I have been reading a wonderful article about the use of critical reflection for teachers, written by Tyrone C. Howard, the following are the key points I have noted, a lot of which is actually key to my workshops, especially if they are to role out to schools in London.
"Critical reflection has been recommended as a means of incorporating issues of equity and social justice into teaching thinking and practice. This article offers critical reflection as a prelude to creating culturally relevant teaching strategies."
Teachers come into contact with students whose cultural, ethnic, linguistic, racial and social backgrounds differ greatly from their own, currently most of the teaching population is white, middle class and female. Teachers need to reconsider the manner in which they effectively educate a diverse student population. They need more meaningful knowledge and skills to engage with these students and to critically analyse the importance of race, ethnicity and culture, and recognise how these elements can shape the individuals learning experience. Students need lessons that are relevant and meaningful to their social and cultural realities.
Gay (2000) asserts that culturally relevant pedagogy uses 'the cultural knowledge prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning more relevant to and effective for students.' This can help increase the academic achievements of these students.
Why does race matter? And what does it have to do with teaching?
Teachers need to understand that racially diverse students frequently bring capital to the classroom that can drastically differ from mainstream norms, cultural capital embodies the norms, social practices, ideologies, language, and behaviour that are part of a given context (Bourdieu, 1973).
Race will continue to matter in an increasingly diverse society, classes need to be culturally relevant, racially affirming and socially meaningful for the whole class.
Critical Reflection and Culturally Relevant Pedagogy
Dewey (1933): reflection gives attention to one's experiences and behaviour, and meanings are made and interpreted from them to inform future decision-making. The term critical reflection attempts to look at reflection within moral, political, and ethical contexts of teaching. Once cognitive processing is complete, reflective action can be a more useful tool for addressing social and emotional issues, namely those issues pertaining to race and culture.
The difficulty of critical reflection
It can be an arduous task, it really forces individuals to ask challenging questions about racial, ethical and cultural issues. One must answer these honestly, which in itself can be a bigger hurdle.
"Some of the questions that teachers should consider in this reflective process could include the following:
1. How frequently and what types of interactions did I have with individuals from racial backgrounds different from my own growing up?
2. Who were the primary person that helped to shape my perspectives of individuals from difference racial group? How were their opinions formed?
3. Have I ever harbored prejudiced thoughts towards people from different racial backgrounds?
4. If I do harbour prejudiced thoughts, what effects do such thoughts have on students who come from those backgrounds?
5. Do I create negative profiles of individuals who come from different racial backgrounds?"
Neito (1999): 2the way students are thought about and treated by society and consequently by the schools they attend and the educators who teach them is fundamental in creating academic success or failure" (p.167)
Wednesday 31 August 2011
Summer work 2011
Books:
Mezirow, J., (1990) Fostering Critical Relfection in Adulthood.Articles:
Tanti, C., Stukas, A., Halloran, M., Foddy, M., (2011) Social identity change: Shifts in social identity during adolescence. Journal of Adolescence, Volume 34, Issue 3, June 2011, p. 555-567
Grauer, K. (2002) Teenagers and Their Bedrooms. Visual Arts Research, Volume 28, no. 2, p. 86-93
Verhaeghe, A., Van den Bergh, J., Colin, V., (2008) Me myself and I: Studying youngsters identity by combining visual ethnography & nethnography. ESOMAR, Qualitative Research, Istnbul, November 2008
Howard, H., (2003) Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection. Theory in Practice, Vol 42, Number 3, Summer 2003.
Exhibitions and workshops:
Grauer, K. (2002) Teenagers and Their Bedrooms. Visual Arts Research, Volume 28, no. 2, p. 86-93
Verhaeghe, A., Van den Bergh, J., Colin, V., (2008) Me myself and I: Studying youngsters identity by combining visual ethnography & nethnography. ESOMAR, Qualitative Research, Istnbul, November 2008
Howard, H., (2003) Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection. Theory in Practice, Vol 42, Number 3, Summer 2003.
Exhibitions and workshops:
Various (2011) Please drive slowly through our village. London: FOLD. 8th July - 7th August 2011.
