Abstract
Introduction
What is exciting about Woodger’s article is that it demonstrates how an experiential large group in a training context can be the instrument for effecting change. Change not only in the members as they get to know themselves better, not only in the learning that takes place about group dynamics or the subject of their education, which is stated to be about understanding of racism and identity in this case, but the beginnings of social change.
I will comment on the group analytic concepts and practices that relate to this work, in particular the concept of the social unconscious, I will introduce Agazarian’s notions of stereotypical and functional subgroups, and end with some examples of large group experiences from the large group that is held at the Institute of Group Analysis, another training context that uses large groups.
Large Groups and Identity
In the conclusion of the article, Woodger writes,
Identity in postmodern writing relevantly emphasizes its shifting and changing nature in individuals and communities. This, we suggest, needs to emerge and occur in ways that retain the integrity and heritage of communities—this has significant meaning for effective equality work. We would argue it is important that individuals understand significant aspects of their own identity and sense of self. They develop this from their interactions with others based on their own life experiences. (Woodger, 2015: 87)
What is described in this article is an experiential large group context, which continues for two years as part of the ‘community and youth work training’ at Goldsmiths College. The students are able to live in this experiential group, what we would call, their foundation matrix, that is their historic racialized identities are experienced physically right now, becoming alive in the interactions in the group.
He continues,
Without these starting points it becomes problematic to engage with changes in one’s own constantly emerging identity, in ways that are, critical to developing meaningful relationships which acknowledge the reality of racism; and in serving young people and communities in challenging issues so central to their life experience and struggle. In other words, those who are able to connect to their own experiences of racism—both black and white, and who have been able to process that experience in the group, are most able to work effectively in establishing transformative approaches with black and white communities and individuals. Working for social change necessitates a sophisticated analysis of inequality and injustice. (Woodger, 2015: 87)
Experiential large group work as described, enables a clear experience of racialized, gendered or ethnic religious identities, through the evolving honest conversations in this group. It appears the group experience becomes part of the young personed forming identity, that is, it has formative as well as reparative effect. And this seems to be essential for the start of social change.
The conductors, one white, one black, one man, one woman, are able to lead and develop this group so it is able to contain potentially violent disagreements. They must have significant experience to do this so the experience is transformative, rather than destructive which it can often be in society.
The Social Unconscious in Group Analysis
Group analysis is a field that combines the social and psychoanalytical theories and the concept of the social unconscious is used by group analysts to describe these very connections between the intra and inter-personal relationships and wider social world, historically and now. What is described here would be what group analysts subscribe to in their work.
In my article Group Analysis as I Do it: How I Work with the Social Unconscious (Punter, 2010), I wrote about the clinical use of the concept.
The social has become the personal; the outside has become the inside. The internal abuse continues and they believe they are useless now; we see they cannot fulfil their potentials. We can see how the cultural divides have been bridged and common ground found in the group analytic work. The social unconscious is being articulated. (Punter, 2010: 178)
In group analytic work we work with the social unconscious by making the unconscious explicit, the power inequalities, the racist histories, explicit. Woodger states this is also what he and his co-facilitator do:
We, as facilitators make observations that name and make explicit the social, cultural and religious differences, which are manifest in the student group and point to their relationship to social justice in the wider world. (Woodger, 2015: 79)
What is striking in this article, is the bold use of the group to explore racism and identity, and the assertion that it is this process that then enables possibilities of social change. I am reminded of Foulkes’ (1968) phrase ‘ego training in action’ when the article stresses how empowerment happens as a consequence of learning in the group. Woodger writes,
Power is not given but created within the emerging praxis in which co-learners are engaged. Freire refers to empowerment as education and refers to an emphasis on groups rather than individuals and to cultural transformation rather than social adaption. (Woodger, 2015: 83)
The author is very group analytic in his approach with the emphasis on dialogue, empowerment and exploration. Large groups, we know from Pat de Maré’s (1975; 1991) work have possibilities for ‘humanization’ of society, but this is only possible if we are able to transform the hatred into dialogue.
Subgroups and Functional Subgrouping
I would like to make a comment about the use of the terms ‘subgroups’ and ‘subgrouping’ briefly. Agazarian (1997) has developed the notion of functional subgrouping, which makes use of the natural tendency we have in groups to split into subgroups. Usually we do so around what she calls stereotypical subgroups, around immediate visible similarities such as race gender age so on. I notice in talking about subgrouping in group work we usually refer to this form, that is stereoptypical subgrouping. Functional subgrouping, according to Agazarian, leads groups and systems to develop from simple to complex through the process of discriminating and integrating differences. This is the process where we begin to see the similarities in the ‘other’ with ourselves, and not only react to the difference of the ‘other’.
Uses of the Large Group in Training Contexts
Woodger writes,
. . . the large group can be seen as a process of deconstructing these deeply held beliefs, becoming more able to think reflectively about the nature of change and who they are. (Woodger, 2015: 87)
The Institute of Group Analysis (IGA) also uses a large group as a training context. The formative effect of such an experience is similar to the group described here, where powerful emotions are felt and processed including relating to identity. There are strong similarities in the work and for this reason I wanted to share some of the IGA students’ reflections here.
The experiential large group at the Institute of Group Analysis has the goals for students of learning about large group dynamics. This happens by observing and reflecting on their personal experiences. In so doing we are also learning about potential uses of large groups as a training community. The reflections below are from the members of the IGA Large Group of 13/14.
Member Reflection One
The state of not knowing what could be expected by myself and others initially moved me to struggle through failed attempts to make links to my own thoughts and feelings and to connect in a way that I could tolerate. My tolerance and ability to appropriately locate, my own and others’ aggression was initially quite limited and blocked my ability to be curious and compassionate about what might lie within myself and another. I moved between a place of reactivity to a place of greater tolerance but have not yet found a way to articulate this although my attempts to build bridges of peace have reduced. I am able to communicate expressions of positive connections and in the absence of a more balanced capacity to communicate more contemptuous feelings I found myself growing more quiet, yet always curious. I have grown to value the large group experience in the course as a place that aspects of myself can flourish and one that offers the privilege of being allowed to witness struggles and growth of others . . . I found that I became able to track group process because I was able to contain my anxiety around annihilation.
Member Reflection Two
The small group is much more bearable. My fear and anxiety can feel overwhelming in the large group. I think this is in relation to feeling I might say the wrong thing and experience some humiliation—I don’t feel this in the small group.
Member Reflection Three
The social and institutional unconscious comes to life in the large group in a way that never happens in the small, creating a direct connection to the wider significance of group analysis—essential vision for the future.
Member Reflection Four
It was more frustrating being in a large group. I listened in a different way in the large group—more aware of group dynamics—and of what one person might be expressing for many.
Concluding Remarks
This is an important article that eloquently describes how an experiential large group in the ‘community and youth work training’ at Goldsmith College enables the students to explore deeply racism and identity, which are both social in their construction. The group analytic concept of the social unconscious and the practical way of working with it in group analysis are very close to the work described here. The facilitators of this group demonstrate a high level of skill in developing and containing the dynamics involved in this work, which are feelings of hatred, shame, humiliation, aggression and grief. Large groups, expertly conducted allow the possibility of transforming such feelings between stereotypical subgroups, via dialogue, to understanding and compassion. We are then able to take responsible action in society, training students who can challenge inequality, and oppression as they find it in society.
The quotes from students who are training at the Institute of Group Analysis add to the demonstration of the large group as being a rich context for learning and transformation.