As ambassadors of the Lessons From Auschwitz Project, Lilly (lillyraining) and I were asked to engage in a Next Steps project, with the aim of sharing what we had learned from our visit to Auschwitz with a wider community. We chose to imitate the Jane Elliot experiment.
– To enable deeper understanding of how it feels to be either a bystander or a victim of discrimination.
– A Year 8 Religious Studies class was given a survey (see below) which enabled us to determine the number of students with particular eye colours.
– The following week, we took over one of their lessons and explained that the government had decided to pilot the Nuremberg Programme (bear in mind that these pupils had not yet learnt about the Nazis so were unaware of the name’s origins) which aimed to segregate brown-eyed children from the rest of the school on the basis that they were socially and academically inferior. We argued that this would benefit both the brown-eyed pupils (who could now work at their own pace) and those with ‘superior’ eye colours (who would no longer be hindered.)
– Fabricated statistics were provided, all explaining the detrimental effects of the brown-eyed gene on society.
– It was stressed that if the pilot was successful, the Nuremberg Programme would go on to affect society on a wider basis meaning both higher education and job prospects would be implicated.
– The class was then separated, with the six brown-eyed pupils being placed on a cramped table in a corner whilst their classmates were able to sit where they pleased; the former received scrap pieces of paper and poor resources whilst the latter used Netbooks; their teacher focussed predominantly on helping those in the class with ‘superior’ eye colours. Having brown eyes ourselves, myself and a fellow ambassador were ‘allocated the job’ of working with the six excluded pupils.
– Everyone in the class was given a sheet to fill out ‘for government purposes’ in which they were asked to give feedback on the programme.
– At the end of the lesson, a presentation was given which revealed the true experiment, explained its aim and gave some background on the Holocaust.
– We ensured that every pupil understood that both the research and the Nuremberg Programme were fabricated.
– Initially, there was a high level of disbelief and protest with one girl questioning: ‘Isn’t this discrimination?’
– Then came a degree of fear amongst the brown-eyed pupils as they realised the wider implications of the programme. What seemed most important to them was that their friendship groups would change. One boy became distressed at the idea that his younger, also brown-eyed, siblings would be affected too. A couple began to express a feeling of injustice: they were amongst the highest achievers in the class. When we explained that we understood there would be exceptions yet the measures were still necessary, they became frustrated: they were outraged at the idea that their once-bright futures were effectively ruined.
– It wasn’t long before the brown-eyed children began to act up, began to put on ‘stupid’ voices and neglect their work; the principle seemed to be: if you’re going to treat us as inferior we will become inferior.
– Meanwhile, the majority of the ‘superior’ pupils appeared to have recovered from the initial furore, had accepted the change and were getting on with their work.
“I feel sorry for them.”
“I agree because not everybody works at the same pace… its probably in there genes.”
“We won’t see our friends and we won’t be able to sit with them.”
“You have got 99% of the diversity correct.”
“I don’t want to get treated different because of the colour of my eyes.”
“If it works then great!”
“If it does work I refuse to go along with it.”
I found the whole experiment very difficult and emotionally draining. Particularly upsetting was having to prevent the students from talking to their blue-eyed or green-eyed friends; such incidents were used as examples of the ‘disruptive nature of brown-eyed people’ and the ease with which both groups accepted such discriminatory chastisement was disturbing.
As we called the class for de-briefing, the tightening knot of tension- caused a) because the whole thing was just so horrible, and b) because I was worried that someone would suddenly shout ‘It’s all a lie!’- was released. Cruelly perhaps, I let out a laugh of relief as their faces became a spectrum ranging from anger-annoyance. I was grateful that they no longer wore expressions of the suppressed and apathetic.
Several of those directly affected remained indignant though, which worried me: had we actually done something worthwhile, or was the whole thing simply unethical?
This doubt was only fleeting, however. After some initial confusion, the feedback received was largely positive and one student managed to summarise what, for me, was our objective: the experiment gave an ability to understand discrimination on a level far beyond the capacity of any PowerPoint presentation.
The Jane Elliot Experiment