Tracey Emin (2011) Love is what you want. London: Hayward Gallery. 18ht May - 29th August 2011.
Various (2011) APART Summer Show. London: Great Marlborough Street. 28th May - 20th August 2011.
Websites:
Various
Various
August 2011
Firstly I am very pleased with the momentum I have kept over the summer. As I am not breaking for 2 weeks until the end of September, I have been able to power through my work during August.
I have started to prepare my final synopsis, it's a working document, that has started life in a what, why, how, if template, and I have been tinkering and adding to it throughout the month, adding in interesting quotes and relevant citations. I was initially very worried about how I could write up so much of my hard work in so few words, but it's worked out a lot easier than I has initially thought.
This month has seen a further 2 or 3 iterations of my craft-based workshop with feedback from young people, youth group leaders and teachers. The process is a very fluid one, and in fact each workshop differs great because of the young people involved. Sometimes I find an activity isn't really working and so I just move onto to the next, each group has an extremely different dynamic.
A very big event during this month has been the London Riots. This has really helped bring attention to what my project is about, engaging with young people to help them understand the decision they can make in their own lives, what they really want, and how they can achieve it. There has been some interesting research over the month on why this happened, who was involved, and how they feel. I have been observing everything unfold and taking from the events what learnings I can. The main difference this event has caused for my project has been that doors have been opening over the summer, that had previously been quite difficult to get past. I really feel this is to do with the increased awareness across the country of young people, their needs and how they feel about their communities.
Exhibition planning is going well, the marketing viral is well underway now, as is the website, facebook group and twitter account. It has been hard work, pulling everyone together, but I think we have come up with some great ideas, just need to get some sponsors now! I managed to secure us over £3000 worth of advertising in Creative Review, by contacting a number of people. Eventually Ben at the Central Illustration Agency agreed to give us 6 weeks of their advertising space, and to lend up their graphic designers Staziker Jones also, which is so amazingly generous. I have continued to mine all my contacts to see if I can get any other funding or perhaps some refreshments for the private view.
Overall I feel things are going extremely well in my project and that things will get there with the exhibition, it's just a shame it's the same people doing all the leg work.
My music theatre workshops, have not progressed as I had hoped, this has been a combination of my personal lack of experience and contacts in this field, as well as hard to approach gatekeeper, but probably mostly the amount of time I have been spending on the exhibition and my craft-based workshops.
I have started to prepare my final synopsis, it's a working document, that has started life in a what, why, how, if template, and I have been tinkering and adding to it throughout the month, adding in interesting quotes and relevant citations. I was initially very worried about how I could write up so much of my hard work in so few words, but it's worked out a lot easier than I has initially thought.
This month has seen a further 2 or 3 iterations of my craft-based workshop with feedback from young people, youth group leaders and teachers. The process is a very fluid one, and in fact each workshop differs great because of the young people involved. Sometimes I find an activity isn't really working and so I just move onto to the next, each group has an extremely different dynamic.
A very big event during this month has been the London Riots. This has really helped bring attention to what my project is about, engaging with young people to help them understand the decision they can make in their own lives, what they really want, and how they can achieve it. There has been some interesting research over the month on why this happened, who was involved, and how they feel. I have been observing everything unfold and taking from the events what learnings I can. The main difference this event has caused for my project has been that doors have been opening over the summer, that had previously been quite difficult to get past. I really feel this is to do with the increased awareness across the country of young people, their needs and how they feel about their communities.
Exhibition planning is going well, the marketing viral is well underway now, as is the website, facebook group and twitter account. It has been hard work, pulling everyone together, but I think we have come up with some great ideas, just need to get some sponsors now! I managed to secure us over £3000 worth of advertising in Creative Review, by contacting a number of people. Eventually Ben at the Central Illustration Agency agreed to give us 6 weeks of their advertising space, and to lend up their graphic designers Staziker Jones also, which is so amazingly generous. I have continued to mine all my contacts to see if I can get any other funding or perhaps some refreshments for the private view.
Overall I feel things are going extremely well in my project and that things will get there with the exhibition, it's just a shame it's the same people doing all the leg work.
