.S. EDITION, First printing, October 2010
Second printing, revised, March 2014

Library of Congress Cataloging-in-Publication Data:

Nieto, L Boyer, M. F, Goodwin, L., Johnson, G. R., & Smith, L. C. Beyond Inclusion, Beyond Empowerment: A
Developmental Strategy to Liberate Everyone. Olympia, WA: Cuetzpalin. — Ist ed.

Library of Congress Control Number: 2010922224

Includes bibliographical references and index.

ISBN 978-0-9766112-0-2.
|. Cultural Studies 2. Psychology 3. Education

This book was created in Olympia, Washington using the tried-and-true type families Gill Sans and Minion Pro. It was
printed and bound by Gorham Printing in Centralia, Washington. The design, handwriting, charts, and linocuttings were
done by Laurel Collier Smith. The skill set posture images were made from photographs taken by Leticia Nieto. Cover
and author photographs were taken by Nani Jackins Park.

_
eee

“Border Patrol’ by Carmen Hoover was previously published in Hanging Loose as part of the poem “Chain of Command.”

“Orbits” was originally published in 1997 in Like There's No Tomorrow: Meditations for Women Leaving Patriarchy by Carolyn Gage,
Common Courage Press, Monroe ME.

Lucy Lippard quotations were originally published in Mixed Blessings: New Art in a Multicultural America © 1990 by Lucy
R. Lippard.
Reprinted by permission of The New Press. www.thenewpress.com

Jean Swallow quotations reprinted from “Both Feet In Life: Interviews of Barbara MacDonald and Cynthia Rich”
by Jean Swallow from
Women and Aging (CALYX Books, 1986) with permission ofthe editor,

David Cook / Tim Wise quotations originally published in By The Color OfTheir Skin: Tim Wise on The Myth
ofa Postracial America by
David Cook, in July 2009 by The Sun Magazine.

D.H. Shultis poems were originally published in Overcome Through Constancy. © 2010, by D. H. Shultis.
ISBN 978-0-557-47425-7.
 Dedicated to

Veronica Barrera
Mireya Perez

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Leticia
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 In memory of my grandfathers, Elbert Flora and James Clare Boyer,
each of them in their way allies for social justice.
Margot

To my parents, Don and Willene Goodwin. You love through language, song, thought and action.
Liz

For Leticia, who has shared with me twenty five years and more of everything,
including these many worlds of ideas.
Garth

To Carmel Aronson, who takes the long road with both liberation and friendship;
and to MaryLou Mohon Smith, who sent me out with all I'd need.
Laurel
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uhnowltlgementa :
This book is the result of reflection, teaching, and clinical practice integrating human development,
anti-oppression, and expressive arts therapies which began in 1980. Many generous people have
participated in co-creating these pages. Colleagues and students at Saint Martin’s University have
been singing along with me — some with out even knowing.

| am grateful to Margot Boyer for giving me the idea that written words could carry the message |
had only been able to send in speaking. My partner, Garth Johnson, has been a faithful witness to
the emergence ofthese ideas and has skillfully worked with me to give them shape. Liz Goodwin
believes in this work and lives her life in evidence ofthis faith. Laurel C. Smith has brought her loving
and artful craft to every page of this text.

Margit Bantowsky’s notes after a training first documented these ideas in writing. Allison Wedin
was the first to read a draft and breathe life into it. Thanks to Anne Phillips, Becca Tilsen, and Linda
Weisensee for letting us use their likeness. Carmel Aronson, Carmen Hoover, Eric Seipp, Norma
Shelan, Janys Murphy, and David Shultis generously proofread various versions.

Thank you to all the people who've granted permission for us to print (or re-print) their
written words in this book. | am thankful to Mick Holsclaw, Raymond Rood, Oscar Nieto, Guillermo
Gémez-Pefia, Roberto Almanzan, Rubina Carmona, Brigid Yukman, John Mosher, Jonathan Fox, and
Ann Hale for teaching me key pieces that assembled themselves into a picture of a possible, just
world.

| am blessed with friends who understand and support an embodied and engaged approach to
social change. | thank Julie Rector, Ron Barnhart, Miguel Perez Gibson, Marianne Guerin, ‘Gail
Bumala, Kimberly Brown, Patricia Mazuela, and Anne Phillips for sustaining me with song, dance, and
celebration.

My sister, Lilia Nieto, and my mother, Lety Fernandez, are my home.

Leticia Nieto
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demowlelgemevta :
Much appreciation to Leticia for bringing me into this work, and to Leticia, Liz, Laurel, and Garth
for hard work, good humor, and many cups oftea. I’d also like to acknowledge Mark Eckert for his
support and encouragement, Alex Onno for her enthusiasm for this material, and Meg McHutchison
for many years offriendship and inspiration. Colleagues and students at North Seattle Community
College contributed a great deal to my understanding; in particular
Jim Harnish, Jane Lister-Reis,
and Karen Stuhldreher welcomed this material into the “Beginnings” class and worked on practical
applications. Bob Powell has been an unfailing source of support and enthusiasm for all kinds of
projects, and always listens patiently to my excitement, frustration, and everything in between.
Many, many thanks to all of you.
Margot F. Boyer

| am beyond appreciative of Leticia for her brilliance, creativity and friendship. | also want to
acknowledge the team, Garth, Margot, and Laurel. It has been an honor. | am forever grateful
for all of my professors from Evergreen. Endless thank yous to my sister Johanna, brothers Don
and Scott, cousins Shauna and Candace, nephew Theo, niece Isabella and, finally, to Naomi, Lana,
Mara, Anne, Becka, John, Catherine, gabriel, Holly, and Paula. You all are my lifeline.

Liz Goodwin

| am grateful to Leticia for so many experiences and thoughts. | appreciate my parents for letting
me open my spirit of inquiry, even when they may have doubted the practicality. | acknowledge
a set of teachers who likely do not realize the opportunity they provided, at a critical time, to
awaken my social conscience: Mitties McDonald DeChamplain, Frank Shirbroun, Jim Hedges, and
Bill Yarchin |thank Lety Fernandez for generously offering key resources needed to bring this book
into existence. | am still trying to find ways to acknowledge Margot for how much ofthis book she
was central to carrying, and Liz and Laurel for nurturing the critical final miles.
Garth R. Johnson

| owe much to the assemblage of loved ones who kept me fed as this book came together. Thank
you to LaVerne Smith, MaryLou Mohon Smith, Caitlin Krenn, Luanne Bigbear, Finn Cottom, and
Socket Klatzker for their loving counsel; to Carmen Hoover for her stellar friendship and poetry;
and to Carmel Aronson for exposing me to Leticia’s work in 2001 — which clarified my course in this
journey. Paul F. Maul of CrimethInc was generous with his design consultation, as was my brother,
Matthew Smith of Squared Eye. An uncommon cat named Miles kept watch over our home while
| was off computing. Thank you to Margot, Liz, and Garth for welcoming me in. And finally, Leticia:
my utmost gratitude for your laughter, for your mentorship, and for the invitation to be a part of
this extraordinary work.
Laurel Collier Smith
 xiii

Foreword—
The presidency of Barack Obama has signaled a new era in American politics and
culture. For some, his presidency realizes the long awaited “‘post-racial” society, in
which the legacies of racism, exclusion, marginalization, and discrimination have been
overcome. According to this voice, the dream of Martin Luther King Jr. has at last
been fulfilled, evidenced by the fact that we now have a person of African American
descent in the White House. For others, reaching King’s dream of a just society
for everyone remains an ongoing struggle. While this voice would not necessarily
affirm that we have entered a post-racial society, it recognizes that having a Person
of Color in the White House has sparked a more complex conversation about
America’s dealings with racism.

Regardless of which voice one hears, Barack Obama's presidency reveals much
about where and who we are as a society. Yet does it suggest that oppression,
discrimination, and marginalization have ended? Does his presidency mean that we
are finally capable of dialoguing effectively about racism, classism, or the other “isms”
that bind our lives?

Still needed are critical voices to examine the nature and pervasiveness of
oppression.

In this new work, Beyond Inclusion, Beyond Empowerment, Dr. Leticia Nieto offers
a much-needed critical voice. Yet this is not a social-political text in the strict sense.
It is rather a penetrating analysis of the nature of oppression, that has far-reaching
implications for all. Dr. Nieto’s analysis addresses the broader questions of oppres-
sion and how it impacts each of us in our daily lives. In one sense, Beyond Inclusion,
Beyond Empowerment examines our individual selves as we navigate the structures
of oppression; in another sense, it examines the broader dimensions of oppression
and its pervasive hold on us in society. What it provides above all else is a common
language. If we are to understand the meaning and structure of oppression — how
and why it operates and at whose benefit and loss - we must develop a shared
means for discussion. Masterfully crafted, this text gives us that common language in
simple, clear, and applicable ways.

Those on the front line of the struggle for social justice require both theory
and praxis. As an enrolled member of the Crow Creek Sioux Tribe in South
Dakota and multicultural educator, | have usually found myself in the interesting
dilemma of trying to explain how oppression operates in institutions of higher
learning while simultaneously needing to develop my own skills to become an effective
anti-oppression educator. One is always reminded of how much still needs to be
known about oppression and one’s own development in that process. As much as
Beyond Inclusion, Beyond Empowerment offers an explanation and common language,
it offers a set of tools and applications for one to develop the skills needed to
AIV DEYONG MCUsSiOn, DEYONG EMpowerment

work towards anti-oppression. How do those from dominant social groups become
effective Allies? How do those from marginalized social groups effectively navigate
oppressive systems and contexts? How and when can these groups work together?
Developing the skills of anti-oppression in the midst of oppression requires diligence
and persistence — it requires both a “‘knowledge-of” and a “know-how.”

Understanding oppression has never been more urgent in education. The

academic gap widens between rich and poor, Black and White, U.S.-born and
immigrant, and Indigenous and non-Native. Solutions have been proposed to
remedy this situation. More services, studies, and initiatives spring into existence
to help those on the outside reach the academic levels of those on the inside of
education systems. At the heart of these solutions is the desire to transform the
Other in significant and inalterable ways. Indigenous education offers a case in point.
~ The historical legacy of boarding schools for Native children in the late nineteenth
and early twentieth century persists in today’s education system. Despite efforts
being made to include Indigenous culture and history in standard curricula,
little effort is given to dismantling the pervasive hold of colonialist structures over
Indigenous minds and bodies. Native children and communities receive the clear
message that their cognitive, linguistic, and cultural systems have less value than
those of the dominant group. Holding on to one’s primordial identities becomes an
exhausting task within a system that is completely unaware ofthis struggle.

