Marjorine

  • PowerPoint: Futures Initiative- Global Childhood Poster with countries

    Survey: Futures Initiative- Global Childhood Survey

  • I came across an episode about “Mingi” children from the Omo Valley in Ethiopia who are killed by members of their tribe because they are believed to be cursed. It is relevant to the readings about identity and h […]

    • Sorry for the delay! Here are my notes from the week on Identity:

      Identity Map Activity:

      Draw a circle and write your name inside. Draw 5 spokes around the circle, and a circle on the end of each spoke. In these 5 circles, try to write the 5 most important parts of your identity. If your struggling, think of things that start with “I am…” or “I am a ….”. Around these 5 circles, you can add other spokes, that lead to secondary parts of your identity. If possible, relate these to the circle that the secondary spoke comes from, but this is not essential. Ideally, you should give this activity 10-15minutes.

      (With child/youth groups, it is a good idea to have a few people volunteer suggestions for what these can be. You can give examples (e.g. Race, gender, ethnicity, religion, family) however it is interesting to see the different ways young people respond to this. I have found that young people of color will almost always include their race or ethnicity in their identity map, whereas white children will not).

      Follow-up activities: make an identity map with the whole class (each person draws their map on a big piece of butcher paper, and they draw lines between their identities to make connections with other people.

      RACIAL IDENTITY DEVELOPMENT MODELS:
      Racial Identity Development

      DISCUSSION QUESTIONS:

      1. In groups of 2-3, write down 2-3 discussion questions about the texts we have read (try to do at least one from each reading.
      2. Keep the questions open-ended!
      3. Possible starting points for questions:
      a. Theoretical framework of reading
      b. Methodology
      c. Parts that weren’t clear
      d. Connections with other readings/the course in general

      If at any point, I ask a question which you aren’t quite sure how to answer, but you have a question that is connected, or develops the question I ask further, please feel free to ask that question instead.

      Broad questions about identity:

      1. Have the readings changed how you think about your own identity? If so, how?
      2. How do adults talk to young people about identity?
      3. Why is identity important in education and parenting?
      4. Does anyone have any anecdotes of working with young people as they deal with their identity?

      Questions:
      Anyon

      1. What would be ways to disrupt the reproduction in schools of social inequality?
      2. How have recent educational reforms helped or worsened this reproduction? (E.g. NCLB, standardized testing)
      3. The schools sampled were in largely white school districts; how would you use this article to analyze what is happening in informally segregated schools.
      4. How are children’s identities formed by this schooling?
      5. Are there examples of schools and administrations who use “elite” style in working class school districts?

      Erikson

      1. Youth counter-cultures and subcultures have been very important for youth identity development. How have youth cultures changed in the last 10-20 years? What are the youth subcultures of today? How does that impact identity development?

      Suarez-Oroco

      1. How does undocumented status impact youth identity development? What about DACA youth?
      2. What intervention should adults participate in (if any) when it comes to facilitating youth resistance against negative identity development?

      Way et al.

      1. Which “Identity pathways” of the Suarez-Oroco reading were present in the Way et. Al study? (Coethnic identities, ethnic flight, Transcultural identities)