Problem Tree

OVERVIEW

This activity is an approach to identifying the everyday manifestations, assumptions, and ideologies of a given problem.

The problem tree does not present solutions, but is a helpful diagnostic tool to trace the intricacies of a social issue.

SUGGESTED SUPPLIES

• A recording device

(optional: to capture the conversation)

• Writing utensils

• Colourful post-it notes

• Long strands of paper

• Markers

• Tape

STEP-BY-STEP FACILITATION GUIDE

Step 1. State a problem

Begin with a problem in the form of a statement. This should be a problem that relates to the project or the organization’s purpose.

Step 2. Generate leaves

Give participants several colourful post-it notes to write “leaves”. Leaves are the everyday ways that this problem shows up. Encourage them to write as many as possible. Give them about 10 minutes to do so, stopping in the middle to ask a few volunteers to read what they’ve written so far. Include one example per post-it note.

One by one, have participants read their leaves aloud. As they do so, have them stick their post-it notes on a wall. Cluster similar leaves together, and reinforce with tape as necessary.

Step 3. Identify the branches and trunk

Have the participants work in small groups to think about the attitudes and widely held beliefs that feed or support the leaves. Ask: “what allows these leaves to flourish?”

Using long strands of same-coloured paper, have participants write down the common narratives that circulate to allow these everyday problems (the leaves) to persist. Write one attitude/belief per paper strand.

Have each group read their ideas aloud, and tape them vertically under the post-it notes, to form the bark of the tree.

Step 4. Identify the roots

As a full group, discuss the longstanding and deep-rooted causes that inform these attitudes and beliefs. The roots are few but overwhelming and structural. For participants, this can feel like the part that they can have a “right” or “wrong” answer” - ensure them that is not the point and that it’s okay to describe “roots” without feeling like they have the right words. Ask: “what are the structures or anchors that allow the trunk to stand upright?”

As they offer roots, write them on long strands of paper that extend in different directions from the trunk.

Step 5. Closing the activity

Take a photograph of the problem tree created. It is helpful to type the responses from the group to revisit later. If possible, leave the tree taped to the wall for continued conversation. You might also consider creating a digital version.

*The problem tree is learned from Dr. Eve Tuck. She describes her process of using the problem tree in the following articles:

Tuck, E. (2008). Theorizing back: An approach to participatory policy analysis. In Theory and Educational Research (pp. 121-140). Routledge.

Tuck, E. (2009). Re-visioning action: Participatory action research and Indigenous theories of change. The Urban Review, 41(1), 47-65.

Tuck, E. (2012). Urban youth and school pushout: Gateways, get-aways, and the GED. Routledge.

SAMPLE PROBLEM TREE

This is a problem tree created by Black and Indigenous high-school students as part of the Making Sense of Movements research project in 2019.

The research collective was investigating the issue of school pushout. The photograph shows how the post-it notes and strands of paper were placed on the wall to mimic a tree.

The problem: Black and Indigenous students are unwelcome in their schools.

Sample leaves (everyday ways the problem happens):

• “My teacher threatened to call the police for breaking her globe”

• “There are no accommodations for my religious holidays”

• “Teachers at my school think I’m beyond help, but help other kids because they’re white”

• “We only feel safe in the Black heritage club”

• “When janitors were on strike, the principal told us that if we ate our lunch in the hallways he would suspend us”

Sample trunk (the assumptions and beliefs that underlie the everyday occurrences):

• “Indigenous and Black people are incapable of achieving”

• “Low educated students are “beyond help””

• “Black youth are violent and the only way to deal with them are through calling the cops”

Sample roots (the structural forces that inform/lead to assumptions):

• Settler colonialism

• White supremacy

• Transatlantic/chattal slavery

• Hetero-patriarchy

This digital problem tree was created by the Youth Researchers for a New Education System in 2008 (Tuck, 2012). Following the activity, the leaves were clustered into themes. These themes can be thought of as an additional step to create “branches”.

The problem tree is a productive way to create research questions or to develop campaigns. The question that oftens arises is whether to develop questions or campaigns based on the leaves or the roots. The tree helps to think about projects that can move between the leaves, bark, and roots.

Problem trees can be used to project-plan or create campaigns; they can be used internally or shared publicly. Most importantly, the problem tree is an activity to facilitate conversation on a problem that is relevant and important to our organization.