Reading Selection #6: How is identity constructed during adolescence?

Readings for the week of September 26, 2012

The Critical Middle school Reader (Brown and Saltman)

Section III: “The Construction of Identity” (Kenneth J. Saltman)

“Identity is not simply an individual creation, nor merely a self-contained individual process, nor a “natural unfolding” of the self. Rather, individuals are positioned in a larger constellation of social relationships, as well as in the larger social order of hierarchical relationships, which contribute to the creation of particular social identities and related meanings.” This quote from the introduction to Section III represents the core philosophy that contradicts the assumption that adolescents do not participate in the creation or internalization of their identities.  

I agree with Saltman’s view that identity is an active, fluid, meaning-making process in which youths take an active role. Our role as educators should be, therefore, that of facilitators who offer adolescents the opportunity to evaluate and make sense of their roles in various social settings and develop in them democratic identities and learn to participate in greater democratic social relationships.

As educators, consider these thoughts:

• How did you develop your identity as a youth?  What social factors were present that helped foster this identity? In what ways did you challenge, contest or internalize these factors?
• Is your identity still evolving? How is it evolving, and what influences are present in its evolution?
• What are the implications of various factors in the formation of identity? (Think of social, cultural, linguistic, or economic factors, for example.)

Chapter 19: “Representation: Cultural Representations and Signifying Practices”
(Stuart Hall)

In his article, Hall defines culture as the giving and taking of meaning between members of a society or group; that is to say that two members of the same culture interpret the world in roughly the same way, and express themselves in ways in which they will be mutually understood.  What Hall views as the most important in this definition is the way in which members of a cultural group give meaning to the world around them. Therefore, what we think and feel about things, events, people, etc. is represented by the meaning we assign to them in accordance with our culture.
 

The meaning and value we assign to the world defines our identity and is produced and exchanged at an ever more rapid rate on a daily basis. The means by which we produce and exchange these meaning is through language, so that there is the connection between meaning, language and representation. Therefore, Hall suggests that for understanding to be successful, members must use the same cultural code. This code or language is a system which works through representations, whether those be sounds, written symbols, musical notes, color on canvas, etc. Thus the production and exchange of meaning takes place through culture and language. Whether in this sense the workings of language is viewed through a semiotic approach, (language as a set of signs) or a discursive approach (language as the formation of ideas) Hall takes a constructivist view of culture meaning and representation.

As a result, in this constructivist view, there is no law which guarantees that there is one true meaning or that meaning will not change over time. Meaning, therefore, is fluid. In short, the more we examine the representation of truth we may take for granted, the more we realize that it becomes increasingly complex to accurately describe or explain the process of representation we assign to the world. Do we then, as Hall suggests, look at meaning and knowledge less through the lens of accuracy and truth and more in terms of effective exchange which facilitates the process of cultural exchange?

Hall further dissects his theory by focusing on difference, since it is through difference that identity is established, distinguishing it from the “other.” He provides four levels of analysis – linguistic, social, cultural and psychic, but the important point he highlights is that in any analysis, the notion of difference is ambivalent, that is it can manifest itself as positive or negative.

Finally, Hall’s discussion of difference leads to a commentary on stereotyping. Here we need to differentiate between “types” and “stereotypes.” Type refers to general classifications defined by our culture which allow us to make sense of the world. These definitions are broad, easily understandable, vivid, and easy to apply. Stereotyping, on the other hand, creates a symbolic exclusion by which everything that “does not belong” is excluded. Stereotyping also involves the application of one’s own culture to another, in order to define people according to a norm as the “other.” Stereotyping, therefore, becomes very important in the symbolic power that appears to be neutral in the society, but nevertheless maintains control within a certain representation and knowledge base.

Having a deep interest in linguistics, I found this reading to be extremely interesting, but it raised a number of concerns. I’m not sure I agree with a view that meaning is intrinsically tied to a representation of knowledge which is so complex that it is always fluid and changing. As educators, we need to be flexible enough to understand the cultural representations of meaning and challenge knowledge that may be taken for granted by society; our vision of history, for example, is continuing to evolve, and old notions are challenge every day. However, some questions I would pose would be:

• Are there innate aspects of human nature that move beyond culture, giving us a more common bond?
•  Are there notions common to any cultural representation, such as fairness, justice, beauty, etc.? That is to say, are there common meanings embedded in any cultural representation that may be misinterpreted by the fluid cultural dressing in which they are clothed?
• Can our common human values move us beyond the power induced knowledge base that distorts a sense of sameness in society?