Moving beyond inclusion and empowerment therefore requires much more

than another service or initiative for those on the margins. It requires an awakening
among educators and educational institutions — among all who hold dominant group
identities — to realize that the very system they find inclusive actually maintains
oppressive structures. Setting a place at the table for people with a variety of
experiences and identities might look like the end of our struggle with oppression,
just as the election of Barack Obama might have looked like the end of racism.
Yet merely including the marginalized Other, whether they be a Person of Color
in the White House or an Indigenous student in higher education, does not signal
an end to the struggle for social justice. Rather, it marks the beginning of a deeper
conversation. Beyond Inclusion, Beyond Empowerment offers a theoretical framework
and practical guide for all who seriously desire to become anti-oppressive. The road is
undoubtedly challenging, but necessary to realize change.

John P. Hopkins

Director of Intercultural Initiatives, Saint Martin's University

Introduction

Part One - Reading Social Interactions

Power

Status

Rank and Rank Roles

The ADRESSING Model

The Agent and Target Roles

Agent and Target Skills Models

Agent Skills Development

Target Skills Development

Part Two - Strategic Interventions for Anti-Oppression

Awakening from the “Matrix” of Rank

Models of Development

Expanding Skill sets

Practices

Conclusion

References

Additional Resources

Primary Contributors

Additional Contributors and Resource People

Index
Jwhoduction
 Introduction xix

As a student of Dr. Leticia Nieto, you never know what to expect. It could be a lesson
in hypnosis or flamenco or salsa dance tutorials. Between the bilingual lectures on
human development and magical stories about the dragons of our psyche, Dr. Nieto
asks you to tune in physically with authentic movement or theatrical expressions. For
Leticia, learning is a mind, body, heart, and soul experience.

Beyond Inclusion, Beyond Empowerment: A Developmental Strategy to Liberate

Everyone grows out of this transformative learning environment. The linear structure
of a book cannot fully embody Nieto’s deconstruction of privilege and oppression,
developed through three decades of psychotherapy, teaching, training, and consulta-
tion. Students have said, ‘‘l live and breathe this. It is as if |knew it all along, |just didn’t
have the words.”

Beyond Inclusion, Beyond Empowerment helps us to understand how people

interact within the restrictions of inequality and how the often-invisible system of
privilege and oppression shapes our relationships and our selves. A psychological and
developmental map, this model equips us with new pathways and tools for how to
understand and build the skills needed to free ourselves from the grip of oppression.
Nieto believes that all of us ultimately want to grow, to change, and to liberate. ‘This
curriculum,” she says, ‘...is my response to an urge we all feel.”

Leticiass approach is about helping people

grow in their understanding of
oppression, their compassion for self and others, and their ability to take action and
make change. Three elemental ideas are central to this work. The first element is
to distinguish among the three layers of human interaction: |) our human capacity
for Power, 2) the momentary above and below dynamics of Status, and 3) the
systematic social programming and unequal resource allocation we call Rank. Making
this distinction allows us to better understand what's happening in a given moment
of human exchange.

The second element focuses on two key types of social roles programmed into
us under the Rank system — Agent group members, who are overvalued, or privi-
leged, and Target group members, who are undervalued, or restricted. We are rarely
aware ofthe deep conditioning of Rank, yet it shapes most of our social interactions.

The third element is human development. In both our Agent and Target roles
— and most of us live out both — we develop up, but not necessarily through to our
liberation. In other words, oppression interrupts a process of development that has
liberation as its natural end. Nieto believes that people can learn appropriate and
useful ways to address these interruptions. She sees these as skills to be learned like
any other. The more we learn about these skills, the stronger we become in the
face of discomfort, the more effective we are in changing our own worldview and
behavior, and the deeper we can go in working with people whose experiences differ
from our own.
XX Beyond Inclusion, Beyond Empowerment

Oppression

Beyond Inclusion, Beyond Empowerment is not an effort to prove that social oppres-
sion — that Is, inequality or unequal allocation of resources and human rights — ex-
ists. Statistical and anecdotal evidence for the pervasiveness of inequality in society
can be found in thousands of books, journals, web sites, and reports. The reality of
oppression and privilege in the United States, we believe, is inescapable; it permeates
society, our consciousness, and our language.

This work does not offer yet another strategy for how to reduce prejudice or
suppress bias. In fact, Nieto reminds us that prejudice-reduction work can have a
prejudice-amplification effect. If we focus on creating politically correct environments
that control or punish biased expressions, we can sometimes achieve nothing more
_ than the temporary suppression of behaviors intrinsic to systems of oppression. We
all tend to conceal our prejudices, yet underlying supremacist beliefs and attitudes in
us continue, and can even become stronger. Individuals may be punished for verbal-
izing beliefs that are held by many. Ultimately, a focus on “tolerance” can sometimes
repress the symptoms of oppression.

Today's diversity strategies, such as diversity recruitment, are largely about how
organizations look on the outside. While an important aspect of social change, simply
recruiting “minority” or “diverse” people into an organization often means merely
including new people in systems that reflect dominant social norms, missing the social
analysis that challenges deeper structures. Members of underrepresented groups are
included into environments that require them to get along — adapt to the Christian
calendar in the workplace, accept the all-male board, abide by the English-only re-
quirement, etc. In such cases, we've merely set up individuals we may unconsciously
think of as ‘them’ to adapt, assimilate, or become just like “us.” Sadly, this occurs
even when rooted in genuinely good intentions. In my years of exposure and experi-
ence with Dr. Nieto’s models and methods, | have often heard managers, organizers,
and trainers express their recognition of this problem, and enthusiasm for the clarity
and simplicity of her solutions.

The term “diversity” is often used to refer exclusively to racial diversity. The
Beyond Inclusion, Beyond Empowerment approach includes many social groups
currently marginalized and/or exploited in the United States. Drawing from the work
of Pamela Hays (2001), Nieto invites us to adopt a habit of keeping at least nine
areas of social membership in our mind: age, ability-loss/disability, religious culture,
ethnicity, sexual orientation, social class culture, Indigenous heritage, national origin,
and gender. Oppression seeps through in many forms. All of them matter.

Ongoing dialogue on diversity is full of contradictions. As census data tells us,

all non-White racial groups are increasing faster than Whites and may be the
majority in the U.S. before mid-century (Roberts, 2008). Multi-lingual bank machines,
 Introduction xxi

advertising campaigns reaching Spanish speakers, and ads in the local gay resource
guide are evidence of corporate recognition of the importance of these markets. Yet,
in spite of these Inclusion efforts, inequality remains a striking feature of our national
life.

Going beyond cultural heritage months or advertising campaigns can be

difficult. In his talks about the legacy of White supremacy and coming to
consciousness, Cornel West (2007) asks us all, “Do we have the courage to look
ourselves in the mirror — candidly, critically, honestly, and acknowledge the under
side, the night side of ourselves?”

Beyond Inclusion, Beyond Empowerment offers a pathway. It points to skillfulness at

the heart ofall courageous efforts. Skill emboldens us. This model explores the inter-
personal and intra-psychic layers of oppression. How do we participate unconscious-
ly in systematic oppression? How can we use conflicts or incidents as opportunities
to more clearly perceive the system that affects us twenty-four hours a day? How do
we support each other’s skills development? West (2007) calls for our willingness to
get ‘‘un-housed” or “unnerved.” Nieto asks us to de-center from our social contexts
and automatic ways of being in the world. Beyond Inclusion and beyond Empower-
ment, we are dislodged from the familiar. As Nieto often tells her students, “You are
exercising muscles you did not know you had.”

Facing social oppression is tough. Words like “racism,” “sexism,” and ‘“‘heterosex-
ism” elicit defenses. Anti-oppression work aims to free everyone from harm and de-
humanization — in a context of ongoing harm and dehumanization. For Dr. Nieto, this
is more than a mental exercise. She calls for a full-body-mind-spirit disruption. West
(2007) reminds us it will be unsettling and painful, requiring a ‘spirituality of genuine
questioning, interrogating, scrutinizing, pushing ourselves against the wall but at the
same time allowing the tears to flow...” With practice, we can get better at respond-
ing to each situation with integrity, bringing creativity and wisdom to the challenges
presented by oppression and privilege. The strength of a skills-based approach Is a
focus on liberation, in spite of the limiting definitions that societal conditioning tends
to impose. Beyond Inclusion, Beyond Empowerment is a strategy for how to live authen-
tically, increasingly free from social conditioning.

Over the three decades Dr. Nieto has developed this curriculum, students,

professors, healers, and leaders have requested a book, something to read, more of
her ideas and energy. This book contains the only comprehensive presentation of
the theoretical and practical underpinnings of Dr. Leticia Nieto's teaching, consulta-
tion, performance, and healing work. Counselors, psychotherapists, and healers can
use Beyond Inclusion, Beyond Empowerment to incorporate anti-oppression Cconscious-
ness into their work. Leaders will find the interpersonal tensions in any organization
illuminated. Teachers can utilize this material to sharpen their practice with students.
KAI beyond Inclusion, beyond Empowerment

Facilitators will entrance groups into open states of learning. Social justice activists
can incorporate an understanding of developmental psychology into social change
efforts.

