Purpose
Audiences have choices. They may choose to visit, or
stay away from, parks. In a larger sense, these choices
translate to conscious support and even stewardship.
To develop broad-based support and a constituency which
cuts across ethnic, cultural, racial, gender, and mobility
lines, interpreters must develop an overriding concept
of inclusion. It is often stated that "good planning
is good planning for everyone." This applies to
interpretation.
Objectives
Upon completion of this component, the learner will
be able to:
Describe
the concept of inclusion and the opportunity for
widespread support which inclusion techniques may
create;
Demonstrate
effective techniques in developing dialogue with
multiple audiences, including elements of respect,
balanced perspectives, and understanding of "multiple
truths and meanings;"
Use
a decision path to select an appropriate delivery
technique for a specific story and audience, with
a clear outcome in mind.
Approach
Effective interpreters must establish a universal approach
to inclusion to serve all who have an interest in the
physical, mental, and cultural aspects of the stories
being told. The ideas should not be learned as "separate"
concepts addressing accessibility, controversial issues,
or multiple points of view, but rather as an inclusive
planning approach in which doors are left open through
which all may enter.
By examining aspects of inclusion, from physical, mental,
emotional, and attitudinal, the interpreter will place
his/her topic into the best context possible. The challenge
is to create inclusive interpretation without burdening
the program with lengthy, cumbersome descriptions of
relevance for any specific group. Such an open approach
to a story or idea by nature allows access by all those
who desire it. This not only means making a program
accessible both mentally and physically, but also skill
at identifying and connecting to the meanings, beliefs,
and values of each potential audience regarding the
resources s/he is attempting to interpret. There is
a central NPS "truth" or "belief"
or position on any resource, BUT visitor's truths, beliefs,
and other "facts" should be respected, and
can be creatively recognized to engender universal support
for park protection.
This effort will afford the interpreter the greatest
opportunity to successfully address multiple points
of view and avoid closing down channels of communication
(and therefore potential support) without compromising
the mission or positions of the NPS.
A. Traditional views of special populations
B. Inclusion as a "universal" concept for
interpreters
C. Value of an inclusive strategy
II. Practical lessons
A. Good planning and design is good for all 1. variations:
respect for multiple points of view, 2. "access"
to information/concepts is both a physical and mental
concept
B. Multiple points of view and changing (evolving)
perspectives
1. Whose park is it?
a. the possibility of multiple meanings of resource
2. Whose truth is it?
a. discussion of perspectives on the story
1. "your truth vs. mine," "your
meaning vs. mine"
2. audience, non-audience, interpreter's
3. exploring the differences (?) between truths
and beliefs
b. other filters which affect the interpretation
of story
C. Balancing act
1. representing the NPS, its mission and policies
2. creating interpretive or informational opportunities
by embracing multiple points of view
3. letting respect lead to dialogue
III. Respect for diversity
A. Identifying and reaching new audiences with different
points of view, including controversial issues; the
broader context of a story
IV. Role that bias plays in interpretation
A. Recognizing the effects of bias
1. visitor
2. historical/scientific record
3. subjugating personal bias of the interpreter
V. Examining approaches for inclusiveness
A. Choosing the story context
1. researching multiple perspectives
2. establishing your program based on park themes
but grounded in important perspectives represented
in audiences
3. understanding and planning for "flash points"
which lead to debate rather than dialogue
B. Examining possible tangible/intangible connections
1. brainstorming and researching connections for
variety of audiences
2. using connections which are universal to create
"seamless" interpretation and incorporate
diverse meanings
3. using connections specific to one audience while
illustrating an overall relevance for group
C. Delivery methods to facilitate inclusion and
meet the needs of the total audience
1. activities
2 questioning
3. role play
4. "devil's advocate-reversed" -taking
on and defending a position which is contradictory
or conflicting with either scientific or historical
record, or in opposition to NPS positions.
VI.
Basic communication principles
A. Group size and makeup
1. tips for talking to one, several, or many
B. Creating dialogue opportunities rather than debate
VII. Outcomes - full spectrum of inclusion
A. Nurturing support from all audiences, regardless
of background, perspectives.