Chapter 20: “Bad Boys: Public Schools in the Making of Black Male Masculinity”  
(Ann Arnett Ferguson)

In her article Ferguson argues for an alternative view of education, in contrast to the current system in which claims to be fair, allowing student to realize their potential regardless of their social, economic or ethnic backgrounds, but in reality has a hidden curriculum that strives to sort and rank students, preparing them for a place in the existing social hierarchy. One reason for this, as asserted by Michael Foucault, is based on the notion that schools work toward a “normalization” of students: either students conform to or violate school rules. This notion is linked to the idea that each individual is ranked according to institutionally organized norms. Thus the “truth” of who a student is, is linked to the academic tests, assessments, and rewards. As a result, the relationship between objective standards and subjective interpretation must be carefully critiqued.

One area of trouble students can encounter is “body trouble”, where physical action can be the basis for intervention if deemed inappropriate by an adult. The adult African American male is often the provider of discipline in these situations, representing an intimidating physical presence. Defiant attitude is also an area of adult interpretation where youths are found guilty by standards that are deciphered through a racial bias. These cultural modes of display often result in an unfair evaluation of students’ academic performance or ability.

The descriptions of adult interactions with students based on their defiant and disrespectful attitude should be a warning to educators in situations when they themselves may lose control or act inappropriately. It is always the teacher’s responsibility to treat all students with respect, and some of the vignettes presented in this article were, needless to say, deplorable.  When kids are treated with respect, they will certainly act back in kind.

Other areas of school rules relate to clothing, language, identity, etc. Ferguson’s emphasis, however, is that school kids are overwhelmed by adult rules, and the majority of those who get into trouble are African American males. One important point she makes in this regard is the fact that well-intentioned teachers can fall victim to the systems of oppression and symbolic forms of violence embedded in the hidden curriculum.

Two cultural representations are embedded in social structure used for classification and decision making: the image of the black male criminal and that of the black male as an endangered species. These result in the production of a group of people who are deemed different by their race. Also, because of race, white children are more inclined to be granted leniency do to their tendency to be “naughty,” whereas black boys become adultified and discerned as willfully bad.

I believe the vital point to take away from this article is that children are sorted in categories of academic success or potential according to their reputation as trouble or trouble-makers.

These are complex issues that run deep in our society. It would be difficult if not impossible for a teacher to walk into a school and single-handedly change the culture or hidden curriculum. However, I believe teachers can challenge the status quo. Some questions educators could ask themselves:

•  How can teachers avoid the influences of student “reputation?”
•  What are ways teachers can maintain control at all times?
•  What are some techniques for treating all students with respect all of the time?

Chapter 21: “Asian Americans: The Absent/Silenced/Model Minority”
(Stacey Lee)

This article may have been the most intriguing to me because of a subject matter that I have rarely seen addressed. In the article Stacey Lee argues that Asian Americans have been largely viewed as foreign and excluded from the general dialogue on race. As a result, few Americans consider Asians a legitimate racial minority, whether Asians are viewed as a fractional small minority to consider, considered foreigners, or perceived as a group devoid of problems. In fact, Asians are often stereotyped as model minorities. This perception leads to a representation of African Americans as the “bad” race, and Asians as the “good” race.

The problem inherent in this representation is it silences Asian American experiences, including the fact that they experience racism. In reality, Asian Americans were eventually included in the discussion of race in order to represent them as a quiet minority and exclude the voices of African Americans.

Implicit in the notion that Asian Americans represent successful minorities, is the fact that equal opportunity exists for all citizens, regardless of race. This is clearly not true. Once again this complex issue of race is one which the teacher must face in the classroom, and resist the predominant stereotyping of Asian Americans as statistically excellent students and high achievers. Questions an educator may ask:

• What are my notions of Asian Americans as students and academic achievers?
• Does my school differentiate racially diverse students by hidden standards?
•  Are Asian Americans given opportunities by teachers that other minorities may have?

What Do You Stand For? (Barbara A. Lewis)

“Forgiveness”

As Lewis suggests, forgiveness is often the most challenging attribute to attain and maintain in building character. As she quotes, “It is by forgiving that one is forgiven.” One of the best ways educators can help adolescents build a forgiving character is by modeling forgiveness.  Some questions educators could ask themselves in this vain:

•  Am I forgiving?
•  Am I always in control of my own emotions, or do I transfer those to others?
• Do I forgive myself?