The word pleasure is rarely used in conversations about oppression. But, as Dr.
Nieto promises, encountering the truth of ourselves and our world makes it possible
to act more freely, to meet each other in honesty, and to speak in our most authentic
and powerful voices,

Liz Goodwin, 2010

 Introduction

What is beyond Inclusion, what is beyond

Empowerment, and what do you mean there
is a Strategy that can liberate everyone?
People interested in social change are untangling a tight knot. Daily
experiences confront us with the problems of inequality in new and unsettling
ways. Gaps, differences in access, unequal opportunities, show themselves to
us at every turn — to the extent that we can bear to notice them. Our natural
human capacity for empathy lets us know that there is something very wrong
when some have so much while others struggle with the simplest necessities
for living.
In discussions of social oppression, diversity, and difference, thoughtful
people acknowledge inequality. We see how some are disadvantaged, while
others are unfairly advantaged. In this book, we refer to members of social
groups undermined by oppression, groups who are socially undervalued and
denied equal access, as “Target group members.” Members of social groups
with unearned advantage, who are socially overvalued and are granted easier
access, we call “Agent group members” or “beneficiaries.”
Target group memberships, that is, social areas where we experience
restriction and marginalization, compound with each other in an exponential
way, as do areas of Agent group membership. It’s easy to see that being a
member of the social group called “adolescents” carries restrictions with it. The
same is true for the social class category called “poor.” Put them together and
the restrictions do not simply add up, they multiply. They represent obstacles
in our efforts to craft our life, to fulfill potentials, and to be recognized and
respected. It is difficult to convey in language, comprehensively, the lived
experience of these restrictions. They are countless, multifaceted, complex.
Together, they limit.
Individuals who are members of socially de-valued groups are marginalized
and lied to about our value as human beings. The lies are embedded in what
we will discuss as “social conditioning,” “institutional structures,’ and things
as vague, atmospheric, and nuanced as “attitudes.” Social conditioning leads
us to think that some of us are less valuable than others because of constructs
like ethnic background. Institutional structures limit access based on gender.
Demeaning and patronizing attitudes add to the challenges faced by people
with disabilities. The lies and negative messages are internalized as well,
adding to the stress and expenditure of energies that socially de-valued group
members face.
In contrast, members of socially over-valued groups encounter advantages
instead of obstacles. One of the advantages is having very limited perception
of the extent to which such obstacles exist. As with devaluation, unmarked
advantages are also embedded in “social conditioning, “institutional
structures” and “attitudes” Social conditioning leads us to live as if some of us
Beyond Inclusion, Beyond Empowerment

are more valuable than others because of constructs like ethnicity. Institutional
structures enhance access based on gender. Affirming and supremacist
attitudes add to the rewards reaped by people who have not experienced able-
loss. The unmarked advantages and overvaluing messages are internalized as
well, adding to the ease and conservation of energies enjoyed by Agent group
members.
A White, European American man who is middle-class may arrive in
college without ever having noticed the existence of supremacy in society.
He will have benefited in countless practical ways from his memberships
in Agent groups, and he may have an internalized sense of importance. He
will likely carry the belief that his perspective is natural, accurate, and right.
When he encounters information from books, classmates, or teachers about
oppression - including sexism, racism, or classism — he may dismiss it as
- wrong, biased, or imaginary.
Most of us, reasonably, trust our experience above all other sources of
information. When the topic of oppression comes up, we immediately
look in the “file” in our mind where experiences of our being mistreated,
disrespected, and excluded are logged. Reliably, we tend to equate oppression
with unpleasantness. Since the student in our example has never encountered
institutionalized bias and believes that his perspective is complete, he will
likely disbelieve the testimony of people who encounter marginalization
every day of their lives.
We invite you to notice that a person with Target group memberships
encounters negative attitudes and institutional limits that a person with
Agent group memberships does not, and that a person with Agent group
memberships garners unearned benefits. Further, we ask you to peer even
deeper to notice that this system of oppression dehumanizes everyone.
It is dehumanizing to be diminished by comments and jokes, to have our
needs ignored, to be disrespected, and to be treated as an object. It is also
dehumanizing to be manipulated by our conditioning, to have our perception
be rigidly restricted when it comes to realities outside our lived experience, to
be prevented from being moved by human suffering, and to be made immune
to someone else's voice. Whatever social memberships we hold, oppressive
social conditioning limits our ability to be fully human. It limits our emotional
range, reduces the depth of our empathy, and often keeps us from speaking,
listening, loving, and living fully.
Both in areas of Target group membership and areas of Agent group
membership, we need access to authentic responses instead of programmed,
conditioned ones. Recognition of the realities of social advantage, social
restriction, and the role of conditioning in our outer life as well as our private
inner world makes way for the possibility of freedom.
 Introduction 3

Getting Started
As we live, we accumulate many skills for dealing with social oppression - The Cultural Conserve
skills for living and working with people whose life experience differs from
The cultural conserve Is a concept
our own. In this book we see parallel but distinct pathways to consciousness
that comes from psychodrama and
and action for Agent and Target areas.
the work of Jacob Moreno. If some-
All societies lean on social conventions. You might envision this as a
backdrop on the stage in a theatre. Scenes from a play, the play of our lives, thing has been active in the culture
take place “against” this backdrop. The backdrop is covered with particular long enough, it becomes “conserved”
social values, including tendencies to overvalue some and devalue some. in it. It's not new anymore. The
Socialization is the process of absorbing, internalizing, and adapting to the cultural conserve is made up of those
social norms of any society while remaining oblivious to them. We follow ideas that have become so embed-
the action of a play more than we stare at the backdrop. Participation in any ded in the culture that they have
society requires a degree of unconscious conformity to dominant values. dropped out of awareness. Being
Jacob Levi Moreno (1993), creator of psychodrama, described health as within the culture, you and | are reg-
existing on a continuum between two points — the robot on one end; the istering certain experiences, or acting
spontaneous, creative human on the other. Moreno’ role theory offers many out certain behaviors without the
useful concepts such as role flexibility and role repertoire. Moreno states ability to consider them. The cultural
that when it comes to roles, the more restricted and robotic the role, the less conserve therefore pulls us away
healthy it is for a human being. The more flexible and organic roles better from fresh, improvisational, adaptive,
fulfill our capacities. Both poles of oppression - social marginalization as well spontaneous thoughts and actions.
as social privilege - dehumanize by narrowing our roles. The limits imposed (Increasing capacity for spontaneity
on our behavior push us in the direction of being robotized. This stereotyped is a major concern of psychodrama.)
pattern of behavior, or “cultural conserve,’ makes spontaneous action difficult
In anti-oppression work, we find our-
and at times impossible. We believe that everyone — regardless of particular
selves fighting culturally conserved
Agent and Target group memberships — can access freedom from role rigidity
behavior because within the cultural
and move toward spontaneity.
conserve people are not choosing,
Most people are drawn to the idea of fairness. We want everyone to have a
chance. Ideas like “diversity” and “multiculturalism” signal a collective desire and are not aware

for inclusiveness and harmony. These are difficult goals, worthy of our efforts. Moreno explains, ‘These con-
Yet, usually inclusiveness means folding members of groups that are Targets serves determine our forms of
of oppression into dominant institutions and practices, requiring assimilation creative expression. They may oper-
to existing norms. For example, we readily respond to the idea of people from ate at one time as a disciplining force
many different religious groups working together in a school or workplace. Yet, — at another time, as a hindrance.
we often fail to anticipate and meet the challenge of someone from a Jewish, It is possible to reconstruct the srtu-
Muslim, or Buddhist heritage pointing out that Christmas decorations are ation of creativity at a time prior to
not representative. In such instances, members of dominant or Agent groups
the conserves which dominate our
can feel offended, angry, or defensive. We might experience requests for fuller
culture” (1993, p. 12).
inclusiveness as attacks. The discussion may quickly devolve from an impulse
to fold “everyone” in to defensive reactions by Agent group members. Because
we are unaccustomed to anything other than dominance, we may adopt an
empty, cold solution that excludes everyone. Typically, these outcomes leave
everyone feeling hopeless. After so much good intention and so much effort,
 Beyond Inclusion, Beyond Empowerment

the general sense can be that ground was lost rather than gained in terms of
the feeling of unity.
Inclusion and good intentions don't get us far enough. Such efforts only
take us part of the way to effectively addressing supremacy that is built into
the systems of society. To only include is to put out a conscious message of
welcome, while simultaneously broadcasting an unconscious demand for
members of Target groups to assimilate: to leave their “otherness” at the
door, to blend into rather than challenge the status quo. Inclusion-oriented
approaches reinforce for members of Agent social groups that social justice
is about allowing “everyone” access to “our” (Agent) settings, rather than
transforming Agent systems, values, and norms, which would truly shift the
center.
Take a moment to consider events or initiatives that were limited by
this superficial approach - cultural heritage events centered on food, or
recruitment efforts that stalemate at tokenism. Notice how these efforts can
result only in surface shifts. They may even have the effect of delaying deeper
social change. After all, we have already....held a cultural festival...advertised
in all the publications of Color...built one ramp in our main building. Sadly,
Inclusion-oriented efforts may lose us precious ground. We are left neatly
delineated within our Agent and Target roles. Getting beyond Inclusion to
liberation requires moments of realization. It requires that we hold in our
consciousness realities like unearned advantage. These are times when we
awaken. We can suddenly see that oppression always goes in one direction,
limiting and harming members of socially Targeted groups and consistently
advantaging members of Agent groups. (Most of us carry both Agent and
Target group memberships, as we will discuss.) Awareness brings brand new
skills. We learn more flexible and effective ways to recognize and respond
to the effects of the Rank system on ourselves and others. We can help each
other wake up.
We can't do anything about things we don't know. Social structures — the
expectations we learned in our families, the pop songs on the radio, the
television news, the way schools and work places are organized - reflect
the unconscious acceptance of the Rank system in myriad ways. Like fish
in familiar water we tend not to notice the pervasive, totally ordinary
manifestations of oppression when they appear in our world or in our own
minds.
We use the word “trance” as a reminder that there is such a thing as
acuss % sour (Pret) states of consciousness. A trance can be any state of partial consciousness,
whether positive (like an artist so focused on her painting that she doesn’t
hear the phone ring), or harmful (like a driver preoccupied with personal
problems who runs a red light). In conventional trances - those states of
mind we consider normal — we fail to notice oppression or privilege at work.
But Awareness, a trance in which we see conventional beliefs from a larger
perspective, opens up possibilities to be more human and more humane.
 Introduction 5

Who and What Is This Book For?

