The Cultural Identity Autobiography Project is a personal visual and verbal narrative in which a candidate builds a story of her cultural identity that impacts her views on teaching and learning. The purpose of these verbal and visual narratives is to heighten awareness of candidates’ cultural identity as a step in better understanding of themselves and diverse students they will teach. Cultural autobiography is a reflective, self-analytic story of candidates’ past and present in which they investigate their life experiences and individual, interpersonal, and cultural influences through a cultural-historical lens.
We each have many identities including those we were
born as
such as sexuality, race/ethnicity, body type and those we were
born into
and learn such as gender, culture, religion or spirituality, socioeconomic class, nationality, the norms of our families, etc. Each of our identities influences who we are and how we experience, interpret, and do everything. Our socio-cultural identities dramatically affect how we teach and how we interact with others. The more we understand our cultural autobiographies, build confidence in our own identities, the better we can learn to navigate the complex landscapes of learning to support students from all cultures. When we draw from our own socio-cultural strengths as teachers, understand and improve from our limitations, we are open to learn from other cultures, negotiate cultural meanings impacting students and maintain successful relationships with diverse communities.
Your Cultural Autobiography will be guided by the following attributes. For each of the following cultural identifiers, answers the guiding questions (there are no right or wrong responses to any of the questions):
· How is it evident in your life?
· Is it something you think about on a daily basis?
· What benefits do you have in this country because of this attribute?
· How has it affected your learning and social experience/s?
1. Race
Race is usually understood as a grouping of humans based on shared physical or social qualities into categories generally viewed as distinct by society. In the United States, race is an important category and is judged largely based on skin color. The latest U.S. census included a category for “mixed race” in addition to such categories as “White,” “Black,” “Hispanic-non-White,” and “Asian and Pacific Islander.”
2. Gender Identity
Gender is a social construct about the roles, behaviors, and actions men and women perform in a society. The attitudes, customs, and values associated with gender are learned and are not something we are innately born with. The concepts of sex and gender differentiate a person’s biological sex (the anatomy of an individual’s reproductive system, and secondary sex characteristics) from that person’s gender, which can refer to either social roles based on the sex of the person (gender role) or personal identification of one’s own gender based on an internal awareness (gender identity) (Carlson, 2010; Prince, 2005).
3. Social Class
Social class is culturally defined based on those criteria by which a person or social group may be ranked in relation to others in a stratified society. Common terms you might have heard are “working class,” “poor,” “middle class,” “rich,” “owning class,” etc. There is considerable debate about the criteria that determine social class. Some identify class membership primarily in terms of wealth and its origin (e.g., inherited or newly earned). Others prefer to consider criteria such as amount of one’s education, power, and influence, as well as one’s choice of leisure pursuits.
4. Ethnicity/Nationality
Ethnicity is defined according to the knowledge, beliefs, and behavior patterns shared by a group of people with the same history and the same language. Ethnicity carries a strong sense of “peoplehood,” or loyalty to one’s community. Nationality is defined based on shared citizenship that may or may not include a shared ethnicity. In the contemporary world, the population of most nations includes citizens and resident non-citizens who vary in ethnicity. While we are accustomed to this idea in the U.S., we are sometimes unaware that it is also the case in other nations. Thus, we tend to identify all people from Japan as Japanese, all people from France as French, etc. Similarly, when American citizens of varying ethnic identities go abroad, they tend to be identified as “American.”
5. Religion/Spirituality
Religion and spirituality are defined based on a shared set of ideas about the relationship of the earth and the people on it to a deity or deities and a shared set of rules for living moral values that will enhance that relationship. A set of behaviors identified with worship is also commonly shared. Religious identity may include membership in a world – wide organized religion (e.g., Islam, Christianity, Judaism, Buddhism, Taoism), or in smaller (but also worldwide) sects belonging to each of the larger religions (e.g., Catholic or Protestant Christianity, or Conservative, Reformed, or Hasidic Judaism). Religious identity may also include a large variety of spiritualistic religions, which may or may not be connected to a religious institution.
6. Geographic Location
Geographic location is defined by the characteristics of the ecological environment in which one lives. This may include the characteristics of one’s neighborhood or community (rural, suburban, urban), and/or the natural and climatic features of one’s region (plains, coastal, hot, cold, etc.). This may also include mobility and the number of places where you have lived.
7. Age
Age is defined according to the length of time one has lived and the state of physical and mental development one has attained. Chronological age is measured in different ways by different social groups or societies. In most western societies, for example, age cohort groups are usually identified as infancy, childhood, adolescence, adulthood, and old age. In many non-western societies, the cohort group we define as adolescents may not exist at all, and the classifications of childhood and old age may be longer or shorter. In addition, different societies place different value on age, some placing more emphasis on youth while others venerate the aged.