By being honest with oneself can be one of the best ways to model forgiveness and guild students in this difficult area.

“Health”

Are you healthy? Do you have a healthy lifestyle? This is often a challenge for all of us, but once again, as educators, by modeling healthy choices in our life, we can provide a model and guidance for students. This section provides some excellent information and suggestions that even adults could profit from. Unfortunately, the stress and demands of modern life can often result in unhealthy choice for the sake of convenience or time management. A healthy lifestyle often requires serious attention and difficult decisions in order to be successful. Some questions educators could ask themselves are:

• Do I always make healthy food choices? How can I improve on these?
• Do I take time for myself? Is there a time of day when I can “distress?”
• Do I get enough exercise? If not are there little ways I could improve on this?
• Do I suppress emotions? If so, how could this be remedied?

Book Recommendations

    So many books, so little time! There is a plethora of books I could recommend, which would be insightful for an educator; here are a few:

Both of Ron Clark’s books, The Essential 55: An Award-Winning Educator's Rules For Discovering the Successful Student in Every Child and The Excellent 11: Qualities Teachers and Parents Use to Motivate, Inspire, and Educate Children, are essential reading for any educator.

Joseph Campbell’s two books, The Hero with a Thousand Faces and The Masks of God, draw the compelling conclusion that all of humanity is united by its most fundamental ideas and shares the same spiritual origin. Campbell’s books are endlessly intellectually rewarding.

Another stellar read for educators is Rafe Esquith’s book Teach Like Your Hair’s on Fire, as is Frank McCourt’s Teacher Man, both of which illustrate how an educator brilliantly achieves excellence in a challenging urban environment.

Finally, as teachers are faced with numerous decisions to be made on a daily basis, I would highly recommend the book Blink by Malcolm Gladwell. Gladwell offers a unique insight into the neuroscience of decision making, and how some people are gifted with the ability to make successful choices with very little deliberating or superfluous information.

Personal Philosophy of Education

    A major facet of my personal philosophy of educating young people is the embodiment of passion. An educator should be passionate about his or her craft; passion is contagious, and when the teacher is a passionate instructor committed to life-long learning, students will sense this and pick up on it.

    Another aspect of my philosophy of teaching involves stimulating young people to active their natural curiosity to become active learners who become critical and deep thinkers, and who will eventually become productive citizens equipped to challenge and evaluate ideas and situations they encounter in society.

Scholars Who Have Influenced My Thinking

    There are a number of thinkers, both within and outside of the field of education, who have influenced my thinking and my life. One scholar who has had a powerful influence on my thinking is the great American mythologist and writer, Joseph Campbell. Campbell’s work on comparative mythology and comparative religion is fascinating, as it covers a wide spectrum of human experience. His philosophy of life is often characterized by his famous quote, “Follow your bliss.” Campbell believed that a person has an inner sense of when they are on the right path, when they have truly found his or her life’s journey. As Campbell stated, “Find a place inside where there's joy, and the joy will burn out the pain.”

    Another scholar who has influenced me is Ron Clark. Ron Clark’s passion for teaching and commitment to his work is an inspiration for anyone of any vocation. As an educator, however, I believe in his philosophy of maintaining high expectations in an engaging educational environment that leads to success for all students. Clark maintains that when students respect the teacher and see that he or she cares about them and is truly trying to help them, they are far more likely to take ownership of their learning. What is important for Clark is that educators put a spark in their teaching that bonds everyone together and provides a sense of unity and teamwork. And above all else, the teacher must have passion and enthusiasm.

    Robert William Service is a third scholar who has had an impact on my thinking.  Robert Service was a poet and writer who has been called the “Bard of the Yukon.” Service was born and educated in England but moved to Canada when he was 21. "The only society I like," he once said, "is that which is rough and tough - and the tougher the better. That's where you get down to bedrock and meet human people." Service was a “people’s poet” and wrote extensively on the human condition. The vastness and extreme conditions of the Yukon Territory in the early 1900’s became a metaphor for the hardships we all face on a daily basis, which he addressed in his writing.  His ballads flow effortlessly and seem to transcend the superficial differences between people, striking at our collective nature as human beings.