Anyone who makes the commitment can develop more effective skills Training in this Material:
for recognizing and responding to oppression. This work is not only for
We work with people interested in
specialists or scholars. But it does require a significant amount of work to
practice. This book provides tools that can support the development of these this approach by offering training ex-
skills for people who want to do anti-oppression, social change, and social periences to practice anti-oppression
justice work. You will find theory, images, stories, metaphors, and exercises skills. Most people find that having
that are part of a Beyond Inclusion, Beyond Empowerment training, and that some exposure to this material (as
reflect the experience of those who study and teach it. might be gained from reading this
This approach to liberation doesn't require a comprehensive knowledge of book) provides them with tools to
the cultural expectations, body language, or communication strategies of every deepen the work they do in anti-
Target group and sub-group in the United States, though such information oppression, organizing, teaching,
can be highly useful. The Beyond Inclusion, Beyond Empowerment models and facilitation. But the reading of
and methods focus on skills. The material here can help you build on the this book is not enough to become
skills you already have, whatever groups you belong to, work with, or care a competent trainer in this content.
about. For those interested in pursuing
Thinking about and trying to change oppression and privilege is further training, please contact:
exhausting, challenging, and dispiriting. While there may be moments [email protected]
of breakthrough and exhilaration, people working on social change often
experience disequilibrium and discomfort. We believe that we can be most
skillful in solving problems only when we receive adequate support from
ourselves, our friends and families, and our environment. Under stress, we
regress — we have access to fewer resources and become less able to handle
challenging situations. Sacrificing your basic needs is likely to reduce your
effectiveness in the long run. Anti-oppression activists must attend to their
own individual needs, and to their collective needs for support, community,
and energy, if they want to keep going. If you take on the enormous challenges
of confronting oppression, take care of yourself.
We work from a developmental or evolutionary premise. People grow.
Change is inevitable. We influence each other's growth and development
and can be intentional about influencing in the direction of liberation. Anti-
oppression skills are possible. We can demonstrate by example and role model
skills for each other, fostering our effectiveness as bringers of change. Anti-
oppression skills can only be developed one at a time. As we will talk about
later, they stack. Also, knowing about a set of skills is not the same thing as
being able to access them when we want them. The more aware we become,
the more likely we are to notice those inevitable times when we are less aware.
The Beyond Inclusion, Beyond Empowerment approach is highly permissive.
The goal is not to access the most sophisticated skill level twenty-four hours
per day and seven days a week, but to increase our range of skills so that we
have more options, and so that access to a full repertoire of skills is more and
more possible. We will use more limited (less effective) skills often - behaving
Beyond Inclusion, Beyond Empowerment

in ways we would prefer not to. Increasing access to more comprehensive

skills requires intention, practice, and time. Building these skills takes place
over years and decades; they can’t be gained by reading a single book or taking
a single class. We urge patience with ourselves and each other.
Acknowledging the challenges of development, and the fact that nobody
is able to use their most complex skills all the time, we can have room for
people whose attitudes and behavior seem graceless, self-defeating, ignorant,
or just plain wrong. We might even have compassion for ourselves when we
are graceless and wrong.
The models of development we use are based in psychology, and we will
come back to them throughout this book. We start with the phenomenology
of experience within social systems. We see anti-oppression as one part of
an integrated process of human development that cannot be divorced from
_ other kinds of growth. Effective anti-oppression education requires that we
cognitively understand the Rank system and how it affects us. It requires
that we cultivate self-awareness, the ability to notice what we are feeling and
thinking. We need solid communication skills, deep listening, wider capacities
for expression, and techniques for closing the loop between our meanings
and other peoples’ meanings. Our commitment to liberation is inseparable
from our commitment to grow as human beings in every area of our lives.
The models and methods here are for everyone who wants liberation,
including people who have access to privilege, those marginalized by
oppression, and the many who get a mixture of both. Beyond Inclusion,
Beyond Empowerment is directed especially to those who have put in some
time to understand the constraints of oppression and how they affect all of us,
especially teachers, healers, counselors, activists, and leaders. It is meant to
enhance your effectiveness. It can help you find your own sources of support,
to break out of unconscious conditioning, find your center, and move from it.
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 Reading Social Interactions

Often books about oppression, privilege, and diversity present sociological

and economic data to support the idea that some people are advantaged at
the expense of others. Such information is critical to know and to understand.
However, we assume our readers are not in need of proof about the reality of
oppression.
Some books explore these dynamics by focusing on a single life,
describing an individual's story in the context of whatever mixture of social
memberships they hold and the oppression and/or privilege that accompany
these memberships. These stories can help us feel the reality of oppression
and privilege, share in someone else's pain and anger, and help us develop
Empowerment and Awareness skills. Some life stories can show what it’s like
to live beyond Inclusion, to challenge oppression with grace and energy.
In this book, we use images, metaphors, and brief stories to talk about
oppression and privilege in terms that we can understand with our bodies,
hearts, minds, and spirits. Dr. Nieto developed some of these metaphors and
images, while some refer to other sources such as books and movies. Some
stories come from friends and colleagues whove generously allowed us to use
their experiences.
Wouldn't it be great if we could read a book and through its pages come
to full consciousness? Have you ever given a book or movie or article to
someone else and they didn’t read it? Or, they read it, saw it, heard it, but
it didn’t have the same impact on them as you hoped it would? Oppression
is difficult to talk about, to explain, to understand. Language fails us. The
models and methods in Beyond Inclusion, Beyond Empowerment rely on the
associative, imaginal, metaphoric mind. Images can be more complete than
words alone. They can bypass barriers to understanding through mechanisms
like resonance — that sense that something fits or rings true.
You'll notice that this book uses many metaphors to talk about oppression.
Oppression is described as a river that flows only one way, yet it's also an ocean
that fills every part of the world with its cold, salty water. Oppression feels like
a birdcage that holds Target group members inside a small container, but it’s
also like a suit of clothes that Agent group members wear. Oppression can be
like “the Matrix” (Wachowski & Wachowski, 1999) an inhuman system that
sucks life force from people and uses it to destroy the earth, and it can be a
theatrical role that requires people to play different parts. Metaphors offer
glimpses, sometimes indirect, of what oppression is like. No one metaphor
says it all. The choice of metaphors ~ in a training setting, for example - is a
function of timing, the emergence of co-created meanings in the moment,
somatic signals given by participants, and many other elements. Hold and
use the metaphors gently. You will likely have some favorites and will surely
evolve many of your own.
Our human capacities for understanding are enormous. When we use
only our literal, sequential, narrowly rational mind, we understand ideas in a
10 Beyond Inclusion, Beyond Empowerment

linear, narrow way. Using this mind, we check if things are true or false, real
or made-up. We cant help but check concepts against our own lived
experience. When we use more of our mind’s capacities, we are available to
deep feeling, vivid imagination, and insights that encompass much more than
true/false. We can even hope to glimpse realities well outside our own lived
experience. Metaphor, imagery, and story allow us to access these larger and
wider ways of knowing. We invite you to engage with these images and
metaphors using all of your self.
 Reading Social Interactions

Reading the world like peeling an onion

We are working here with the metaphor of reading, as Paulo Freire (1985)
invoked when he invited us to read the world. Picture a set of reading glasses
with extraordinary lenses, allowing a person to see at three depths into the
social world. Like other metaphors in this book, this three-layer idea is a
construct, a set of tools that you can add to the tools you already have. In the
beautiful film Northfork (Polish & Polish, 2003), the magical character Happy,
played by Anthony Edwards, wears a set of glasses with multiple lenses and
throughout the film he’s constantly flipping them around. If you can, imagine
lenses like that.
Picture an onion with three layers. Your glasses have a lens for each layer,
which we use to analyze social dynamics. ‘The layers of the onion are, starting
from the outside: Status, Rank, and Power. People often use these terms as if
they were interchangeable, but here we'll use these terms to denote different
things.
Power, the deepest layer, has to do with things like wisdom, source, and
will. Rank, the second layer, relates to our social memberships. We all have
multiple group memberships; some bring social privileges, some bring social
marginalization, and some are neutral. Status, the outer layer, is a question of
style, wherein we operate as either “above” or “below.” All three of these layers
are active all of the time.
This model allows us to make sense of complex interactions, by focusing
on just one moment at a time. When we read a slice in time, like a short scene
in a movie, a frame of conversation at work, a thought, even a single word -
we can observe three levels of dynamics among participants. Understanding
a narrow slice won't totally explain collective experience, but deeply seeing
what happens within and between individuals in key moments is useful.

Layers of the onion

The outer, most readily available layer of the onion we call Status. Easy to
observe from the outside, Status has to do with style of interaction. Status
may be high or low in any given moment, and almost any individual can
take a high Status or low Status position at any time. Status is slippery, labile,
constantly changing. In the drama of human interactions, we observe Status
play - a kind of performance. It can be changed by choice, can be predictable,
and is central to our enjoyment of story and humor.
The next layer in, Rank, is more difficult to observe. We can choose
whether to take a high or low Status position, whereas Rank categories are
socially ascribed (assigned) memberships, not self-chosen. Status will shift
often and easily. Rank categories are usually fixed and resistant to change.
Status play is two-directional while Rank is one-directional. Agent Rank
12 Beyond Inclusion, Beyond Empowerment

Puppet Robot Flesh brings access and privileges, and Target Rank carries marginalization. With
a little bit of attention, Status play becomes obvious. While Rank categories
The Status layer is like strings on a
have implications all of the time, in most interactions we tend not to be aware
puppet, completely attached and re-
of them unless a specific incident brings them to consciousness. Status play is
active to what other people do. The
visible and performative, but Rank dynamics are automated and impersonal:
Rank layer is robotic; our sensations Rank will often act through us without our knowing it.
are blunted by hardened surfaces; The core of the individual, at the innermost layer of the onion, we call
our perceptions are filtered through Power. If Status is obvious, and Rank systematic yet unseen, Power is hard to
well-programmed layers of socializa- observe directly but undeniable when present. Power encompasses strength,
tion; someone else has the remote grace, resilience, and equanimity. When we have access to our core, we
and is in control. With Power we evidence consciousness of Status and Rank - we have a relationship to them.
shed the strings, burst out of the One way to think about Power is that when we initiate from the Power core,
robot, and what's left is skin and we are most ourselves. We reveal the person we really are, rather than being
flesh — authentic and immediate. remotely controlled by Rank roles as if robots, or simply reactive to Status play
like puppets on a string.
Using our special glasses, one set of lenses shows you ever-shifting strings
in a constant Status dance of complementarity, up/down, high/low. Another,
much finer set of lenses reveals people acting out their ascribed Rank roles
as members of Target groups and Agent groups. Your most authentic, purest
glance perceives Power: divinity in each person, the inevitable “I thou,” a
flame inside each person, all part of one fire.