My music theatre workshops, have not progressed as I had hoped, this has been a combination of my personal lack of experience and contacts in this field, as well as hard to approach gatekeeper, but probably mostly the amount of time I have been spending on the exhibition and my craft-based workshops.
Monday 29 August 2011
Sponsorship
Spoken to some friends who a small creative digital media agency to see if they are interested in sponsoring our exhibition, no luck though.
Friday 26 August 2011
Career Values Test
I have been talking to others a lot lately about their values, and so today I decided to check out my career values I did a free online test and the following are extremely important to me:
Independence
Challenging Problems
Exercise Competence
Creative Expression
Knowledge
Aesthetics
Excitement
Change and Variety
Make Decisions
Affiliation
Competition
Creativity (general)
Time Freedom
Artistic Creativity
High Earnings Anticipated
Honest and Integrity
Fun and Humor
Challenging Problems
Exercise Competence
Creative Expression
Knowledge
Aesthetics
Excitement
Change and Variety
Make Decisions
Affiliation
Competition
Creativity (general)
Time Freedom
Artistic Creativity
High Earnings Anticipated
Honest and Integrity
Fun and Humor
Thursday 25 August 2011
Sponsorship
Spoke to the Finance Director of the group of companies I work for to ask about sponsorship, unfortunately it is not something they are interested in taking part in.
Monday 22 August 2011
Youth in Transition: London Riots
22 August 2010 - After the London riots, Ipsos Mori went back to ask two of the participants in their Youth in Transition project what they thought about what happened.
http://www.ipsos-mori.com/youthintransition
Friday 19 August 2011
Youth In Transition
A new study from the Ipsos MORI qualitative team explores the lives of 16-24 year olds in London and the South East.
It answers some key questions:-
- Aspirations: How are they affected by changes in education and employment policies?
- Anger: Why are some young people disaffected? How are they pressurised by culture?
- Technology: What they are using, how they are using it? What content do they consume? How do they use social media?
- Brands: How do they behave as customers? Which brands are meaningful for them?
- Communication: What are the best platforms, channels and tones of voice to meet their needs, capture their attention and engage them?
- Online discussions with webcams and web chat
- Filmed ethnography
- Mobile ethnography with BBM
- Day of Discovery: innovative ‘pop up’ research approach in central London
- Friendship groups at home, and out and about
11/08/11: Youth in Transition: Cultural Pressures. How cultural pressures are affecting youth in London.
08/04/11: Young People, Media and Technology: Young people talk about their use of media, social networking tools like MySpace and Facebook; and technology.
08/04/11: Young People, Education and Employment. Young people talking about what they are thinking about jobs, employment, the future, and government cuts.
08/04/11: Meet the Youth in Transition. In their own words, young people talk about education, employment and what's next for their futures.
Thursday 18 August 2011
Advertising secured
Today I had my meeting with Ben Cox of CIA, who have agreed very kindly to give us some of their Creative Review advertising space int he month running up to our exhibition, they have also agreed to let us have some time with their graphic designers Staziker Jones to design our adverts, this is a great opportunity for us, as there is no way we would have been able to afford this sort of advertising ourselves.
Although I haven't secured any actual funds for the exhibition yet, this is just what is needed for the marketing team.
Although I haven't secured any actual funds for the exhibition yet, this is just what is needed for the marketing team.
Monday 15 August 2011
Friday 12 August 2011
Press Coverage
120811
http://www.thisislondon.co.uk/lifestyle/esmagazine/article-23977669-kings-cross-vs-bermondsey.do
ES Magazine - Richard Godwin
King's Cross vs Bermondsey - Where would you rather live?
http://www.thisislondon.co.uk/lifestyle/esmagazine/article-23977669-kings-cross-vs-bermondsey.do
ES Magazine - Richard Godwin
King's Cross vs Bermondsey - Where would you rather live?
Thursday 11 August 2011
Social identity change: Shifts in social identity during adolescence
"Adolescence involves significant shifts in social identity as a function of changes in social context and cognitive style".
