(B) Investigating various ramifications of ‘Cultural Identity’
WORKSHOP 2
Title/ AN INTUITIVE MAPPING OF ‘CULTURAL IDENTITY’
Age Range or Target Group/ Youth workers and social workers who deal with the mapping of ‘cultural identity’. The activity is suitable for being applied in multi-cultural groups, composed of individuals with counter-identities.
Duration/ 1 hour and 15 mins
Key Words & Phrases/ cultural identity as has been conceptualized through participants’ perceptions and personal experiences, cultural symbols, shared stories, shared beliefs, cultural identity within literature and texts, cultural heritage.
General Aim-Objectives/ Participants will attempt an initial encounter with the qualitative components of cultural identity, as those have been emerging through a community’s shared symbols, shared stories and shared beliefs.
Instructions (Step-by-Step Process)/
PHASE I:
As a first step, the trainer informs the participants that the workshop grapples with the notion of cultural identity. Subsequently the trainees are asked to form a definition of cultural identity. In other words, the facilitator could form the following question:
- ‘What does the term of ‘cultural identity’ mean for you personally? Which are those elements or parameters which are strongly interwoven with ‘cultural identity’’
Those questions will be asked in order to ‘sow the ground’ for an introductory, in-depth discussion.
After letting participants express their opinions, the trainer provides them with the definition of ‘cultural identity’, as this will emerge from the following video: https://www.youtube.com/watch?v=fCjC7BFOAcA
PHASE II:
Slightly after, participants watch the following video:
[Important Note: It’s being suggested for the counsellor to facilitate by translation those who don’t have the linguistic capacity to understand some notions presented within the video].
Then, participants are asked:
‘According to the video, which are the three components from which the cultural identity arises?’ [expected answers: shared symbols, shared stories, shared beliefs].
The trainers continues with an example of a shared story that determines the Australian cultural identity -or any other example for which a special reference is made within the video-, thereby mentioning that, as the speaker explains within the video, in Australia they tend to share their stories about where Australia comes from, a feature that helps in the formation of a common perception of the inhabitants about their country.
The participants are now asked to take five minutes in order to come up with an example of a shared story, a shared symbol and/or a shared belief which -in their opinion- has contributed the most to the formation of the ‘cultural identity’ of their country of origin/community. Slightly after and while sitting in a circle, the trainees are invited to share those examples with the resting participants.
PHASE III:
As a last step, the trainer glues a series of flipchart papers, as illustrated in the picture, and subsequently asks one participant to lie down on the stitched flipcharts in order for another participant to draw the shape of his body [Important Note: The trainer has to be really careful at this point, as in some cultures touching the opposite body is not politically correct. Accordingly the trainer has to get the permission of the person involved in this exercise, by explaining -before selecting the participants- all the steps of the process that is about to follow]:
Slightly afterwards, by using markers and pens, participants are asked to collaboratively come up with features that define one’s cultural identity, by simultaneously putting them within the body trace.
To conclude, the trainer reads loudly all their findings and invites the trainees to comment on some of them which seem more interesting.
Materials and Resources/laptop, projector, flipchart papers, glue, markers and pens
Media and Techniques/ you-tube videos, creative activities, structured discussions, brainstorming, sharing of personal experiences
Desirable Outcomes and Competences/After the accomplishment of the activity, participants will have begun to recall features deriving from their individual behaviours and which have apparently resulted from their interaction and appropriation with the shared stories, shared symbols and shared beliefs of their community. Hence, they will have started comprehending the fundamental components from which their unique cultural identity is made up.
Debriefing and Questions for Evaluation/ Those have already being provided under the sub-title ‘Instructions (Step-by-Step process)’.
WORKSHOP 3
Title/ THE ‘CULTURAL IDENTITY’ MODEL
Age Range or Target Group/ Youth workers and social workers who deal with the term of cultural identity. The activity is suitable for being applied in multi-cultural groups, composed of people with counter-identities.
Duration/ 1 hour and 15 minutes
Key Words & Phrases/ cultural identity, collective memory, tolerance, cultural value and belief, personal identity, individuality, human interaction, sub-culture, blended identity, divergent behaviour, counter-culture and counter-identity, national identity
General Aim-Objectives/ The participants to acquire a more holistic scientific perception of the ramifications of ‘cultural identity’, by simultaneously comprehending and conceptualizing the notion as a dynamic entity that constantly changes while being affected from the process of interaction and conciliation with external factors.