“STATUS |
(interactional style) -

RANE
Gocially ascribed
Target /Agent
mem bersh (ps)

4powerto,power with,
empowerment, psychological
and Spiritual atest
 Power

Power
We use the word power in a specific way, so clarification is in order. The word
power often describes power-over or control. Power-over is real, and it is
important to observe and discuss the workings of force in the world. Here, we
want to distinguish power-over, which usually arises from fear, inadequacy,
or greed, from the core of Power in the center of each human being. We are
reclaiming the word Power to arouse in the mindan image of being tapped
in, being connected to something larger than our selves, being hooked up to a
transcendent source. This kind of Power manifests in inner Power, Power-to,
Power-with, and Empowerment. SHORARER
RE

Our assumption is that when we come from our center, when we are
Powerful, we are our truest selves. We move in the world connected to peace,
*) centeredness, strength, awe. When we have access to the core of Power, the
world and how we see people changes. We feel hope.
Why is it important to start here?
The work of challenging oppression, facing the suffering that oppression
brings to the world, knowing the ways we ourselves participate in systems
of oppression, can be heartbreaking. It can bring us to our knees. It hurts.
Among people who work to bring about change in the world, we often hear
the phrase — “I won't see it in my lifetime.” We feel grief, loss, discouragement,
and sometimes helplessness. However, the very drive to change the world for
the better is an expression of Power. Through the resources in our deepest
core, we find strength and groundedness. Surprisingly and randomly we
find ourselves handling the toxic stuff of oppression and the fragile stuff
of liberation. There is mystery here. A saying attributed to Margaret Mead
(2010) tells us: “Never doubt that a small group of thoughtful, committed
citizens can change the world; indeed, it is the only thing that ever has.’ The
committed individuals she describes are persons with practiced access to
their Power core.
Our discussion of the Power core so far has hinted at what some call
spiritual Power.
Another facet of Power is psychological Power. The psychologically
Powerful person puts their suffering to work. When bad things happen, the
psychologically Powerful person makes the most out of it. Pain is a teacher.
Heartbreak enlarges us. It can increase our potential for healing rather than
leaving us ruined. We are made resilient by suffering.
Psychological Power is evidenced in the capacity to see many sides ofa story.
It surfaces in compassion for the person who annoys us. It sends our hand
up to say yes to great challenges in spite of risk and suffering. Psychological
Power is marked by a sense of wholeness and coherence, even in times of
great pain. When you find your sense of you even in the midst of sorrow, you
are exercising psychological Power.
14 Beyond Inclusion, Beyond Empowerment

Exercise: Person of Power Visualization

To get a sense of what Power is, think of someone you know, or remember,
or have read about, or can imagine — a person who meets all these criteria:

They have equanimity, wisdom, clarity, ruthlessness

They exhibit relentless love

They have unfathomable compassion

They can hold not just two sides of an issue, but many sides

They use the idea of seven generations — thinking of seven generations

ahead, seven generations back, seven layers of significant differences to
the side, seven levels of evolution above themselves, and seven levels of
evolution below themselves

When they walk into the room everyone's best self can come forward

When you talk to them you experience being totally accepted

This person brings forth in you a strong desire to be the best that you can
be. Around them you feel simultaneously exposed (as if they can see through
you) and forgiven or blessed. At times it seems this person's sheer presence
contributes to the resolution of conflicts and contributes to the emergence
of aharmonious environment. They have a different sense of humor that
involves laughing with instead of laughing at. You might feel loved by this
person, or feel love around this person. You might feel admiration, respect,
and a deep sense of generosity of spirit.

Once you've formed this picture in your mind, imagine that this person is be-
hind you, as if watching over you. Feel this person extending blessing to you
in your endeavors, backing you up in your work. Notice how you feel being in
the presence of that person. What is it like having them on your side, in your
corner, backing you up? You may sense an opening of your heart center and
a sense of connectedness.

As you read, from this point forward, when you see the word Power, let it
remind you ofthis feeling. You can invoke this person of Power to back you
up whenever you want to, simply by saying their name or envisioning them in
your mind.
 Power 15

Your sense of the Source

Take your attention inward, Think about your personal experience ofthat
something that is larger than the self —something transcendent, broader, and
deeper. For you it may feel like oneness with all beings; it may feel like the
enduring natural world; it may feel like deity, goddess, god; it may feel like
spirit; it may feel like consciousness itself.
What feelings do you have as you hold this image in your mind? Does
your feeling include peace, centeredness, strength, balance, comfort, awe,
grace? Speak aloud the words ofthe feelings you notice. Bringing your atten-
tion back to your surroundings, what do you notice about the room once
those words are spoken? What feels like tt has changed?
In a group doing this exercise, people report feeling calmer. They say their
senses feel sharper.

| am: Power
| am power
| am wind sifting the tree’s leaves
| am black clouds, rainmaker
| am histories hidden
Slave ships riding on ebony waves
| am what | say | am
| am heart and soul
Gospel and hollers floating on warm southern breath
| am sky swallowing the big white moon
lam strength
| am witness
| am the door from which no one returns
| am a little brown girl with nappy hair, freckles, green eyes
| am light skinned, black
And still | rise
| am beauty
| am sorrow
| am power
Cholee
Gladney
16 Beyond Inclusion, Beyond Empowerment

Psychological Power is related to the concept of ego strength. In our

Fee
QUESTION
lifetime, we spend our first thirty or forty years developing our sense of self,
sometimes called ego. Once we have crafted a strong sense of self, we may
The concept of Power hear an invitation to the further work of transcending the ego. The inner tasks
sounds religious. What if I of mid-life shift us beyond our personal ego toward wider service, higher
am not religious? purpose, and deeper understanding of ourselves and others.
Religious frameworks do
Human development is one of the root disciplines informing Beyond
Inclusion, Beyond Empowerment. The human story can be stated in three
offer the suggestion of something
frames: pre-personal/pre-egoic (before we have a sturdy sense of self),
transcendent and larger than
personal/egoic (what we think of as adult consciousness), and transpersonal/
ourselves, but so do other
post-egoic (the optional move beyond our self). We'll say more about this later.
frameworks such as valuing nature,
For now, we suggest true anti-oppression work is inherently transpersonal.
recognizing the strength of The psychologically Powerful person is resilient, not brittle. They are not
collectives or community, easily thrown by life experiences. Imagine a person with psychological Power,
meaning-making through someone with maturity and equanimity, whose open-heartedness stems from
generations, or love, interpersonal or having entered their life experience fully. Now, think about this picture. How
otherwise. is it different from the image you form of a person with spiritual Power? Can
For some people their first you envision a person who demonstrates access to both psychological and
impulse will be to access a religious
spiritual Power? Notice that suffering can deepen access to the Power core -
feeling pain doesn't necessarily interrupt our connection to source, and can
framework or symbology to anchor
even make it stronger.
the idea of Power. We encourage
Consider the idea of Power through the words of Toni Morrison, who
that, and we equally encourage any
writes:
discipline or ideology that offers
transcendence and/or source-ness.
“.. You had this canny ability to shape an untenable reality, mold it, sing
FAQ— it, reduce it to its manageable, transforming essence, which is a knowing
so deep its like a secret. In your silence, enforced or chosen, lay not only
eloquence but discourse so devastating that “civilization” could not risk
engaging in it lest it lose the ground it stomped...When you say ‘No’ or
‘Yes’ or “This and not that,’ change itself changes. So the literature you live
and write asks and gives no quarter. When you sculpt or paint, organize
or refute, manage, teach, nourish, investigate or love, you do not blink.
Your gaze, so lovingly unforgiving, stills agitates and stills again. Wild or
serene, vulnerable or steel trap, you are the touchstone by which all that
is human can be measured. Porch or horizon, your sweep is grand...You
made me laugh so hard the sound of it disappeared — returned, I guess, to
its beginning when laughter and tears were sisters too” (Morrison, 1996,
p.123).

Collectively, these images can embody for you what we mean when we
talk about Power. Please evoke them when you need calm, willingness, or
regeneration. Power is at the core of the onion, and it’s at the core of each one
of us. From here we move to talk about Status, which is the outside of the
onion, the exterior surface of interactions.
 Status 17

Status
From Power, the deepest layer of the onion, we shift our focus to Status, : SUSIE
OCR ape tatlpe,| URL LASASieintel BRD BOB ORCL

the outer layer. Status play is the most perceptible and obvious aspect of
interactions between people. It is subject to quick changes during interactions.
Status moves are discrete in time: they have a precise beginning and end. Once
you learn about Status play, it becomes quite easy (and fun) to track.
In any interaction, people take high Status and low Status positions.
Both high Status and low Status positions can be effective, appropriate, and
ORATION
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RAIRRAEAAN
OOLendoREANE
sSNA
comfortable, depending on the individuals and the situation. We call this layer
of interaction “Status play” to reflect its malleability and flexibility, although
in many situations Status play is a serious matter.
Almost anyone can take a high Status or low Status position in a given
moment, regardless of Rank or group memberships, and regardless of their
access to the Power core. Even in situations of gross inequity such as master-
slave, parent-child, or CEO-wage worker, the person in the subordinate
position can make a high Status move within a given interaction. Taking high
or low Status positions does not change the underlying Rank memberships
that each person holds.
Status is associated with the features and characteristics about ourselves
that we are aware of or identify with. When we speak about ourselves and
identify the “kind of person” we believe ourselves to be, we are usually talking
about the Status layer of social interaction.
Because Status sits on the surface, we tune it in when examining social
realities, often failing to notice underlying issues of Rank. Most ordinary social
discourse is focused on the Status layer, and most news and entertainment are
primarily “about” Status play. For example, events are covered mainly in terms
of who wins and who loses, who is in and who is out, who is up and who is
down, who behaves well, who behaves badly, who breaks the law, who abides
by the law. Absent is a deeper analysis of access, equity, and history. Consider
political, entertainment, or crime-related news. Have you heard the phrase
“level playing field” used to suggest there is no longer injustice? If that were
true, if the playing field were level, then behaviors could be judged narrowly
in Status terms. If we pay attention only to Status, giving everyone an equal
opportunity to succeed looks like a simple task.
Status play is the basis of much humor. A dignified man in a business suit
slips on a banana peel. An undistinguished person is accidentally put in a
position of great authority. A person with an important job confesses to an
unfortunate choice. All these situations make us laugh by upending Status
expectations.
Status play keeps us riveted to unfolding dramas. Important people are
humbled, obscure people are elevated, clever characters trump each other in a
high-stakes game of witty rejoinders. Whether our television watching tastes
18 Beyond Inclusion, Beyond Empowerment