8. Language
German philosopher Ludwig Wittgenstein argued that the limits of one’s language mean the limits of one’s world. It is through language that most other cultural knowledge is acquired. Children even invent their own language systems, complete with syntactical structures, if no other language is available. Language is meaningful in terms of both its verbal properties (what we “name things, people, ideas), and in terms of its nonverbal properties (its norms regarding interpersonal distance, meaningful gestures, etc.). Some of us speak dominant languages and dialects, others do not. Some are bi- and multilingual, others can only speak one language.
9. Other Categories
There are other ways we may choose to identify ourselves culturally, for instance by our health status, our ability/disability identity, our sexual orientation, or our social status.
Final Statement
State what cultural attributes influence the way you teach and learn. Consider the way culture will influence the way you will teach. Reflect on the ways you have benefited from our educational system in the US.
Instructions for completing Cultural Identity Autobiography Assignment
Part 2 – Due Module 9
Building upon the philosophies, ideologies, and theories candidates have learned through the course and their possible recent teaching experiences, participants revise the cultural identity autobiography visual they created in Module 2 and write a 3-5 page Cultural Identity Autobiography Essay that should be guided by the following questions and address all items on the checklist.
Guiding Questions:
· What changes did you make to your cultural identity autobiography? Why?
· How do you think your cultural identity and your life experiences will influence how you view and interact with your students and their communities?
· What personal bias will you self-monitor as you interact with your students, their parents, and their communities? How do you plan to self-monitor this bias?
· What attributes of your cultural identity will help you establish a connection with culturally and ability diverse students and support your commitment to student success?
The CIAP project is completed in a form of visual (picture/symbol collage for Part I) and verbal narratives (3-5 pp essay for Part II). You will earn a grade of complete/incomplete for this assignment.
To earn a grade of complete, candidate completes all the requirements from a Checklist below.
Cultural Identity Autobiography Assignment Checklist/Rubric:
1. Candidate reflects on both born-as and born-into types of their personal cultural identities.
2. Candidate explores at least 7 attributes of cultural identity (See the description above).
3. Candidate includes the analysis of how her cultural values and experiences impact her views on teaching and learning.
4. Candidate goes beyond description and reflects on how her cultural identity brings opportunities and limitations for teaching diverse students.
5. Candidate identifies possible biases she acquired in the course of previous socio-cultural experiences.
1.
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Cultural Identity Autobiography Project (CIAP) Part 2 Checklist |
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Criteria |
Ratings |
Pts |
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This criterion is linked to a Learning OutcomeBorn-as and Born-into 1. Candidate reflects on both born-as and born-into types of their personal cultural identities. |
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2 pts |
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This criterion is linked to a Learning OutcomeSeven Attributes 2. Candidate explores at least 7 attributes of cultural identity (See the description above). |
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2 pts |
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This criterion is linked to a Learning OutcomeAnalysis of Cultural Values 3. Candidate includes the analysis of how her cultural values and experiences impact her views on teaching and learning. |
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2 pts |
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This criterion is linked to a Learning OutcomeOpportunities and Limitations 4. Candidate goes beyond description and reflects on how her cultural identity brings opportunities and limitations for teaching diverse students. |
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2 pts |
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This criterion is linked to a Learning OutcomePossible Biases 5. Candidate identifies possible biases she acquired in the course of previous socio-cultural experiences. |
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2 pts |
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Total Points: 10 |
I belong to the white race that I. Am white never affected my life until I came to Russia. There, I acutely felt that you were not completely white, especially after the collapse of the Union, having lived the first five years. Every time I felt that society does not always and everywhere accept me. I felt uncomfortable because I was my own among strangers, a stranger, among my own. There is a strong sense of racism. At least, I thought it myself, and I am just the person who clearly understands when they say discrimination. When I arrived in the USA, I realized that everyone is equal here. I never felt like a stranger and never felt uncomfortable. I believe the United States has become my home, favorite, and heart and soul friend.
2. Gender identity:
I was born a girl and never thought about whether I wanted to be a boy. I liked to play with dolls. I liked to play school teacher as a child. In general, it was my favorite role and game in childhood. And I wanted to seat the dolls, as in the classroom, and give them the task. I always wore and loved long hair and hairpins on it, and I loved my mother to braid my hair beautifully and style it. When I arrived in the USA, I began to think that there are people who never feel comfortable in their bodies. I sincerely feel sorry for them because not everyone has the opportunity to change their gender and how unhappy they are at heart. I think that it is difficult for me, of course, to understand them. My formation of personality took place in a country where they never spoke, did not discuss, and banned any topic. I grew up in a country where it was impossible to talk openly about orientation, changing sex, how you feel, and what you are physical. And when I was growing up and even in my family, not my brother, mother, or sister. We never discussed it. I didn’t know that there were same-sex relationships o people who don’t feel comfortable in their bodies.
