MULTIPLE IDENTITIES ANALYSIS Most of us hold concurrent “social identities” (consciously or unconsciously) based on “socially constructed” categories: for

Click here to Order a Custom answer to this Question from our writers. It’s fast and plagiarism-free.

MULTIPLE IDENTITIES ANALYSIS Most of us hold concurrent “social identities” (consciously or unconsciously) based on “socially constructed” categories: for example, on our personal and physical characteristics, our moral beliefs and values, on our ages, abilities, socioeconomic class backgrounds, and on our cultural, racial, ethnic, national, linguistic, sex, gender, sexual and affectional, and religious identifications. Sometimes these identities are ascribed to us by others (sometimes at our birth), and/or sometimes we self-identify, or these identities are achieved (throughout our lives). 1500 words.

Description of the Assignment: This assignment requires you to use yourself as a “text” to describe and analyze yourself from at least four specific vantage points. (NOTE: please include those layers of yourself that you feel comfortable sharing. Also, somewhere in your paper, include your Myers-Briggs Personality types and analyze whether you feel this personality inventory represents who you believe you are.) Myers-Briggs website: http://www.humanmetrics.com/cgi-win/jtypes2.asp

1. Body Identity: identify your physical description. How do you see YOURSELF

physically?

2. Social Identities: identify the external cultural norms/social meanings associated with yourself in terms of physical description, skin color, “race,” ethnicity, nationality, religion, linguistic background, sex assigned at birth, gender identity and expression, sexual identity/orientation, ability/disability, socioeconomic class background, age, and any other aspect of your identity for which you identify and would like to share. Include here your Myers-Briggs Personality Profile. Chart the trajectory of your coming to consciousness of your and other’s “race,” and other social identities like sex and gender, ethnicity, religion, sexual identity, socioeconomic class, linguistic background, nationality, ability/disability, and other identities.

Social identity

Male

Asian

Chinese

Free thinker

Male

Heterosexual

Upper middle class

3. Moral/Attitudinal/Affective Identity: identify your internal personal values and beliefs, the elements that comprise your personality and your character, and articulate how they do or do not align with your social identities. (Do others truly see YOU when they see you, or do they see something/someone else?)

4. Incorporate a description of your experiences as a student in P-12 schools (discuss what school was like for you generally). Then suggest how your social identities may have affected your understanding of cultural and individual diversity in schools.

Objective: Students will develop insight about the relationship between their collective (group memberships/identities) and individual identities. It will assist students in addressing Dr. Stephen Brookfield’s first phase of critical thinking, specifically to discover the assumptions that guide their decisions, actions, choices. (See “Critical Consciousness” discussion in your course syllabus, pages 13-14.)

Methods: To complete this assignment, you will need to step away from yourself and think about how others see you, how you see yourself, and critically evaluate the dis/connection(s) between the two. You will convert the information learned into an effective paper. How you present your “reading” of yourself is up to you. You must, MULTIPLE IDENTITIES ANALYSIS PAPER

Most of us hold concurrent “social identities” (consciously or unconsciously) based on “socially constructed” categories: for example, on our personal and physical characteristics, our moral beliefs and values, on our ages, abilities, socioeconomic class backgrounds, and on our cultural, racial, ethnic, national, linguistic, sex, gender, sexual and affectional, and religious identifications. Sometimes these identities are ascribed to us by others (sometimes at our birth), and/or sometimes we self-identify, or these identities are achieved (throughout our lives).
1500 words
.

Description of the Assignment: This assignment requires you to use yourself as a “text” to describe and analyze yourself from at least four specific vantage points. (NOTE: please include those layers of yourself that you feel comfortable sharing. Also, somewhere in your paper, include your Myers-Briggs Personality types and analyze whether you feel this personality inventory represents who you believe you are.) Myers-Briggs website:
http://www.humanmetrics.com/cgi-win/jtypes2.asp

1. Body Identity
: identify your physical description. How do you see YOURSELF
physically?

2. Social Identities
: identify the external cultural norms/social meanings associated with yourself in terms of physical description, skin color, “race,” ethnicity, nationality, religion, linguistic background, sex assigned at birth, gender identity and expression, sexual identity/orientation, ability/disability, socioeconomic class background, age, and any other aspect of your identity for which you identify and would like to share. Include here your Myers-Briggs Personality Profile.

Chart the trajectory of your coming to consciousness
of your and other’s “race,” and other social identities like sex and gender, ethnicity, religion, sexual identity, socioeconomic class, linguistic background, nationality, ability/disability, and other identities.

Social identity
Male
Asian
Chinese
Free thinker
Male
Heterosexual
Upper middle class

3. Moral/Attitudinal/Affective Identity
: identify your internal personal values and beliefs, the elements that comprise your personality and your character, and articulate how they do or do not align with your social identities. (Do others truly see YOU when they see you, or do they see something/someone else?)

4. Incorporate a description of your experiences as a student in P-12 schools (discuss what school was like for you generally). Then suggest how your social identities may have affected your understanding of cultural and individual diversity in schools.

Objective: Students will develop insight about the relationship between their collective (group memberships/identities) and individual identities. It will assist students in addressing Dr. Stephen Brookfield’s first phase of critical thinking, specifically to discover the assumptions that guide their decisions, actions, choices. (See “Critical Consciousness” discussion in your course syllabus, pages 13-14.)

