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  • Mary P. Follett: Creating Democracy, Transforming Management.
  • Title Information.
  • Chapter 1. A Critical Reflection: Exploring Self and Culture.
  • Exploring Identity?
  • Finite element method.
  • Magnum Pro.

Kristallnacht Responding to a Refugee Crisis Race and Space The Holocaust: Bearing Witness The Holocaust: The Range of Responses Justice and Judgment after the Holocaust How Should We Remember? Choosing to Participate. Add or Edit Playlist. What factors shape our identities? What dilemmas arise when others view us differently than we view ourselves?

How do our identities influence our choices? Students will identify social and cultural factors that help shape our identities by analyzing firsthand reflections and creating their own personal identity charts.

Learn a new culture - Julien S. Bourrelle - TEDxArendal

Our exploration of identity includes questions such as: To what extent are we defined by our talents, tastes, and interests? By our membership in a particular ethnic group? By our social and economic class?

I Read Where I Am

By our religion? By the nation in which we live? How do we label and define ourselves, and how are we labeled and defined by others? How do our identities inform our values, ideas, and actions? Answers to these questions help us understand ourselves and each other, as well as history.

Using Identity Charts as a Teaching Strategy Identity charts are a graphic tool that can help students consider the many factors that shape the identities of both individuals and communities. In this lesson, students will use identity charts to analyze the ways they define themselves and the labels that others use to describe them.

Sharing their own identity charts with peers can help students build relationships and break down stereotypes. In this way, identity charts can be used as an effective classroom community-building tool. A sample identity chart is included below. Introduce Identity Explain to students that today they will be thinking about what makes up their identities and reading firsthand accounts of how various individuals grapple with the different ways they define themselves and are defined by others.

I Read Where I Am: Exploring New Information Cultures

They might list, or write in complete sentences, the first five to seven ideas that come to mind when they think about this question. Now ask students to use the information from their journals to create an identity chart. You might start an identity chart for yourself on the board to help your students understand the format. Make sure that students create their identity charts on a new page in their journals, because they will be adding to them throughout the lesson and later in the unit.

Explore the Complexity of Identity Next, have students read four personal reflections on identity using the Jigsaw teaching strategy. You might record this list on the board or on chart paper. Identity Chart Journal Reflection Ask students to reflect on their own identity charts in their journals by selecting from the following questions: What parts of your identity do you choose for yourself? What parts of your identity do you think are determined by others, by society, or by chance? Whose opinions and beliefs have the greatest effect on how you think about your own identity?

What dilemmas arise when others view you differently than you view yourself? What aspects of your identity do you keep private in order to be accepted?

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What aspects of your identity are you willing to change to fit in? You might tell students in advance that they will be assessed on these conversations in order to ensure that everyone contributes. How does the tracing of humanity tie into the book? I think in most of the images there is the trace of humans… In virtually all of them I suspect.

Maybe there are one or two from Norway where that is less the case.

But generally there is a touch of human presence in every picture. The reason I shot those trees was that it looked to me like Arabic calligraphy. I am fascinated about images, form, and the places they take us to when we look at them. There are images of the standing stones in northern France which are almost human.


I Read where I Am: Exploring New Information Cultures

Looking at them I almost feel that they may stand up and strut off across the landscape. Do you think there is an over formalised idea of what landscape is, or what it can do? But all of the images suggest the idea of landscape. That painting I photographed depicts a familiar trope in the history of art. It is a painting of Susanna and the Elders — which scholars have often read as being voyeuristic — people were interested in painting that particular bible story because it offered the chance of showing a naked women being leered at. And that image became something closer in looks to an aerial or landscape photo.

Its that sort of ambiguity that I particularly enjoy.

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Landscape is a specific genre, at least it was when the Dutch came up with the word in the 17 th century. These layers of pre-text or thought that come with particular landscapes interest me also. As John Berger said, photographic images are discontinuous — they leave you wondering…. Dear Magnum user, We have made some changes to our site.

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Showing all editions for 'I read where I am : exploring new information cultures'. Year Language English 7 Undetermined 1. Print book.