In the United States of America, there is an opportunity for people to change their gender, have an operation, start a family, and love each other regardless of skin color, race, regardless of orientation. Therefore, there are no problems here whether a girl wants to work in a predominantly male job or vice versa. To me, it seems to be excellent. And so it should be. I was lucky to be born in a country where girls can attend school and universities, which I am, please. There are countries where girls are forbidden to leave the house unaccompanied, which means that it is not permitted to attend educational institutions. Therefore, I consider that I am a happy person. Not everyone has the same opportunity that I have.
3. Social Class:
I was born in Tashkent in the Soviet Union, the Republic of Uzbekistan. At that time, the general mass of people was the working class. The Soviet Union collapsed when I was ten years old. My mother lost her job and was the director of a kindergarten. After my mother lost her job, we lived very poorly. At that time, my family was my mother, brother, and sister. Many people laughed at me at school because I wore my mother’s things, my aunts, and my mother’s friends. Mom had a hard time with us. We simply didn’t have the opportunity to buy new clothes, as we barely had enough for food. I started working very early, at the age of 13. I already worked and helped my mother. My mother lived from job to job, which was a tough time. When my mother passed away, I realized that I needed to change my life, and at 18, I left for Russia. I went to university, graduated, and got a job.
Having lived in Russia for more than 15 years, I emigrated to America. My only regret is that I should have done it sooner. I will not tire of repeating that I am happy in this country and thank God for such a chance to live in this beautiful country. I remember my poor childhood only when I see how my prisoner does not appreciate what they have. I always tell them that you should appreciate and enjoy every little thing. I understand they cannot be like us (my brother and I are his children.) Because they were born at different times and in a foreign country. I think the less
4. Ethnicity/Nationality
I think the less we have, the more we appreciate the little things in life. Since I grew up in a low-income family, I have always wanted to live better and, no matter what, to move forward. And thus, I am grateful to the Lord God that I studied and had such an opportunity. And this means that everything will work out. I was born in Uzbekistan, Where we spoke Russian at school. I learned Russian and Uzbek, which allowed me to ideally talk to Russian and Uzbek. My family was traditionally Orthodox, and we observed all Orthodox holidays. But sometimes, we also followed the Muslim religion because all our neighbors were mainly of the Muslim faith. But this was the Soviet Union, which allowed us to observe Orthodox and Muslim holidays whenever possible freely. When there was such an opportunity, we always cooked plov, a traditional Uzbek dish. But we also visited. My mother and I went to church on major holidays. We always go at Easter. It was a good and good time. In Uzbekistan, “Pilaf “ was often cooked for free during big holidays, and everyone was regale. The children and I always ran, took a plate from home, and happily prayed for a treat.
My grandmother was from Ukraine, and my grandfather was from Russia. My mother was born in Russia. My father is from Kazakhstan.
My nationality and ethnicity, of course, affect my character and my views on the USA. I feel it, and It seems to me that if I was born here or at least finished school, I could achieve much more in this country because there is great potential for good students. My training, social skills, and knowledge would have helped me. I would better understand American culture. Thank God in this country, I never felt like an immigrant; Americans are very kind and friendly people. I am convinced this time again and again.
5.
Religion/Spirituality
I consider myself a religious person and belong to the Christian religion. If you need to go to church, if possible, you can pray with some words, you don’t have to know prayers by heart, and prayers should go from the bottom of your heart. In my family, all religious holidays and traditions associated with them were observed. Most of all, in my childhood, I always looked forward to Christmas and Easter when the whole family got together. We sat at the table, painted eggs, and baked, Easter cakes. This is one of my best childhood memories. Being a Christian has had a significant impact on my life through prayer in difficult life situations. I can always calm down and make the right decision, and I know that God is always with me and that my mother is my guardian angel.
6. Geographic Location:
I was born and raised in Uzbekistan in the city of Tashkent. The climate in Tashkent is moderate, dry, and warm, with an average temperature of t + 8 From May, plus 18. The weather in Uzbekistan is very similar to the climate in Los Angeles because there is no humidity, it is dry, and the heat is bearable. When it snows here in New York, schools, universities, shops, and so on close. People don’t go out. It looks like the end of the world is coming. At this moment, he remembers his childhood, and you understand that there was not much snow in my childhood either. But when I moved to Russia, I realized what winter and cold are. And in New York, I dress warmly because it’s windy here. I am happy that here is a full-fledged winter, full-fledged autumn, spring, and summer. I like that New York is snowy in winter. It’s a kind of magic when everything is covered in snow. In Uzbekistan, thanks to such a climate, dry and sunny, we have a large harvest of fruits and vegetables, which even allows us to send for export. The horror is many mountains and hills, few rivers and lakes. So when I came to the US, I was shocked by the beauty of the ocean, and every time I get a chance, I try to go swimming in the summer and enjoy it. Thanks to the sea, I understand that everything is so fluid in this hectic life, all the stresses we experience every day. Nature is much stronger. The character was created to help us cope with everyday problems. All we have to do is contact her.
