The purpose of this lesson is to help teachers explore the complex ideas of identity, respect, and inclusion. Teachers will recognize and celebrate the identities and cultures within themselves and of the peers around them. By challenging their own opinions and world views, teachers will exercise their ability to be open-minded. Teachers will co-construct an ideal work community where respect and compassion abound. Please keep all conversations in this lesson productive and solution-oriented.
Understanding our own culture or identity begins by examining our preferences, norms, and values. Culture is sometimes referred to as “the water we swim in,” meaning that it is so much a part of our lives that we cannot distinguish between ourselves and our cultural environment. Taking a cultural self-assessment helps us recognize the invisible parts of our identity.
Identity is concerned largely with the question “Who are you?” which can be broken down into our sense of self, or the global understanding a person has of themselves; this includes roles, attributes, skills, abilities, disabilities, behaviors, and associations that we consider most important to us. There are 5 important things to note about identity:
When we positively identify with a group, research suggests that we may feel more altruistic towards others, we may feel esteem from others, and our sense of belonging may intensify, according to Lauren DiMaria at Verywell Mind. zOur self-concept and culture plays a role in our overall wellness.
Once we recognize our own culture and diversity, it becomes important to respect the diversity of others. Everyone has unique experiences and backgrounds that shape their opinions and ideas. Approaching these similarities and differences with an open mind shows respect and improves feelings of compassion and community.
Inclusion is a vital aspect to empathy. Without it, we could not understand the feelings of those outside of ourselves and our circles. By being willing to step outside of our comfort zone, we can create a future of comfortable diversity, empathy, service, and respect.
Showing respect to others begins by acknowledging, understanding, and celebrating how we are the same and different. We show respect by treating others the way we want to be treated. Our attitudes of respect must be evident in our behavior and language towards others. This includes refined communication, positive and open body language, cultural competence and sensitivity, and reacting to conflict productively and with compassion.
Activity 1: (10 Minutes) VIDEO & DISCUSSION
Pass out the Feeling Respect handout. Play the video, “Aretha Franklin – Respect,” in the background while educators list some simple actions from others that make them feel respected. (e.g., knowing people’s names).
Share some favorite ideas. Share the image of Identity-Respect-Inclusion.
Have a discussion:
Activity 2: (30 Minutes) IDENTITY & PERSONAL WELLNESS
According to social psychologist Henri Tajfel, our self-concept is made up of:
Lauren DiMaria summarized some important benefits of social identity:
To understand what shapes your identity, take 10 minutes to create an identity vision board for yourself. These will remain private and can be made using paper/markers, an online document, or slideshow. Here are ideas to get started:
Have a discussion:
Read the following psychology facts about our self-concept and discuss:
When is the development of self-concept finished?
“Self-concept development is never finished. Though one’s self-identity is thought to be primarily formed in childhood, your experiences as an adult can also change how you feel about yourself. If your self-esteem increases later in life, for instance, it can improve your self-concept.” (Kendra Cherry)
What is the difference between self-concept and self-esteem?
“Self-concept refers to a broad description of ourselves (‘I am a good writer’) while self-esteem includes any judgments or opinions we have of ourselves (‘I feel proud to be a good writer’). Put another way, self-concept answers the question: Who am I? Self-esteem answers the question: How do I feel about who I am?” (Kendra Cherry)
Why is a well-developed self-concept beneficial?
“Our self-concept impacts how we respond to life, so a well-developed self-concept helps us respond in ways that are more positive and beneficial for the self. One of the ways it does this is by enabling us to recognize our worth. At the same time, a well-developed self-concept helps keep us from internalizing negative feedback from others.” (Kendra Cherry)
How does culture influence self-concept?
“Different cultures have different beliefs. They have different ideas of how dependent or independent one should be, different religious beliefs, and differing views of socioeconomic development. All of these cultural norms influence self-concept by providing the structure of what is expected within that society and how one sees themselves in relation to others.” (Kendra Cherry)
Have a discussion:
Activity 3: (10 Minutes) IDENTITY ICEBERG
Read through the descriptions together:
Observable characteristics are visible, obvious, exposed, displayed, or exhibited.
Non-observable characteristics are sheltered, hidden, or concealed.
Pass out the Identity Iceberg handout. Referring back to the vision board from the previous activity, list your observable and non-observable characteristics on the iceberg picture from the handout.
Have a discussion:
Activity 4: (15 Minutes) CELEBRATING CULTURE THROUGH STORIES
One of the ways we show respect is to learn more about people, ideas, beliefs, and values that are different from our own.
“Invite someone you don’t know too well to tell you her story. Pledge to do your very best to listen with an open heart and an open mind. If you disagree with someone else’s opinion, set an intention to understand why he believes whatever he believes. You don’t need to agree; you just need to listen to what he thinks, to be curious about where his beliefs come from, and to humanize him. Listen responsibly, holding the person’s words in confidence, grateful to be a listener.”(Aguilar, 2018)
In small groups, have volunteers share stories (personal or retold) that celebrate cultures of all kinds. These cultural experiences can be personal or shared.