"The physical, psychological and social changes experiences by adolescents are such that psychologists generally regard adolescence as a critical period for self and identity development" (Erikson, 1968; Marica 1987).
Erikson also said that the variety of experiences adolescents go through during this time leads to a conflict between their identity and their role socially and psychologically, and that's where the teenage preoccupation with 'Who am I?' comes from. Usually during this time their understanding of self and identity becomes truly integrated, providing some resolution to the question.
Newman and Newman (2001) suggest that adolescents strive to belong (social identity formation) as a precursor to Erikson's suggestion that late-adolescents focus on personal identity and intimacy.
Social identity is a socially derived psychological process reflecting knowledge of one's group memberships and their associated value and emotional significance (Tajfel & Turner, 1979).
Despite some recent research relating to development of social identity (e.g. Bennet & Sani, 2004), most research has been conducted with children, adolescents have been ignored and are assumed to be equivalent to adults (Ruble et al., 2004; Sani & Bennet, 2004).
Teichman and colleagues have carried out the only study with adolescents considering the possibility that developmental trends in social identity might be unique to the experience of adolescence itself. The study included 852 8-17 year olds.
Western culture exposes adolescents to a great deal of change, they are usually subject to 2 major transitions, primary to secondary school, and then secondary school to university. With these transitions adolescents 'confront more diverse and heterogeneous social situations with the possibilities of new social group memberships, roles, expectations and responsibilities (Gecas & Mortimer, 1987; Simmons & Blyth, 1987). This transition can highlight difference between self and others, impacting of social identities (Sani & Bennet, 2004).
Progress through adolescence also usually means a significant change in cognitive processes, younger adolescents see the world in a relatively fixed way, late-adolescents, become more flexible and abstract with their thoughts about the world around them. Early-adolescents are preoccupied with achieving a sense of belonging or affiliation (Bornholt, 2000; Kegan, 1982; Kroger, 2000).
"The physical, psychological and social changes experiences by adolescents are such that psychologists generally regard adolescence as a critical period for self and identity development" (Erikson, 1968; Marica 1987).
Erikson also said that the variety of experiences adolescents go through during this time leads to a conflict between their identity and their role socially and psychologically, and that's where the teenage preoccupation with 'Who am I?' comes from. Usually during this time their understanding of self and identity becomes truly integrated, providing some resolution to the question.
Newman and Newman (2001) suggest that adolescents strive to belong (social identity formation) as a precursor to Erikson's suggestion that late-adolescents focus on personal identity and intimacy.
Social identity is a socially derived psychological process reflecting knowledge of one's group memberships and their associated value and emotional significance (Tajfel & Turner, 1979).
Despite some recent research relating to development of social identity (e.g. Bennet & Sani, 2004), most research has been conducted with children, adolescents have been ignored and are assumed to be equivalent to adults (Ruble et al., 2004; Sani & Bennet, 2004).
Teichman and colleagues have carried out the only study with adolescents considering the possibility that developmental trends in social identity might be unique to the experience of adolescence itself. The study included 852 8-17 year olds.
Western culture exposes adolescents to a great deal of change, they are usually subject to 2 major transitions, primary to secondary school, and then secondary school to university. With these transitions adolescents 'confront more diverse and heterogeneous social situations with the possibilities of new social group memberships, roles, expectations and responsibilities (Gecas & Mortimer, 1987; Simmons & Blyth, 1987). This transition can highlight difference between self and others, impacting of social identities (Sani & Bennet, 2004).
Progress through adolescence also usually means a significant change in cognitive processes, younger adolescents see the world in a relatively fixed way, late-adolescents, become more flexible and abstract with their thoughts about the world around them. Early-adolescents are preoccupied with achieving a sense of belonging or affiliation (Bornholt, 2000; Kegan, 1982; Kroger, 2000).
Sunday 7 August 2011
Riots in London
Over the last few days it has seemed like London is crumbling, rioting and looting each night have caused Londoners to question what is going on with our communities. This is very topical considering my workshops and work with young people. Over the next few weeks I am sure there will be many discussions, debates, editorials and articles trying to make sense of what has happened and what we need to do ensure that the next generation becomes more engaged and invested in their local communities.