7. Age :
My age, I am 41 years old. I came to the USA when I was 34 years old. I had the opportunity to visit some States of America and also Canada. I’m sure there will be more opportunities. I’ve traveled to the many States of America, worked different jobs, and met other people. Since I came to America with the feeling that this is my country and I am still a mod, and that everything is ahead of me, I knew I could learn the language and make new friends and acquaintances. I worked different jobs and met other people, which left their mark on my life. Having received a bachelor’s degree, I decided to continue my education to get a master’s degree. I was significantly influenced by the fact that I am young and have everything ahead of me. Every day, I think about God. For example, when I came to the USA, I was pleased to be such a naive, more open person and softer person, but some circumstances and people made me understand that I don’t need to be so kind and honest. Since I came here alone without any support or help, I could break down at any time or turn around and go back, but thanks to faith in myself and God, I know everything will be fine. Yes, I was, of course, lonely here, away from my family and friends. But in Brooklyn, thank God, there is a Russian community, and I was lucky. I was fortunate with my character because I am pretty friendly and can easily find a common language with people. I get along well with friends and neighbors. I have good classmates. And there is a Russian church here, which is essential. I can always come and pray, sit, be silent, and think about thanking the Lord God. Faith profoundly influences my life, education, and social experience. Also, thanks to my religious upbringing, I grew up to be a successful person, knowing everything would work out. The main thing is to believe in yourself and God.
8. Language
The language I speak three languages: Uzbek, Russian, and English. This is because I was born in the Soviet Union. I believe that the more languages a person knows, the easier it is for him to adapt to different fields of activity. Many people from the former Soviet Union live in New York, so knowing other languages will help me when I become a teacher. Usually, in the home of immigrants, children speak the language of their parents, and only when they enter school does they begin to learn English.
Parents from other countries sometimes do not understand English, but we know that it is essential for a teacher to keep in touch with the child’s parents to know how their children are learning and where they need help. Therefore, knowledge of different languages will allow me better to convey the educational material to children through their parents.
9.
Health status: The state of our health plays a significant role in successful education. In America, many programs help children with various diseases to study at schools at the level of healthy children. This is a tremendous achievement.
There was not even a trace of this in the country where I was born. Suppose the child had some kind of deviation, for example. In that case, he could not walk, he went to school where children with physical and mental disabilities were taught together, which was very wrong, or such children did not attend any school. They stayed home, and their parents taught them themselves. Public schools were by no means adapted for such children.
The boy with such a disability lived in my building as a child. He was brilliant and developed. He did not attend school and did not even leave the house because, in our building, there was a steep staircase along which it was impossible to lower and raise the wheelchair. He was also timid about her problem. Children and adults looked at her unkindly…
If this boy had been born here, I’m sure he would have graduated with honors from school, had many friends, and found a job. I am very sorry that even now in Uzbekistan, there is still such a problem for such children.
Overall Statement:
In Uzbekistan, the education of children is taken seriously. Parents or grandparents teach children to read and write. I knew I was an excellent student when I went to first grade. If I got bad grades, my parents tried their best to correct them.
When I was studying in the USA, my experience in school helped me a lot, and I graduated with a bachelor’s degree with a GPA of 3.78
American education of children in school is different from Uzbekistan. Teachers in Uzbekistan paid great attention to the handwriting of an essay. If it was written without errors, poor handwriting could lower the mark. Each child’s handwriting style is respected.
What I like about the American education system, which is not the same in Uzbekistan, is that every year a child studies with different children. Parallel classes are constantly mixed, allowing children to make new friends and communicate with new people.
Another difference is that here the teacher for the child is a friend. When my daughter signs a postcard to her teacher, she writes to her that she loves her very much. This is so cute. She treats her like a close friend. Only my first teacher was very close to me when I was in school. Other teachers in high school, especially, were strangers to me, whom I obeyed and even feared.
When I finish the Master’s Program, get a license, and go to work in a school, I will take into account all these cultural differences when teaching children.
10. Leaders in Education
My education leader was my first teacher. She taught elementary school basic subjects from the fifth to the eleven grade. I admired her very much and wanted to be like her in everything. In addition to the main classwork, which she explained very quickly, she came up with many exciting learning ways. Our class went to museums and cooked different dishes during school hours, and she even came to visit each student at home. Thanks to her, I decided that I would become a teacher when I grew up. When my mother passed away, I was 16. Before I moved to Moscow during this time, my first teacher helped me a lot. I often called and met with her.