Equality: everyone is the same and the run to The West Wing (Sorkin, 1999) or Survivor (Parsons, 2000), the same
same rules apply. Equity: consider the seductive sequence of one-up and one-down moments satisfy a fundamental
conditions in history. interest that evolution has built into our nervous systems.
Status play is a basic human activity, one we share with many other animals
Julia Maxwell and can observe in the interactions of even the simplest one-celled creatures.
One way to think about Status is as a kind of posturing. Organisms can be
thought of as generally relating through being above or below — a little above
or a lot above, a little below or a lot below. We can extend the metaphor of
Status to see how it fits in those biological contexts too.
Any interaction between people, and many between people and animals,
can be analyzed in terms of high Status and low Status. Human beings engage
in Status play with their companion and domestic animals and among
themselves. Dogs wrestle, force each other to the ground, submit and roll
--over; ducks peck each other, or flee to the far shore; children shove each other
and brag, “I have more Barbies® than you!” I while others follow the leader
»

and obey commands. Five minutes later, a new interaction starts, and the
Status play can change.
For human beings, the meaning of Status play varies with the group setting.
High Status play does not necessarily indicate hostility, nor does low Status
play always reflect coalition or warmth. High Status play among those who
are bonded and share strong group affiliations has a very different meaning
than among people who are not connected or bonded. Within a well-bonded
group, even heavy Status play such as mutual teasing or personal insults can
be affectionate and used to deepen group loyalty. When soccer players on
the field slap each other in play, or sisters repeat well-worn routines and
rejoinders, the result can be increased connection and trust.
Status style is a preference, influenced by personality, family history,
regional and cultural factors, and the role a person plays within the group.
Nobody plays high Status or low Status every minute. Certain professional
roles come with strong expectations of a particular type of Status play -
doctors, for example, are notorious for playing high Status, and wait persons
are expected to play low Status. But a doctor who plays high Status at work
might prefer low Status with her family, and a waiter who is deferential to
diners may be autocratic among his friends.
Either high or low Status behavior can be appropriate, and work well for
the people involved. We don't place any particular moral or ethical weight on
either low or high Status play. That is, low Status positions are not inherently
preferable to high Status ones. Interactions work best when we are conscious
of Status dynamics and are willing to take either high or low Status positions,
attending to the needs of the moment and allowing other people to have their
preference. A room full of people playing high Status can be energetic and
fun, or full of conflict. A room full of people playing low Status might feel like
a comforting, supportive environment, it might be terribly boring, or it might
signal caution. Fortunately, we can often adjust the energy in interactions ina
 Status 19

positive way with our own Status moves.

It is helpful to think of Status in terms of individual and group preferences.
For example, regions in the United States seem to have distinct Status styles.
In the Pacific Northwest, where we live, low Status styles dominate. These are
associated with civility and politeness. This style is often described as “polite
but not warm,’ and people from regions with a preference for high Status play
may find the Northwest chilly and lacking in intimacy. The high Status style
of New Yorkers, in contrast, is usually louder, more active, both friendlier
and more confrontational. A Seattleite visiting New York might have trouble
recognizing whether a conversation is threatening or merely louder than
they are used to, and may feel angry or afraid in situations that are not really
dangerous.
Ethnicity can also play a part in our Status style, which can lead to
misunderstandings. A high degree of expressiveness and high Status play
— reflecting closeness, intimacy, and strong family bonds - is considered
characteristic of many Italian Americans and part of the stereotype of Italian
American behavior. A more reserved, less expressive, low Status style is often
associated with Scandinavian or Anglo-Saxon ethnic backgrounds. The humor
in Garrison Keillor’s stories of Lake Wobegon, on the Prairie Home Companion
radio show (1974), often turns on the characters’ marked preference for low
Status behavior. Characters in these stories go to great length to avoid calling
attention to or expressing pride in themselves.
Work cultures have widely varying expectations about Status play, and
job roles often come with well-defined Status play expectations. Rigid and
bureaucratic environments that feel extremely staid are characterized by
minimal Status play - only small gestures of high or low Status are expected
or acceptable. Many offices have this deadening quality, which is one reason
they can be so unpleasant for the people who work there. More playful and
open environments evoke a larger range of Status play, with more extremes
of both high Status and low Status behavior. This is an example of how Status
play can become performative and contribute to our enjoyment of the work
environment. Creative, artistic, and even political settings, from restaurant
kitchens to theaters and campaign headquarters, can be fun to work in, even
when the work is demanding and badly paid. Active Status play can be engaging
to the body and mind and make the difference between an exhausting day of
work and an exhilarating one.
High and low Status play manifest with characteristic gestures and
postures. High Status play is associated with an upright posture, raised head,
lifted chest, shoulders back, and “looking down your nose” at someone else.
Moving and talking quickly and taking up significant personal space can also
be non-verbal high Status moves.
Low Status play often appears with a slumped posture, lowered or tilted
head, collapsed or lowered chest, sagging or hunched shoulders, and looking
20 Beyond Inclusion, Beyond Empowerment