Methods: To complete this assignment, you will need to step away from yourself and think about
how others see you, how you see yourself
, and
critically evaluate the dis/connection(s) between the two
. You will convert the information learned into an effective paper. How you present your “reading” of yourself is up to you. You must,
however, project a clear message regarding each of the four vantage points described above, and you must demonstrate evidence of genuine thoughtfulness and critical analysis. Make the project your own, and be creative and playful. (NOTE: You may wish to talk with/interview family members to enrich your understanding of your family history, which may have had a significant influence on your identity and your understanding of your schooling experiences.)
References in APA format. See pages 21-22. The Multiple Identities Assignment is due by

Monday, December 24
and is worth a possible 40 points. This assignment will be evaluated according to the following criteria:

POINTS CRITERIA

18 – 20 Outstanding degree of clarity, thoughtfulness, critical analysis, and writing style put into assignment.

16 – 17 The assignment shows above-average clarity, thoughtfulness, critical analysis, and writing style.

14 – 15 The assignment shows some weakness in the area of clarity, thoughtfulness, critical analysis, or writing style.

Below-average effort was put into the assignment. It lacks clarity and

12 – 13

does not illustrate much thoughtfulness, low critical analysis, or writing style.

0 – 11 Minimal effort given or it was either not completed or was completed too late.

Multicultural Teaching Applications: This assignment is intended to emphasize the distinction between collective and individual identities, and it highlights how misperceptions could get in the way of seeing the full person. Gaining an understanding of the lenses through which we are seen (though not fully seen), helps us to understand our relationships with others, particularly our students in terms of their cultural, ethnic, national, racial, gender, sexual identity, socioeconomic class, linguistic, religious, age, and ability or disability diversity/backgrounds.

CRITICAL CONSCIOUSNESS: REFLECTING, THINKING, OBSERVING, READING, RESEARCHING, & WRITING THROUGH A CRITICAL LENS

by Dr. Warren J. Blumenfeld2

In this class, you are expected to think critically/reflectively/creatively to the concepts, topics, issues presented, and to class discussions, readings, videos, and written assignments. This class, therefore, may be calling on you to think or respond somewhat differently than in some of your other courses. I will, therefore, require that you justify and backup your thoughts and “opinions.” Opinions without justification are just that— opinions—and you can expect to have points deducted without providing critical thinking (which includes rationale/justification). In this course, you will be expected to think “outside of the box.”

According to Dr. Stephen Brookfield,3 critical thinking involves four inter-related phases:
1. Discover the assumptions that guide your decisions, actions, and choices. (What do I think and why do I think of it the way I do?),
2. Check the accuracy of these assumptions by exploring as many different perspectives, viewpoints, and sources as possible. (pose questions, talk with others, take courses, read, research, etc.),
3. Use abstract ideas to interpret the information effectively,
4. Take informed decisions that are based on these researched assumptions. (Informed decisions are based on evidence we can trust, can be explained to others, and have a good chance of achieving the effects we want).

Faith is Belief based of something that cannot be seen, touched, smelled, tasted, or heard in any traditional way through the human senses. Knowledge is based on something that can be empirically researched, investigated, and proven. In an academic course, we base critical analysis upon the latter.

Some questions you may want to ask yourself during course discussions, when reading course assignments, when watching course videos, and when researching and writing your papers:

• You might want to first, consider the “larger picture” by extracting the overarching theme(s) and subtheme(s) of the materials as a group (the macro level), and of each individual piece of the materials (the micro level). This will place the materials into a fuller context with one another.
• Consider the person(s) choice of words.
• What are the points being made, and what is the overall message?
• What are behind the points and behind the message?
(
continued on next page
)

2 College of Education, University of Massachusetts, Amherst; wblumenfeld@educ.umass.edu
3 Distinguished Professor, University of St. Thomas, Minneapolis, MN.

• What is in the mind of the writer of the piece or the character(s) in the video? To know this, you must suspend, for a time, your reactions to the person(s). You must attempt to walk in their shoes, to perceive the world and the people around them as they would perceive—in other words, you must be able to develop empathy. From where comes their motivations, their behaviors, their actions?
• What underlying assumptions are made by the person(s) delivering the message?
• What is the person(s) underlying philosophical/political/behavioral perspective? Look
“between the lines” of what the author is writing.
• What are the person(s) social identities, and do these impact their perspective(s)?
• Pull out each point, analyze it from various perspectives, determine how each point fits with other points being presented, put the individual points back together into the whole, determine whether the points are consistent or contradictory, unified or disjointed, etc.
• What are the words the person(s) set off in quotations/underlining/bolding? What is the overall effect?
• What is the impact of the message on the receiver? What impression does the message have on you? Again, justify your answer.
• What are the possible repercussions of this message?
• What was one or more points that either you did not know previously or that particularly surprised you?
• Give your commentary on the author(s) ideas, assumptions, conclusions.
Do not simply summarize the author(s) article(s)
.
• Have you read or heard something like this elsewhere? Connect it to previous readings, author(s), video(s), or theory(ies). COMPARE and CONTRAST this reading with readings of similar themes (from the same week’s materials, from
previous week’s materials, or with outside-of-course readings), or with readings that may appear on the surface different but connect in some way.
• Virtually ask the author(s) questions for clarification, critical questions, questions that may challenge some of their assumptions or conclusions.
• Construct a virtual discussion between and among authors of different articles, where they seem to agree and to disagree.
• What was left out or questions you have that were not answered? Ask “critical questions”!
• Are there any points with which you take issue or with which you disagree? Why?
Fully justify your critique! Are there any outside sources you can reference to back you up? If so, refer to them?

• What ideas, concepts, issues and/or theories that were covered connected in some way(s) to your personal experiences? How? In what way(s)? Explain and fully analyze.

Place your order now for a similar assignment and have exceptional work written by one of our experts, guaranteeing you an A result.

Need an Essay Written?

This sample is available to anyone. If you want a unique paper order it from one of our professional writers.

Get help with your academic paper right away

Quality & Timely Delivery

Free Editing & Plagiarism Check

Security, Privacy & Confidentiality