Friday 5 August 2011
Press Coverage
050811
http://www.guardian.co.uk/higher-education-network/blog/2011/aug/05/higher-education-director-enterprise-innovation
Guardian - Matthew Caines
Behind the job title: director of enterprise and innovation
Dani Salvadori, director of enterprise and innovation for Central Saint Martins College of Arts & Design, talks to Matthew Caines about generating income and business for higher education
http://www.guardian.co.uk/higher-education-network/blog/2011/aug/05/higher-education-director-enterprise-innovation
Guardian - Matthew Caines
Behind the job title: director of enterprise and innovation
Dani Salvadori, director of enterprise and innovation for Central Saint Martins College of Arts & Design, talks to Matthew Caines about generating income and business for higher education
Wednesday 3 August 2011
Workshop Structure - Iterated
Identi-tee
Ice Breaker - Whole Group
Everyone in the group introduces themselves and shows the group an item they have bought with them, the item is to be something they love, this can be anything, or an image of anything. At the end I try to go round and remember everyone's name and their favourite thing...
(5 mins)
Warm-up - Pairs
In pairs, the young people must say 1, 2, 3, back and forth within the pair.
Person A) - 1
Person B) - 2
Person A) - 3
Person B) - 1
Person A) - 2
Person B) -3
...
etc...
Then Person A) replaces 1 with their name, Person B) replaces 2 with their name and together they come up with a noise instead of saying 3 e.g. clicking fingers, clapping etc.
At the end of this discuss how their names just become sounds once repeated this many times, and so what do their names actually mean to them, what does it say about them? Ask them what they think my name says about me, what assumptions do they make?
(5/10mins)
Who am I? - Whole group
As a group we discuss what they understand by the word Culture and the word Identity. I write the ideas down for the group.
Discuss how people's self image can be influenced by other people.
Talk to the group about ethnicity and nationality, do they understand the difference, how do they see themselves. Discuss how complex this can be, and the problems that can arise if you try to label people.
Finally ask the group to shout out elements that they feel make up their identity e.g. family, friends, interests, ethnicity, appearance, beliefs, values, choices etc.
(10mins)
Break/Quick game - Whole group
Give each person a post-it note and pen, explain they have 30 seconds to draw a picture of themselves on it. Give them 30 seconds. Stop them and then share with the group, discuss who different everyone's picture is, some people will have drawn their faces, their bodies, discuss how everyone sees themselves differently and how we all interpret instructions differently.
(5mins)
Soap Life - Small groups
Each group is given a soap opera name, Eastenders, Coronation Street, Hollyoaks, Emmerdale etc. They are asked to discuss in a group the cultural values reflected in the soap. Do they reproduce the cultural norms and values of our society? Ethnicity, age, sexuality, attitudes towards crime and violence etc.
(10mins)
Break/Quick game - Small groups
Mix the groups up again, give them each a pile of magazines and speech bubble post it notes. Each group is to look through the advertisements, and examine one of the following topics: how men's grooming products are associated with toughness, how women's products are associated with femininity or how age is treated in our culture. Use the bubble post its to write remarks on the people in the adverts about what they are portraying. Share with the group. Guide the discussion on why these messages are set this way, what it means and how they feel about them.
(5/10mins)
10 Things you love - Whole group individually
Hand out worksheets, then ask the group to list 10 things they love, these can be people, objects, belongings, food, music, anything...
(5mins)
Brand Identity - Whole group collectively
Show the group the brand alphabet, see how many they recognise. Discuss how brands have an identity and what do they associate with some of these brand identities? Apple, cool, IBM boring etc
(5mins - optional exercise depending on length of workshop)
Visual Communication - Small groups
Give each small group an image and ask them to tell a story about what they see happening in the image. Discuss how an image can speak a thousand words, and how emotions and feelings can come across through images. Present back to the group and get feedback.
(10mins - optional exercise depending on length of workshop)
Hopes, Dreams, Aspirations - Whole group
Together the group creates a kite or a mobile, to which they each tie their hopes, dreams and aspirations to.