Status play: up at the other person. Taking up little space can be another low Status move,
as can moving gingerly or stepping backwards.
has gradations. Merely adopting the body posture associated with each Status position will
has modulations. trigger specific emotional states and may evoke memories of past experiences
can go both ways. of Status play. Status postures may be quite subtle, or exaggerated.
can flip back and forth. We are all Status players: almost anyone can play high Status or low Status.
is intermittent. These positions are changeable, ever shifting, and can be interpreted only
within the moment of a given interaction. A person who is well regarded
Rank dynamics:
and has a highly visible public profile can use low Status behavior. When
used skillfully, such a move can be disconcerting, charming, or persuasive. A
person who is socially devalued, including one with Target roles, can assert
have no gradations.
herself or himself in forceful, high Status ways. For instance, a three-year old
are not modulated.
who stands up and yells “I hate you!” to their mother is displaying high Status
are binary and
behavior. The adult, who has much more influence than the child, will still
uni-directional. feel the emotional impact.
are constant. Different social or organizational functions evoke different Status styles.
The president of an institution is generally expected to display high Status
behavior in public settings. The janitor is expected to display low Status
behavior. Status play that is incongruent with one’s role may be used
selectively and effectively, or it can be perceived as inappropriate and even
shocking. Different situations call out different kinds of Status play: someone
who refuses to deviate from their preferred style under all circumstances
would encounter a variety of interpersonal problems. Flexibility in Status
play is an important social skill.
When people first learn about Status play they often assume that high
Status implies greater influence and low Status implies subjugation, but this
is not always so. Depending on the situation, high Status behavior can be
ineffectual, coming across as mere bullying and arrogance, especially when
others are not willing to take the complementary low Status positions. Playing
high Status in occupational settings that anticipate low Status behavior can be
self-defeating. For example, the restaurant server won't benefit from arguing
with or insulting the customers.
Low Status behavior can be highly effective as a means of influencing
others. A low Status style can be persuasive, friendly, and supportive, an
effective way to build connections. People in helping professions often use
a low Status style to offer suggestions and information while allowing the
client, student, or patient to experience control in the situation.
Status can change, quite literally, in the blinking of an eye. When observing
Status play, notice the moment-to-moment shifts in Status. Partners, close
friends, and family members may become especially flexible in shifting
Status positions rapidly and continually and to extremes. This flexibility can
be a sign of intimacy and comfort.
Other documents randomly have
different content
are entirely distinct from each other; the former is a small, nearly
circular hole, while the lumen of the latter is obliterated and its walls
form a solid, bow-shaped mass of cells. Since there is a narrow
space between this mass of cells and the surrounding mesoblast, it
might be thought that the lumen of the œsophagus had been closed
by the simple shrinkage of its walls; higher magnification, however,
fails to show any sign of a collapsed lumen. It is doubtless the
problematic and temporary closure of the œsophagus that is noticed
in other forms. On each side of the œsophagus, in close relation with
the anterior cardinal vein (ac), is noticed a nerve (cn) cut through a
ganglionic enlargement. When traced forward these nerves are seen
to arise from the region of the medulla, and when followed caudad
they are found to be distributed chiefly to the tissues surrounding the
newly formed bronchi; they are doubtless the tenth cranial nerves.
On the right side of the figure the close connection of this nerve with
the near-by gill cleft is seen. Above the paired aortæ (ao) the
sympathetic nerves (sy) will be noticed. The mesoblast surrounding
the spinal cord (sc) and notochord (nt) is distinctly condensed (more
so than the figure shows) to form what may be called the centrum (c)
and neural arch (na) of the vertebræ. The arch, owing to the slight
obliquity of the section, shows here only on one side. The spinal cord
is not yet completely enclosed by the neural arches. The muscle
plates (mp) are in close connection with the rudiments of the
vertebræ just mentioned. The spinal cord (sc) is here differentiated
into three areas—a dense, deeply stained area immediately around
the neurocœl; a less dense area of cells surrounding the inner area
and extending ventralward as a rounded projection on each side;
and an outer layer, with few or on nuclei, surrounding the inner two
layers except on the dorsal side.
In Figure 20i the size and complexity of the figure are due, it will
be easily understood, to the fact that the plane of the section passed
through the curve of the body, thus practically cutting the embryo in
two regions—an anterior, where the lungs (lu) and liver (li) are seen,
and a posterior, where the Wolffian bodies (wt) are present. The
spinal cord and the surrounding structures have almost the same
characteristics at both ends of the figure, except that the primitive
spinal column is rather more distinct in the posterior end of the
section. The posterior cardinal veins (pc), Wolffian ducts (wd), and
Wolffian bodies (wt) are also prominent structures of this end of the
figure, the last being made up of a great number of tubules. The
extreme anterior ends of the Wolffian bodies are seen in the other
half of the section in the upper angles of the body cavity, dorsal to
the lung rudiments (lu). Filling most of the body cavity (bc) and
making up the greater part of the middle of the figure are the liver (li),
now a very large organ; the stomach (i′), also quite large; the
pancreas (pan), a small body lying near the stomach; and the lungs
(lu), which here consist of several thick-walled tubes, surrounded by
lobes of mesoblast. The other features of the figure need no special
mention.
Figure 20j is through the base of the posterior appendages (pa), in
which the cartilages are already being outlined by condensations of
mesoblast. The intestine (i) is cut in two regions—at a more anterior
point, where it is seen as a small, circular hole surrounded by
mesoblast and hung by a narrow mesentery, and through the cloacal
region, the larger and more ventral cavity, into which the Wolffian
ducts (wd) open a short distance caudad to this section. The blood-
vessels present a rather curious appearance. A short distance
anterior to this point the aorta has divided into three, or it might be
said that it has given off two, large branches. These two branches,
one on either side near the posterior cardinal vein, pass toward the
ventral side of the embryo on each side of the cloaca and end at
about the region represented by the present figure. The small portion
of the aorta that remains after the giving off of the two branches just
described continues, as the caudal artery (ca), into the tail; it is a
small vessel just under the notochord, and gives off small, paired
branches at regular intervals toward the vertebral region. The
posterior cardinal veins (pc), posterior to the openings of the Wolffian
ducts into the cloaca, unite to form a large caudal vein lying just
ventral to the caudal artery.
STAGE XVIII
Figure 21 (Plate XXVII.)
 This embryo, as may be seen, for example, by the form of the
appendages, is slightly further developed than the one represented
in Figure 20. The figure is from a photograph of a living embryo as it
lay in the egg, a portion of the shell and shell membranes having
been removed. The embryo, which lies on its left side, is rather
faintly outlined because of the overlying allantois. The allantois has
been increasing rapidly in size, and is here so large that it extends
beneath the cut edges of the shell at all points except in the region in
front of the head of the embryo, where its border may be seen. Its
blood-vessels, especially the one that crosses the head just back of
the eye, are clearly shown in the figure, and in the living specimen,
when filled with the bright red blood, they form a most beautiful
demonstration. As in the chick, the allantois lies close beneath the
shell membranes and is easily torn in removing them.
STAGE XIX
Figure 22 (Plate XXVII.)
Figure 22 is a photograph of a somewhat older embryo, removed
from the egg and freed of the fetal membranes. The appendages
show the position of both elbow and knee joints, and in the paddle-
shaped manus and pes the digits may be faintly seen. The tail is
very long and is spirally coiled, the outer spiral being in contact with
the frontal region of the head. The jaws are completely formed, the
upper projecting far beyond the lower. The elliptical outline of the
eyes is noticeable, but the lids are still too little developed to be seen
in this figure. The surface of the embryo is still smooth and white.
STAGE XX
Figures 23-23b (Plate XXVII.)
In this surface view (Fig. 23) several changes are seen, though no
very great advance in development has taken place. The outlines of
the digits (five in the manus and four in the pes) are now well de
fined; they even project slightly beyond the general outline of the
paddle-shaped part. The tail has begun to straighten out, and it now
extends across the front of the face. The lower jaw has increased in
length, but is still shorter than the upper. The eyelids, especially the
upper, are beginning to be discernible in surface view. Though still
without pigment, the surface of the body is beginning to show by
faint transverse lines the development of scales; these lines are
most evident in this figure in the middle region of the tail, just before
it crosses the nose.
A sagittal section of the entire embryo (except the tail) of this age
is shown in Figure 23a. In the head region the section is nearly
median, while the posterior part of the body is cut slightly to one side
of the middle line. At the tip of the now well-developed snout is seen
one of the nostrils (an), cut through the edge; its connection with the
complicated nasal chamber (n) is not here seen, nor is the
connection of the nasal chamber with the posterior nares (pn). The
pharynx (ph), is anteriorly connected with the exterior through the
mouth (m) and the nares, while posteriorly it opens into the
œsophagus (oe); the trachea (ta), though distinct from the
œsophagus, does not yet open into the pharynx. In the lower jaw two
masses of cartilage are seen, one near the symphysis (mk) and one
near the wall of the trachea, doubtless the rudiment of the hyoid. The
deep groove back of the Meckel’s cartilage (mk) marks the tip of the
developing tongue, which here forms the thick mass on the floor of
the mouth cavity. Dorsal to the pharynx a mass of cartilage (se) is
developing in the sphenethmoid region. This being a median section,
the ventricles of the fore- (fb), mid- (mb), and hindbrain (hb) are seen
as large cavities, while the cerebral hemispheres (ch) appear nearly
solid, only a small portion of a lateral ventricle showing. The
paraphysis (epi) is cut a little to one side of the middle and so does
not show its connection with the brain. At the base of the brain the
infundibulum (in) is seen as an elongated cavity whose ventral wall is
in close contact with a group of small, darkly staining alveoli (p), the
pituitary body. Extending posteriorly from the pituitary body is a
gradually thickening mass of cartilage (bp), which surrounds the
anterior end of the notochord (nt) and may be called the basilar
plate. In its anterior region, where the section is nearly median, the
spinal column shows its canal, with the enclosed spinal cord, while
toward the posterior end of the figure the vertebræ are cut to one
side of the middle line, and hence show the neural arches (na) with
the alternating spinal ganglia (sg). Near the posterior end of the
figure the pelvic girdle (pl) is seen. The largest organ of the embryo,
as seen in this section, is the heart, of which the ventricle (vn) seems
to be closely surrounded, both in front and behind, by the auricles
(au). The liver (li) is the large, reticular mass back of the heart.
Dorsal and anterior to the liver is the lung (lu), now of considerable
size and development. The enteron is cut in several places (oe, i)
and its walls are beginning to show some differentiation, though this
cannot be seen under the magnification here used. One of the
Wolffian bodies is seen as a huge mass of tubules (wt) extending
from the pelvic region, where the mass is greatest, to the region of
the lungs. The Wolffian tubules stain darkly and the whole structure
forms a very striking feature of the section. Dorsal to the posterior
end of the Wolffian body is a small, oval mass of very fine tubules
(k), which do not stain so darkly as do the Wolffian tubules; this mass
is apparently the beginning of the permanent kidney, the
metanephros. Its tubules, though their origin has not been
determined, seem to be entirely distinct from the tubules of the
Wolffian body.
A single vertical section through the anterior part of the head of an
embryo of this age has been represented in Figure 23b. On the right
side the plane of the section cut through the lens of the eye (ln); on
the left side the section was anterior to the lens. The upper (ul) and
lower (ll) eyelids are more evident here than in the surface view.
Owing to the hardness of the lens, its supporting structures were torn
away in sectioning. The vitreous humor is not represented in the
figure. The superior (ur) and inferior (lr) recti muscles are well shown
on the right side; they are attached to the median part of a Y-shaped
mass of cartilage (se), which may be termed the sphenethmoidal
cartilage. Between the branches of this Y-shaped cartilage the
anterior ends of the cerebral hemispheres (ch)—better called,
perhaps, the olfactory lobes—are seen. Between the lower end of
the sphenethmoidal cartilage and a dorsally evaginated part of the
pharynx are two small openings (pn); when traced forward these
tubes are found to open into the convoluted nasal chamber, while a
short distance posterior to the plane of this figure they unite with
each other and open almost immediately into the pharynx. The
rather complicated structures of the nasal passages of the alligator
have been described by the writer in another paper (57). In the lower
jaw the cartilage (mk) is seen on either side and several bands of
muscle are developing in the mesoblast. Two deep grooves give
form to what may be called the rudimentary tongue (tn). In both jaws
one or two tooth rudiments (to) may be distinguished as small
invaginations of ectoderm.
STAGE XXI
Figure 24 (Plate XXVII.)
In this stage the curvature of the body and tail is less marked than
was seen in the last surface view. The body has increased greatly in
size, so that the size of the head is relatively not so great. The size
of the eye in relation to that of the head is much diminished also. The
five anterior and four posterior digits are well formed, and their claws
are of considerable size, though of course not present on all the
digits. The outlines of scales may be traced from the tip of the tail to
the skull; they are especially prominent along the dorsal profile. The
skin is just beginning to show traces of pigment, which is, however,
not shown in the photograph. The umbilical stalk is seen projecting
with a loop of the intestine from the abdominal wall; this is shown
more clearly in the next stage. The embryo now begins to exhibit
some of the external characteristics of the adult alligator.
STAGE XXII
Figure 25 (Plate XXVIII.)
This embryo needs no particular description. It has reached in its
external appearance practically the adult condition, although there is
still considerable yolk (not shown in the figure) to be absorbed, and
the embryo would not have hatched for many days. Pigmentation,
begun in the last stage, is now complete. The umbilical stalk is
clearly seen projecting from a large opening in the body wall. The
long loop of the intestine that extends down into the yolk sac is here
evident, and it is hard to understand how it can all be drawn up into
the body cavity when the umbilical stalk is withdrawn. No sharp
shell-tooth at the tip of the snout, such as is described by Voeltzkow
(78) in the crocodile, is here seen.
STAGE XXIII
Figure 26 (Plate XXVIII.)
This figure shows the relative sizes of the just-hatched alligator
and the egg from which it came. It also shows the position of the
young alligator in the egg, half of the shell having been removed for
that purpose. The blotchy appearance of the unopened egg is due
chiefly to stains produced by the decayed vegetation of the nest. At
hatching the young alligator is about 20 cm. long, nearly three times
the length of the egg; but the tail is so compressed that, though it
makes up about half of the length of the animal, it takes up very little
room in the egg.
SUMMARY
Owing to the fact that the embryo may undergo considerable
development before the egg is laid, and also to the unusual difficulty
of removing the very young embryos, the earlier stages of
development are very difficult to obtain.
The mesoderm seems to be derived chiefly by proliferation from
the entoderm, in which way all of that anterior to the blastopore
arises. Posterior to the blastopore the mesoderm is proliferated from
the lower side of the ectoderm in the usual way. No distinction can
be made between the mesoderm derived from the ectoderm and that
derived from the entoderm.
The ectoderm shows during the earlier stages a very great
increase in thickness along the median longitudinal axis of the
embryo.
The notochord is apparently of entodermal origin, though in the
posterior regions, where the germ layers are continuous with each
other, it is difficult to decide with certainty.
The medullary folds have a curious origin, difficult to explain
without the use of figures. They are continuous posteriorly with the
primitive streak, so that it is impossible to tell where the medullary
groove ends and the primitive groove begins, unless the dorsal
opening of the blastopore be taken as the dividing point.
The amnion develops rapidly, and entirely from the anterior end.
The blastopore or neurenteric canal is a very distinct feature of all
the earlier stages up to about the time of closure of the medullary
canal.
Preceding the ordinary cranial flexure there is a sort of temporary
bending of the head region, due apparently to the formation of the
head-fold.
During the earlier stages of development the anterior end of the
embryo is pushed under the surface of the blastoderm, and is hence
not seen from above.
Body torsion is not so definite in direction as in the chick, some
embryos lying on the right side, others on the left.
Of the gill clefts, three clearly open to the exterior and probably a
fourth also. A probable fifth cleft was seen in sections and in one
surface view.
The first trace of the urinary system is seen as a dorsally
projecting, solid ridge of mesoblast in the middle region of the
embryo, which ridge soon becomes hollowed out to form the Wolffian
duct.
The origin of the hypophysis and paraphysis is clearly seen; the
latter projects backward.
No connection can be seen between the first rudiments of the
sympathetic nerves and the central nervous system.
The lumen of the œsophagus is for a time obliterated as in other
forms.
The choroid fissure is a very transitory but well-marked feature of
the eye.

