Identity

In the classroom children need to be encouraged to explore more about themselves and others so that they are encouraged to develop effectively personally, emotionally and socially. Furthermore it will help them to lead healthy, safe and fulfilled lives and to become confident, independent and responsible citizens, making informed and responsible choices and decisions throughout their lives.

Activity 1 - The Pie chart

This activity focuses on identity. The children reflect on things that are important to them and they think of the many elements that make them who they are. From local aspects to national and transnational aspects. They then draw a pie chart creating pieces for each part their identity. By drawing a pie chart the children have to consider what is important to them and what makes up a larger part of their identity. Using the different pie charts the teacher can show how diverse the class is and how each individual is very unique. The pie charts are then displayed.

Activity 2 - Small steps

This activity focuses on diversity. The class would line up and the teacher would ask questions (e.g. Step forward if you have one brother. Step forward if you are religious.) The children step back/forwards depending on their own personal answers to the questions. The activity shows that each person in the class is very unique and different. This is displayed as the children are no longer in a straight line. The activity emphasised we are all different and not one person was the same. 

Activity 3 - Story

This activity again focuses on Diversity. This activity is especially good for a class that have many bilingual children. The class is split into groups and as a group they make up a story using the picture cards. This activity highlights that many people have many different views and opinions and that they have to make an effort and use communication/listening skills to work together and create a story. The group then presents the story to the class. Each child has one picture in which they describe their picture in their own language and continue on the story. When we participated in the activity it highlighted that even different groups and people can take a different approach to what story the pictures portray. It also highlighted the diversity in our class and it was exciting to hear the variety of languages. However we may not have understood the language there was still a mutual understanding of the story due to the visual images, the tone of voice and facial expressions used.

Activity 4 - Short film 'New Boy' 

This is a short film about a new boy in a school. He has just moved from Africa to Ireland. The film shows the contrasting differences in the school systems and the attitudes of the pupils. The film could be shown to a class and after the children could get into groups and discuss the story. Stating how they think the new boy would have felt. How the teacher and other pupils could not understand his actions because they did not know his past history or background. They then could discuss what they have learnt from the short film. Get them to reflect on the saying "never judge a book by its cover" (There is more to a person than their outward appearance and what you can visibly see)

Online Resources

1. Sarah and Whammi 

http://www.nicurriculum.org.uk/key_stages_1_and_2/areas_of_learning/pdmu/sarah_whammi/index.html

2. Stepping Out

http://www.nicurriculum.org.uk/key_stages_1_and_2/areas_of_learning/pdmu/stepping_out/index.asp

3. Living. Learning. Together.

Ages 4-6 http://www.nicurriculum.org.uk/foundation_stage/areas_of_learning/pdmu/

Ages 6-11 http://www.nicurriculum.org.uk/key_stages_1_and_2/areas_of_learning/pdmu/

4. Music

Through music and songs the children can learn how they are all different and have different likes, dislikes, hobbies, cultures, languages, families, looks etc. The children make up their own song about diversity. Children should also have opportunities to share music and songs related to their culture, religion, heritage, country etc.

Video: http://www.credni.org/contents/resources/?id=99&resource_type=Diversity&resource_name=&find_resource=Find+Resource

5. Using story books

http://www.teachingenglish.org.uk/teaching-kids/promoting-diversity-through-children’s-literature

Giraffes Can't Dance 

Emily and the Rainbow Umbrella

This is the Tree: A Story of the Baobab 

Furthermore children could make up a short drama about identity or diversity and perform it to their classmates.

Reflection

'Globalization at the cultural level has brought about the fragmentation and multiplication of identities and this may require, paradoxically, a return to the familiar.' (Cohen et al.)

Communication has intensified and Cultures, languages and identities are increasingly becoming mixed and dispersed. Resulting in ambiguity. Children growing up in such an environment and society are lost in the obscure mix of cultures and identities. For many it is easier to revert back to something familiar were they can find comfort and a sense of belonging and identity. When we can't make sense of the world around us thinking of childhood and our home traditions help give a sense of security as it is something familiar.  

'World citizenship is to be embraced, not feared. New forms of post-national understanding, responsibility, the state, justice, art, science and public understanding can emerge. This in turn can lead to more advanced forms of democracy, liberty and mutuality.' (Beck)

World citizenship is on the rise as travelling and communication is improved. Phenomenons and trends in today's world are not only popular and trending locally or even nationally but globally today. People on one side of the world have an improved understanding of what is happening on the other side of the world. The world will begin to work together and to a certain degree views, opinions, ideas and advancement will be globally combined. Moreover people are learning to mutually respect and understand each other on a global scale. It is a diverse world we live in but as a human race our similarities are beginning to override our differences and we're more capable at looking at what we have in common and to respect our dissimilarities.