(10mins)
Main Activity : Identi-tee - Whole group individually
Each person to create a T-shirt that visually and externally represents their sense of self, their communities, families, hopes, dreams and aspirations. Provide all the necessary equipment, materials, help and support. Show example T-shirts created by other creatives, discuss the elements they see. Begin session and ensure everyone is spoken to individually to help with progress.
(45mins)
Share work - whole group
Reflect and discuss together
(5mins)
Clarify achievements - whole group
What have we achieved, what skills have we built? Everyone to say one thing they have done in the session they are proud of.
(2-5mins)
Feedback
Ask the group to give feedback on which exercises they enjoyed and why, and what ones could be changed etc.
(2-5mins)
Total length - can be split over 2 sessions
Short workshop - 2 hours
Long workshop - 2.5 hours
Ice Breaker - Whole Group
Everyone in the group introduces themselves and shows the group an item they have bought with them, the item is to be something they love, this can be anything, or an image of anything. At the end I try to go round and remember everyone's name and their favourite thing...
(5 mins)
Warm-up - Pairs
In pairs, the young people must say 1, 2, 3, back and forth within the pair.
Person A) - 1
Person B) - 2
Person A) - 3
Person B) - 1
Person A) - 2
Person B) -3
...
etc...
Then Person A) replaces 1 with their name, Person B) replaces 2 with their name and together they come up with a noise instead of saying 3 e.g. clicking fingers, clapping etc.
At the end of this discuss how their names just become sounds once repeated this many times, and so what do their names actually mean to them, what does it say about them? Ask them what they think my name says about me, what assumptions do they make?
(5/10mins)
Who am I? - Whole group
As a group we discuss what they understand by the word Culture and the word Identity. I write the ideas down for the group.
Discuss how people's self image can be influenced by other people.
Talk to the group about ethnicity and nationality, do they understand the difference, how do they see themselves. Discuss how complex this can be, and the problems that can arise if you try to label people.
Finally ask the group to shout out elements that they feel make up their identity e.g. family, friends, interests, ethnicity, appearance, beliefs, values, choices etc.
(10mins)
Break/Quick game - Whole group
Give each person a post-it note and pen, explain they have 30 seconds to draw a picture of themselves on it. Give them 30 seconds. Stop them and then share with the group, discuss who different everyone's picture is, some people will have drawn their faces, their bodies, discuss how everyone sees themselves differently and how we all interpret instructions differently.
(5mins)
Soap Life - Small groups
Each group is given a soap opera name, Eastenders, Coronation Street, Hollyoaks, Emmerdale etc. They are asked to discuss in a group the cultural values reflected in the soap. Do they reproduce the cultural norms and values of our society? Ethnicity, age, sexuality, attitudes towards crime and violence etc.
(10mins)
Break/Quick game - Small groups
Mix the groups up again, give them each a pile of magazines and speech bubble post it notes. Each group is to look through the advertisements, and examine one of the following topics: how men's grooming products are associated with toughness, how women's products are associated with femininity or how age is treated in our culture. Use the bubble post its to write remarks on the people in the adverts about what they are portraying. Share with the group. Guide the discussion on why these messages are set this way, what it means and how they feel about them.
(5/10mins)
10 Things you love - Whole group individually
Hand out worksheets, then ask the group to list 10 things they love, these can be people, objects, belongings, food, music, anything...
(5mins)
Brand Identity - Whole group collectively
Show the group the brand alphabet, see how many they recognise. Discuss how brands have an identity and what do they associate with some of these brand identities? Apple, cool, IBM boring etc
(5mins - optional exercise depending on length of workshop)
Visual Communication - Small groups
Give each small group an image and ask them to tell a story about what they see happening in the image. Discuss how an image can speak a thousand words, and how emotions and feelings can come across through images. Present back to the group and get feedback.
(10mins - optional exercise depending on length of workshop)
Hopes, Dreams, Aspirations - Whole group
Together the group creates a kite or a mobile, to which they each tie their hopes, dreams and aspirations to.