LETTERING FOR ALL FIGURES ON PLATES VI.-

XXVIII.
a, head-fold of amnion.
aa, anterior appendage.
ac, anterior cardinal vein.
al, allantois.
an, anterior nares.
ao, aorta.
aop, area opaca.
ap, area pellucida.
ar, aortic arch.
au, auricle.
b, bulbus arteriosus.
bc, body cavity.
blp, blastopore.
bp, basilar plate.
bv, blood-vessel.
c, centrum of vertebra.
ca, caudal artery.
ch, cerebral hemisphere.
cl, cloaca.
cn, cranial nerve.
cp, posterior choroid plexus.
cv, cardinal veins.
dc, ductus Cuvieri.
e, eye.
ec, ectoderm.
ec′, thickening of ectoderm,
en, entoderm.
en′, endocardium.
ent, enteron.
ep, epidermal layer of ectoderm.
epi, paraphysis.
es, embryonic shield.
f, fronto-nasal process.
fb, forebrain.
fg, foregut.
g¹⁻⁵, gill clefts.
gf¹⁻⁶, gill folds.
gl, glomerulus.
h, head-fold.
hb, hindbrain.
ht, heart.
i, intestine.
i′, stomach.
in, infundibulum.
ir, iris.
it, iter.
k, kidney (metanephros).
l, remains of groove between secondary folds.
la, larynx (cartilages of).
li, liver.
ll, lower lid of eye.
ln, lens.
lr, inferior rectus muscle of eye.
lu, lungs.
lv, lens vesicle.
m, mouth.
ma, manus.
mb, midbrain.
mc, medullary canal.
me′, tip end of medullary canal.
md, mandibular fold.
mes, mesoderm.
mes′, myocardium.
mf, medullary fold.
mg, medullary groove.
mk, Meckel’s cartilage.
mp, muscle plate.
ms, mesentery.
mv, meatus venosus.
mx, maxillary fold.
myc, myocœl.
n, nasal invagination or cavity.
na, neural arch of vertebra.
nc, neurenteric canal.
nl, nervous layer of ectoderm.
nt, notochord.
o, ear vesicle.
oc, optic cup.
oe, œsophagus.
on, optic nerve.
os, optic stalk.
ov, optic vesicle.
p, pituitary body.
pa, posterior appendage.
pan, pancreas.
pc, posterior cardinal vein.
pe, pes.
pg, primitive groove.
ph, pharynx.
 pl, pelvis.
pn, posterior nares.
pr, pericardial cavity.
ps, primitive streak.
pt, pecten.
rt, retina.
s, somites.
sc, spinal cord.
se, sphenethmoid cartilage.
sf, secondary fold.
sg, spinal ganglion.
sm, splanchnic mesoblast.
sn, spinal nerve.
so, somatic mesoblast.
st, stomodæum.
sy, sympathetic nervous system.
t, tail.
ta, trachea.
tg, thyroid gland.
th, thickening and posterior limit of sf.
tn, tongue.
to, tooth anlage.
tr, truncus arteriosus.
tv, third ventricle of brain.
tv′, third ventricle of brain.
u, umbilical stalk.
ul, upper lid of eye.
ur, superior rectus muscle of eye.
v′-″-‴, first, second, and third cerebral vesicles.
va, vascular area.
vm, vitelline membrane.
vn, ventricle of heart.
vv, vitelline blood-vessels.
wd, Wolffian duct.
wdo, opening of Wolffian duct.
wr, Wolffian ridge.
wt, Wolffian tubules.
y, yolk.

EXPLANATION OF FIGURES 1-26 ON PLATES VI.-

XXVIII.
 All of the figures, with the exception of the photographs and those copied by
permission from S. F. Clarke, were drawn under a camera lucida.
The magnification of each figure, except those from Clarke, is indicated below.
The photographs were made by the author, and were enlarged for reproduction
by the photographic department of the Smithsonian Institution. The other surface
views were made, under the author’s direction, by Miss C. M. Reese.
With the exception of Stage III., all of the figures of any one stage are given the
same number, followed where necessary by a distinguishing letter, so that it is
possible to tell at a glance which section and surface views belong together. The
transverse sections are all cut in series from anterior to posterior.

Figure 1. Surface view of egg. × ²⁄₃.

1a. Egg with part of the shell removed to show the chalky band in
the shell membrane. × ²⁄₃.
Figures 2 and 2a. Dorsal and ventral views respectively of the blastoderm
before the formation of the notochord, medullary folds, etc.
After Clarke.
2b-2f. Transverse sections of an embryo of the age represented in
Figures 2 and 2a. × 43.
3 and 3a. Ventral and dorsal views respectively of an embryo a few
days older than that represented in Figures 2 and 2a. After
Clarke.
3b-3m. Transverse sections of an embryo of the age shown in
Figures 3 and 3a. × 43.
Figures 3n and 3o. Two sagittal sections of an embryo of the same stage as
Figures 3 and 3a. × 43.
4 and 4a. Dorsal and ventral views respectively of a slightly older
embryo than the one shown in Figures 3 and 3a. Figure 4a
shows only the head region. After Clarke.
5 and 5a. Dorsal and ventral views respectively of an embryo of
almost the same age as the preceding, to show the further
development of the medullary folds. After Clarke.
Figure 6. Dorsal view of an embryo only a day or two older than the
preceding. After Clarke.
Figures 6a-6i. A series of transverse sections of this stage. × 43.
Figures 7a-7h. A series of transverse sections of an embryo slightly older
than the one shown in Figures 4-6. × 43. (No surface view of
this stage is figured.)
8 and 8a. Dorsal and ventral views respectively of an embryo with
five pairs of mesoblastic somites. × 20. (Drawn by transmitted
 light.)
8b and 8c. Two sagittal sections of an embryo of this stage. × 43.
Figures 8d-8j. A series of transverse sections of the embryo represented in
Figures 8 and 8a. × 43.
9a-9m. A series of transverse sections of an embryo somewhat
more advanced in development than the one represented in the
last series. × 43.
Figures 10 and 10a. Dorsal and ventral views respectively of an embryo
with eight pairs of mesoblastic somites. × 20. (Drawn chiefly by
transmitted light.)
Figure 11. Dorsal view of an embryo with fourteen pairs of mesoblastic
somites. The area pellucida and the developing vascular area
are shown, the latter having a mottled appearance. The
pushing of the head under the blastoderm is also shown. × 20.
(Drawn chiefly by transmitted light.)
Figures 11a-11k. A series of transverse sections of an embryo of this stage.
× 43.
Figure 12. Dorsal view of an embryo with about seventeen pairs of
mesoblastic somites. Part of the area pellucida is represented.
(Both transmitted and reflected light were used in making the
drawing.) × 13.
Figures 12a-12g. A series of transverse sections of an embryo of this stage.
× 43.
Figure 13. Surface view of an embryo with about twenty pairs of
mesoblastic somites. × (about) 15. (Drawn with both reflected
and transmitted light.)
Figures 13a-13f. A series of transverse sections of an embryo slightly more
developed than the one shown in Figure 13. × 20.
Figure 13g. A sagittal section of an embryo of about the age of the one
represented in Figure 13. × 20.
14. Head of an embryo with one pair of gill clefts; ventro-lateral
view. × 13.
15. Profile view of the head of an embryo with three pairs of gill
clefts. × 13.
Figures 15a-15e. A series of transverse sections of an embryo of about the
age of the one represented in Figure 15. × 20.
Figure 15f. A horizontal section through the anterior region of an embryo of
the age of that shown in Figure 15. × 20.
 16. Surface view in profile of an embryo with four pairs of gill clefts.
× (about) 12.
Figures 16a-16f. A series of transverse sections of an embryo of the
approximate age of the one represented in Figure 16. × 20.
Figure 16g. A sagittal section of an embryo of the age (possibly slightly
younger) of the one represented in Figure 16. × 20.
17. Surface view in profile of an embryo at the time of origin of the
limbs. × (about) 5.
Figures 17a-17g. A series of transverse sections of an embryo of the age of
the one represented in Figure 17. × 7.
Figure 18. Surface view in profile of the head of an embryo slightly larger
than, though of about the same state of development as, the
one represented in Figure 17. Reproduced here chiefly to show
the gill clefts. × (about) 3.
19. Surface view of an embryo somewhat more developed than the
one just described. × (about) 3.
Figure 20. Surface view of an embryo older than the one represented in
Figure 19; with well-developed manus and pes. × (about) 5.
Figures 20a-20j. A series of transverse sections of an embryo of the age of
the one represented in Figure 20. × 7.
Figure 21. A photograph of a living embryo in the egg, showing the
allantois, yolk mass, etc. The embryo is somewhat more
developed than the one shown in Figure 20. × ²⁄₃.
22. A photograph of a still larger embryo, removed from the shell
and freed from the fetal membranes. × (about) 1.
23. A photograph of a still more advanced embryo, in which the
digits are quite evident and the scales are beginning to show. ×
(about) 1.
23a. A sagittal section of an embryo of the age of the one
represented in Figure 23; the tail has not been shown in this
figure. × (about) 3.
23b. A vertical section through the head of an embryo of about the
size (perhaps slightly smaller) of the one shown in Figure 23. ×
(about) 3.
24. A photograph of an older embryo in which the pigmentation of
the scales is evident, though not shown in the figure. × (about)
1.
25. A photograph of an embryo in which the pigmentation and the
development of the body form are practically complete. The
 allantois, unabsorbed yolk, etc., have been removed. × (about)
³⁄₄.
26. A photograph of a just-hatched alligator, of an alligator egg, and
of a young alligator in the egg just before hatching. × (about) ³⁄₇.
Plate VI. 1, 1a, The Egg; 2, 2a, Stage I.
Plate VII. 2b-2f, Stage I. 3, 3b, Stage II.
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