Have a discussion:
Activity 5: (15 Minutes) EQUITY & INCLUSION
Using the equality vs. equity image, explain how equality and equity are different.
Read the definitions of inclusion:
Some goals of inclusion include:
Watch the video, “I Love You Just The Way You Are Scene.” [11]
Read through these examples from Mr. Rogers and explain how he practiced equity and inclusion on his show, with the help of his mentor, child psychologist Margaret B. McFarland, an associate professor in the Department of Psychiatry at the University of Pittsburgh.
The Thinking Behind The Neighborhood
A Photo Essay By Sally Ann Flecker. Photography By Jim Judkis.
“Fred Rogers was a lifelong student of childhood and development. Under the exquisite tutelage of the University of Pittsburgh School of Medicine’s Margaret McFarland, he honed his intuitive approach toward children with a solid understanding of developmental principles and an appreciation for the actual work of childhood. Not only did he script every moment of his show, but he also approached every storyline, prop, puppet, and lyric—every last detail—from the perspective of how a child would perceive it and incorporate it developmentally.”
Have a discussion:
Activity 6: (15 Minutes) RESPECT: LESSONS FROM THE ANATOMY OF PEACE
Watch the video, “What is a Projection?” by James Hollis, Ph.D. [9]
Read the following quotes together and discuss the idea of respect.
“There is a question I have learned to ask myself when I am feeling bothered about others: am I holding myself to the same standard I am demanding of them?” (The Anatomy of Peace)
“The more sure I am that I’m right, the more likely I will actually be mistaken. My need to be right makes it more likely that I will be wrong! Likewise, the more sure I am that I am mistreated, the more likely I am to miss ways that I am mistreating others myself. My need for justification obscures the truth.” (The Anatomy of Peace)
“…when I betray myself, others’ faults become immediately inflated in my heart and mind. I begin to ‘horribilize’ others. That is, I begin to make them out to be worse than they really are. And I do this because the worse they are, the more justified I feel.” (The Anatomy of Peace)
“Most wars between individuals are of the ‘cold’ rather than the ‘hot’ variety—lingering resentment, for example, grudges long held, resources clutched rather than shared, help not offered. These are the acts of war that most threaten our homes and workplaces.” (The Anatomy of Peace)
“…no conflict can be solved so long as all parties are convinced they are right. Solution is possible only when at least one party begins to consider how he might be wrong.” (The Anatomy of Peace)
“In every moment…we choose to see others either as people like ourselves or as objects. They either count like we do or they don’t.” (The Anatomy of Peace)
“…whenever I dehumanize another, I necessarily dehumanize all that is human—including myself.” (The Anatomy of Peace)
“Seeing an equal person as an inferior object is an act of violence.” (The Anatomy of Peace)
“So if we are going to find lasting solutions to difficult conflicts or external wars we find ourselves in, we first need to find our way out of the internal wars that are poisoning our thoughts, feelings, and attitudes toward others. If we can’t put an end to the violence within us, there is no hope for putting an end to the violence without.” (The Anatomy of Peace)
“As painful as it is to receive contempt from another, it is more debilitating by far to be filled with contempt for another.” (The Anatomy of Peace)
Have a discussion:
Activity 7: (20 Minutes) BUILDING A RESPECTFUL COMMUNITY
To learn about Aguilar’s framework for building community, watch the following videos and discuss.
Refine Communication
Watch the video, “It’s Not About the Nail,” by Jason Headley.
Scan the chart comparing constricted listening to expansive listening and discuss the difference. (Elena Aguilar)
Have a discussion:
Learn from Body Language
Watch the video, “How to Read Body Language” by Verywell Mind.
“Body language plays a role in building community in these ways (Aguilar, 2018):
Have a discussion:
Develop Cultural Competence
Watch the video, “25 Quickest Ways To Get In Trouble (Or Offend People) While Traveling,” by List 25.
“In order to be culturally competent, you must be able to do the following (Aguilar, 2018):
Have a discussion:
Dealing with Conflict
“I’ve worked in many schools where interpersonal conflict coats everything like an oily residue. You sense it in every interaction between teachers, you hear it between administrators and staff, and you see kids acting out in ways that reflect how the grown-ups around them behave with each other.” (Aguilar, 2018)
Healthy Conflict Sentence Stems (Aguilar, 2018):
Extension: Have staff look through these “66 Ways to build community in your school” and pick their favorite ideas to try out. (Aguilar, 2018)
Have a discussion:
Activity 8: (10 Minutes) COMPASSION IN ORGANIZATIONS
Individually, take the “Compassionate Organization” quiz. Have a discussion:
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