Instructions (Step-by Step Process)/
PHASE I:
In the beginning of the workshop, the trainees are invited by the facilitator to watch the following video, which refers to a Cultural Identity Model formulated by Sartaj Anand:
[Important Note: The counsellor/trainer is advised to study the ‘Tips for the Educator’, before proceeding to PHASE II of Instructions]
PHASE II:
After watching the video, and without talking, participants are divided by the trainer into groups of four to five people, in order to study in-depth the Cultural Identity Model, formulated by Sartaj Anand. Such target will be achieved by filling in the gaps in the following text that analyses this particular Model. At this phase, the trainers should have printed out, either in flipchart papers (more preferably) or in A4 pages the text, as follows:
The Cultural Identity M_ _ _ _ formulated by Sartaj Anand:
-describes different perceptions about culture and its relation to a c_ _ _ _ _ _ _ _ _ memory, as well as to common values that are able to lead the c_ _ _ _ _ _ _ _ to harmony.
-explains that, the more we know about the cultures of the others, the more openminded, t _ _ _ _ _ _ _ and global we become.
-describes that, despite the fact that our cultural traits, values and beliefs are diverse, we have to show r_ _ _ _ _ _ and understanding to people from different cultures.
-describes that culture is a dynamic entity, as it constantly c_ _ _ _ _ _.
-makes a distinction between the components of the culture that are v_ _ _ _ _ _ -namely behaviours, habits, actions- and those which are latent or hidden, such as beliefs and v_ _ _ _ _.
-describes the ways in which the cultural identity affects individuality and personal identity, thus making us unique, as our p_ _ _ _ _ _ _ values borrow heavily from our cultural values.
-describes why our identity is shaped by: (i) human i_ _ _ _ _ _ _ _ _ _; (ii) external events; (iii) r_ _ _ _ _ _ _ _ _.
-explains that, despite the fact that some people have many cultural identities, those subcultures interact and o_ _ _ _ _ _. Although the effects vary depending on: (i) context; (ii) stage of life; (iii) e_ _ _ _ _ _ _ _ _ _; and (iv) information.
Accordingly, this rationale leads to the following diagram that depicts those effects:
Although, these effects are additive and time dependent, whilst the collectively determine the i_ _ _ _ _ _ _ _.
-Explains that all the subcultures interact like the human beings do in the following way:
(i)by maintaining an identity;
(ii)by creating a reputation;
(iii)while one sub-culture interacts with another culture there is a conciliation of features, within conditions of mutual trust.
And this happens according to a natural B_ _ _ _ _ _ _ _ _ Process. More particularly, this appropriation occurs in three ways:
-Rejection, as some cultural patterns and identity t_ _ _ _ _ are removed;
-D_ _ _ _ _ _ _ _ _ _, as cultural patterns and identity traits are replicated;
-Mutation, as cultural patterns and identity traits are m_ _ _ _ _ _ _. Hence, in this case, multiple 3rd c_ _ _ _ _ _ _ emerge.
Accordingly, the Result of all these repeated interactions is a Blended I_ _ _ _ _ _ _.
And this Blended Identity exists because of the components of I_ _ _ _ _ _ _ _ _ _ and Appropriation, therefore affecting both Self and Sub-cultures.
-Analyses that cultural identities may be Independent or Non-Interactive. Why? Because they may be Critical or Foundational. We can think of these as immovable strongholds or concentrations of self-identity.
In any way, we do not always behave r_ _ _ _ _ _ _ _ _. Culture and identity usually manifest as behaviour, and divergent behaviour is also observed.
-The Model attributes Divergent Behaviour as a response to:
(a) Strong stimuli originating from extraordinary events
(b) Failure to m_ _ _ cultural or contextual expectations.
And particularly this divergence exist because of Counter-Cultures and Counter-Identities that are hidden within the s_ _ _.
These Counter-Identities assimilate unconsciously over a period of time in the identity and surface only when the subconscious overrides the ability to make c_ _ _ _ _ _ _ _ choices.
