Race, Identity & gender
Many and varied interpretations of “Identity,”
Treatment of minority groups
Shaping identity through family, belief systems, ethnicity, and nationality
Gender roles as shaped through family, belief systems, ethnicity, and nationality
OBJECTIVES
- Recognize how world views and personal identities are shaped
- Recognize the evolving nature of individual identities
- Appreciation and acceptance of differing world views
- Understand issues and challenges of others
- Understand personal identity
Suggested Videos
- Episode 1 - Sparkly Hats - Topie
- Episode 2 – Change Steve’s Name
- Episode 6 – God Salesman
- Episode 7 – The Hike
- Episode 8 – The “J” Word
- Episode 9 – For Men and Women
- Episode 10 – Better Half
- Episode 12 – Who Would Eat That
- Episode 13 – Islam vs Muslim
CASE STUDIES 1:
staff Barbeque Day
Scenario
The teachers are having their end of year staff lunch, it’s a good old fashioned barbeque and wiener roast. Sarah, a new teacher at the school is really excited about the day. She just finished her first year as a teacher and is very happy how the year has turned out. She has made some good friends with her colleagues and is excited to return back to teach next school year. Sarah’s joy soon turns to dread when she realizes the only food available is pork wieners. The potato salad also has bacon bits leaving the only food choice for her a salad and potato chips. The teacher in charge of the barbeque forgot to get the other food alternatives. Sarah doesn’t know what to do. She has never discussed her religious or food preferences with others and doesn’t feel comfortable. People are already asking her to fill her plate. She really doesn’t want to make her religious background known to her colleagues. What should she do?
Relevant Video
- Episode 12 – Who would eat that?
Questions for Reflection
What obligations does the school and staff have to ensure inclusion of all of the teachers?
Should Sarah share her food preferences with her colleagues? What possible positive or negative implications could this have?
Why do you think Sarah has not previously shared her background with her colleagues?
Teaching Points
Identity and race are often a complex mixture of internal beliefs and external indicators that shape and impact how people interact in the world
In many instances there is a dominant cultural with its unique beliefs, values and presumptions. Minority cultures exist in and around the dominate culture. This interaction must be navigated by all parties and there is an impact on both
Discuss factors that affect a person’s decision to make their culture, religion or beliefs manifest or hidden
Learning Objectives
- We live in a world where many cultures and belief systems interact on a daily basis each shaping and molding the other
- Students should be sensitive to the many societal influences impacting peoples lives in both visible and invisible ways
- Dominant cultures should be flexible and inclusive of minority
CASE STUDIES 2:
Favoritism in school election
Scenario
Rashid is running for president of the Student Council he feels that he has a really great chance to win. He has been involved in many student clubs, some as president. He is an excellent debater. His GPA is exceptional and he is well known and liked through out the school by both students and teachers. His opponent is the captain of the football team Alex. Rashid thinks he is much more suited as Alex does not do well academically and is know for being a pretty wild guy. As much as Rashid tries to gain the attention of the student body, he feels that he is not being heard. It seems that captain Alex can say anything and the other students just eat it up. Rashid wonders if he is not being heard because he is South Asian and a minority. Rashid looses the election and is really hurt.
Relevant Video
- Episode 13 – Islam vs Muslims
Questions for Reflection
Do you think there is racism involved that prevented Rashid from winning?
What things could Rashid do better to improve the outcome?
Do you think there is a level playing field and that both candidates have an equal chance?
Teaching Points
Racism exists both as individual overt prejudices as well as more subtly built into the systems and institutions – systemic racism
It has been decades since laws and policies that institutionalized racism were abolished. Systemic racism exists in subtler ways today. Discuss with students how the scenario and the video demonstrate subtler forms of systemic racism
The media plays an important role in shaping public opinion. The media’s portrayal of minority groups creates individual and systemic racism.
Learning Objectives
- Students should be able to understand the difference between individual racism and systemic or institutional racism
- Students should attempt to identify systemic racism in the institutions that surround them
- Students should analyze the role of media and public figures in shaping public opinion and attitudes around race, identity and gender
CASE STUDIES 3:
Evolving Identities
Scenario
Jasmine is entering grade 11. She spent the summer with her family in Tunisia. It was her 2nd trip to her parent’s birth place and an amazing experience. Jasmine loves how European and Middle Eastern culture come together in Tunisia. She really didn’t know much about her parent’s religion as they are not practicing Muslims. Seeing all of the Muslim people fasting in Ramadan along with the traditional art, architecture and dress touched Jasmine’s heart. Jasmine since has been reading more about her heritage and faith and is becoming more religious. She has confided in her Social Studies teacher Ms. Mayberry. Jasmine wants to find a private place to pray at the school. Ms. Mayberry arranges for a space at the student clubs. Jasmine confides more to Ms. Mayberry about her fears of being accepted by her friends and even her family who are not practicing Muslims. Ms. Mayberry is learning a lot about Muslim culture. She is also learning about the challenges youth have with identity. However, Ms. Mayberry is worried she is crossing a line supporting Jasmine’s decisions which may result in conflict for Jasmine with her peers and family. What should Ms. Mayberry do?
Relevant Video
- Episode 7 - The Hike
- Episode 1 – Sparkly Hats - Topies
Questions for Reflection
In this situation what would be an appropriate role for the teacher?
Do you think it is good for the teacher to build rapport and trust with the student? Why?
What are some of the possible implications and outcomes from the decisions that both Jasmine and Ms. Mayberry are taking?
Teaching Points
Young adults face difficult challenges coming to terms with their identity
Various identities may be problematic to others
Within the Muslim community identity may be manifest in both cultural and religious terms
Learning Objectives
- Students should be aware that Muslim identity is a spectrum that includes cultural and religious components
- Students should understand how trust and confiding in adults and teachers can assist in their coming to terms with their identity
- Students should be aware that conflict may evolve in different ways in different cultures i.e. Jasmine’s parents may react more harshly toward Ms. Mayberry as multiple identities may be more common in North American culture than in North African culture.