Group identity
Does the teaching build a sense of community and identity?
Group identity in contemporary social theory emphasises the need for schools
to create learning communities in which difference and group identities are
positively recognised and developed within a collaborative and supportive
classroom community. This requires going beyond a simple politics of tolerance.
A classroom which manifests this ideal is one where differences and group
identities are positively developed and recognised while at the same time
a sense of community is created. For example, in a given classroom, Aboriginal
identities are given positive recognition in classroom practices and representations;
Aboriginal students and teachers are given opportunities to pursue aspects
of the development of Aboriginal identities and cultures; all class participants
value this as a positive and legitimate aspect of their classroom community;
and racism is challenged within the classroom, school, and wider communities.
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No evidence of community within the classroom; no positive recognition
of difference and group identities; and no support for the development
of difference and group identities. Students are all treated as individuals.
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Some evidence of community exists within the classroom; some recognition
of difference and group identities; and no support for the development
of difference and group identities.
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There is strong sense of community within the classroom; positive recognition
of group identities; and a supportive environment for the production of
difference and group identities.
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This is one element of the productive pedagogies model which is rarely seen.
Interestingly, one of the best examples of recognition of difference we have
seen was provided by a student. In a year 11 English class the assessment
involved students presenting a tutorial to a small group of their peers on
one of the themes in 'To Kill a Mockingbird'.
In one of these tutorials, which contained five students (three males and
two females) and the female class teacher, one of the female students presented
a tutorial on the differences between women's rights in the 1930s and the
1990s. Throughout the tutorial the student drew on the experiences of the
female students and teacher to explain their attitudes to the issues she was
raising.
The thoughts of these students and teachers were treated as important because
they were female. The difference between their attitudes and that of the male
students was clearly recognised, even though the male students were quite
supportive of the female students' views.
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