STARTING THE CONVERSATION

Immediately after the film, you may want to give people a few quiet moments to reflect on what they have seen or pose a general question (examples below) and give people some time to jot down or think about their answers before opening the discussion:

• If you were going to tell a friend about this film, what would you say?
• Describe a moment or scene in the film that you found particularly striking or moving. What was it about that scene that was especially compelling for you?
• If you could ask anyone in the film a single question, whom would you ask and what would you want to know more about?
• Did anything in the film surprise you?
• What aspects of the film (landscape, language, feelings, family dynamics, etc.) were relatable? If so, what felt familiar? If not, what felt new and unfamiliar?

STATELESSNESS: THE POLITICAL PARAMETERS OF BELONGING

• How has this film helped you better understand the experience of statelessness? Before screening Stateless had you understood the implications of statelessness and how it impacts the lives of those who are forced to live in the experience?
• What are the problems with statelessness? Why do you think this film and the discussions it can inspire matter?
• Upon reflection, what factors are at play that make solving the problem of statelessness so difficult?
• Since people who are forced to experience statelessness are not recognized by any nation, whose responsibility is it to intervene and provide basic human rights for these people?
  • What is the responsibility of the global community with regards to accountability?
• In what ways do you recognize statelessness as a human rights issue?
• How does deeming a group stateless work to stratify some and maintain power for others?
• In what ways are people’s identities impacted by their mobility in the Dominican Republic and around the world? How does identity become political?
  • In what ways are peoples’ identities impacted by the political conditions of their lives?
• How does historical political trauma become internalized by individuals and communities? What are some examples in the film that show the lasting impacts of oppression on individual and community identities?
• What is the role of healing these historic traumas on a road to more just futures?
• In regards to statelessness, what questions does this film raise about how people come to identify with one another and seek feelings of belonging?
  • In what ways does feeling a sense of belonging sometimes require exclusion of others?
  • In that sense, can statelessness or ethnic ties to belonging be divisive? Does it have to be?
  • Do you think stateless people can ever achieve a feeling of belonging?
• How does this film raise questions and/parallels of those who are forced to live in the margins of our country?
• How has Stateless changed your ideas of nationalism?

ANTI-BLACKNESS AND COLORISM: LEGACIES OF COLONIALISM

• How have histories of colonization, political oppression, and white supremacy impacted the lives of Black and Indigenous people in Haiti and the Dominican Republic?
• Can you recognize any of these impacts on people or groups in your communities today?
  • Why might we not be taught about these histories in schools?
  • In what ways is education connected to the legacy of colonization and political oppression?
• In what ways are the problems and threats of white supremacy global issues and how does Stateless make this visible?
• How do everyday structures, policies, and practices reinforce racist/colorism ideas?
• Describe some of the broader implications of our complicity and investment in racism and colorism.

PERSONAL, POLITICAL, POWER & THE LIVES OF PEOPLE

• In what ways are aspects of personal life and political realities (policies, practices, access, etc) always connected?
  • What examples from the film highlight this?
  • Do you have any examples from your own life that are relatable?
• Is it a politician’s responsibility to promote equality and to ensure everyone has the same rights?
  • Is it their responsibility to ensure a fair and just community/country?
• What does Stateless teach us about the relationships between politicians and activists?
• What is the role of people and communities in holding those with power (e.g., politicians) accountable?
• How can people learn to talk about injustices, push against injustices and resist violence amongst their own communities? Is this possible?
• Should individuals stand up for what’s right when it puts them and those around them at risk?
  • What do the conditions of risk and threat suggest about systems and structures of power?
  • Why, for example, are activists and political leaders who are fighting for justice and equality put at heightened risk or threat? Who, and what, is threatening them?
  • What are the people in positions of power afraid of? Why?
• What does Statelessteach us about State power?
• In what ways are all decisions political or connected to systems of power?