(10mins)
Main Activity : Identi-tee - Whole group individually
Each person to create a T-shirt that visually and externally represents their sense of self, their communities, families, hopes, dreams and aspirations. Provide all the necessary equipment, materials, help and support. Show example T-shirts created by other creatives, discuss the elements they see. Begin session and ensure everyone is spoken to individually to help with progress.
(45mins)
Share work - whole group
Reflect and discuss together
(5mins)
Clarify achievements - whole group
What have we achieved, what skills have we built? Everyone to say one thing they have done in the session they are proud of.
(2-5mins)
Feedback
Ask the group to give feedback on which exercises they enjoyed and why, and what ones could be changed etc.
(2-5mins)
Total length - can be split over 2 sessions
Short workshop - 2 hours
Long workshop - 2.5 hours
Monday 1 August 2011
Summary
Starting to summarise and re-write my WHAT, WHY, HOW, IF, in preparation for my synopsis...
How can young people be encouraged to develop their personal identities through creative critical reflection?
WHAT
Develop exercises that enable young people to discuss society, culture, values, hopes, dreams and aspirations, in a creative, positive and enjoyable way.
WHY
The physical, psychological and social changes experienced by adolescents are such that psychologists generally regard adolescence as a critical period for self and identity development (Erikson, 1968; Marcia, 1987). These workshops could encourage young people to be confident individuals, enjoy learning, progress, achieve, and become responsible citizens who make a positive contribution to society. They could also be used to help reduce the youth gang culture mentality that can evolve from family breakdown (which leads to crisis in cultural and personal identity). Although there has been some recent interest in the development of social identity (e.g., Bennett & Sani, 2004), most research has been conducted with children, and researchers have assumed adolescents to be equivalent to adults (Ruble et al., 2004; Sani & Bennett, 2004).
HOW
They discuss themselves, their relationship, their society and their environment, and how all these components affect sense of self. Key themes are Personal identities, Healthy lifestyles, Risk, Relationships, and Diversity.
These themes are developed and explored through creativity and reflection:
CREATIVITY Producing artefacts, experimenting with ideas, materials, tools and techniques, taking risks and learning from mistakes.
REFLECTION Exploring the visual, tactile and other sensory qualities of their own and others’ work, identifying how values and meanings are conveyed, developing views and expressing reasoned judgment, analyzing and reflecting on their work and the work of others.
IF
These workshops could lead to developments in the field of personal identity in adolescences, currently this is a non-statutory component of the national curriculum, but I would love to see the use of workshops in schools and youth groups.
How can young people be encouraged to develop their personal identities through creative critical reflection?
WHAT
Develop exercises that enable young people to discuss society, culture, values, hopes, dreams and aspirations, in a creative, positive and enjoyable way.
WHY
The physical, psychological and social changes experienced by adolescents are such that psychologists generally regard adolescence as a critical period for self and identity development (Erikson, 1968; Marcia, 1987). These workshops could encourage young people to be confident individuals, enjoy learning, progress, achieve, and become responsible citizens who make a positive contribution to society. They could also be used to help reduce the youth gang culture mentality that can evolve from family breakdown (which leads to crisis in cultural and personal identity). Although there has been some recent interest in the development of social identity (e.g., Bennett & Sani, 2004), most research has been conducted with children, and researchers have assumed adolescents to be equivalent to adults (Ruble et al., 2004; Sani & Bennett, 2004).
HOW
They discuss themselves, their relationship, their society and their environment, and how all these components affect sense of self. Key themes are Personal identities, Healthy lifestyles, Risk, Relationships, and Diversity.
These themes are developed and explored through creativity and reflection:
CREATIVITY Producing artefacts, experimenting with ideas, materials, tools and techniques, taking risks and learning from mistakes.
REFLECTION Exploring the visual, tactile and other sensory qualities of their own and others’ work, identifying how values and meanings are conveyed, developing views and expressing reasoned judgment, analyzing and reflecting on their work and the work of others.
IF
These workshops could lead to developments in the field of personal identity in adolescences, currently this is a non-statutory component of the national curriculum, but I would love to see the use of workshops in schools and youth groups.
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