[Important Note: The hidden words could be found within the section ‘Tips for the Educator’ of the current activity]
While the groups are trying to fill in the gaps of the given text, the facilitator of the workshop moves from one group to another in order to provide guidance or help, by simultaneously analysing a little bit more those points that the trainees seem to find it difficult to approach or comprehend.
PHASE III:
When all the groups have completed the task of the previous phase, the trainer focuses a little bit on the notion of ‘sub-cultures’. Specifically, the trainer explains:
‘Within the Cultural Identity Model you analysed before, it had been mentioned that the cultural identity affects the personal identity, as well as that the cultural identity arises as a result of the interaction and overlapping points of other sub-cultures. Therefore, cultural identity is a blended identity. Have you ever thought about it?
The trainees provide their answers to the former question.
Additionally, the trainer makes a reference on the affections of DNA in the formation of cultural identity, thus urging the trainees to watch the following video before the workshop reaches the end.
[Important Note: It’s being suggested for the counsellor to facilitate by translation those who don’t have the linguistic capacity to understand some notions presented within the video].
Material and Resources/ laptop, projector, printed documents, pens and markers
Media and Techniques /On-line videos with lectures and scientific experiments, analysis of a theory, guided discussions
Tips for the Educator /A brief summary of what is being presented within the video.
Particularly, the video:
- describes different perceptions about culture and its relation to a collective memory, as well as to common values that are able to lead the community to harmony
- explains that, the more we know about the cultures of the others, the more openminded, tolerant and global we become.
- describes that, despite the fact that our cultural traits, values and beliefs are diverse, we have to show respect and understanding to people from different cultures.
- describes that culture is a dynamic entity, as it constantly changes.
- makes a distinction between the components of the culture that are visible -namely behaviours, habits, actions- and those which are latent or hidden, such as beliefs and values.
- describes the ways in which the cultural identity affects individuality and personal identity, thus making us unique, as our personal values borrow heavily from our cultural values.
- describes why our identity is shaped by: (i) human interaction; (ii) external events; (iii) reflection.
- explains that, despite the fact that some people have many cultural identities, those subcultures interact and overlap. Although the effects vary depending on: (i) context; (ii) stage of life; (iii) environment; and (iv) information.
Accordingly, this rationale leads to the following diagram that depicts those effects:
Although, these effects are additive and time dependent, whilst the collectively determine the influence.
- Explains that all the subcultures interact like the human beings do in the following way:
(i)by maintaining an identity;
(ii)by creating a reputation;
(iii)while one sub-culture interacts with another culture there is a conciliation of features, within conditions of mutual trust.
And this happens according to a natural Biological Process. More particularly, this appropriation occurs in three ways:
- Rejection, as some cultural patterns and identity traits are removed;
- Duplication, as cultural patterns and identity traits are replicated;
- Mutation, as cultural patterns and identity traits are modified. Hence, in this case, multiple 3rd cultures emerge.
Accordingly, the Result of all these repeated interactions is a Blended Identity.
And this Blended Identity exists because of the components of Interaction and Appropriation, therefore affecting both Self and Sub-cultures.
-Analyses that cultural identities may be Independent or Non-Interactive. Why? Because they may be Critical or Foundational. We can think of these as immovable strongholds or concentrations of self-identity.
In any way, we do not always behave rationally. Culture and identity usually manifest as behaviour, and divergent behaviour is also observed.
-The Model attributes Divergent Behaviour as a response to:
(a) Strong stimuli originating from extraordinary events;
(b) Failure to meet cultural or contextual expectations.
And particularly this divergence exist because of Counter-Cultures and Counter-Identities that are hidden within the self.
These Counter-Identities assimilate unconsciously over a period of time in the identity and surface only when the subconscious overrides the ability to make conscious choices.
Desirable Outcomes and Competences/ After completing the activity, participants would have:
- conceptualized the term of cultural identity, by analysing those factors that contribute to the gradual modification of prevailing cultural patterns and identity traits.
- understood that their cultural identity constitutes a blended identity, affected by the constant interactions with counter-cultures.
- realized the affections of DNA and other latent factors hidden either in the past or in the individual’s unconscious, through which divergence behaviours of individuals could be justified.
Debriefing and Questions for Evaluation/ Those have already being provided under the sub-title ‘Instructions (Step-by-Step process)’.