Course Organization

The content focus of this curriculum, Identity: The Self & Others, aims to explore identity with students. The Curriculum begins with an investigation of the self, identifying strengths and goals. The second part of the curriculum turns those findings outward, to explore social interactions with a focus on presentations and reception of the intersectional self with others. The final third of this curriculum guides students to make connections between these complex understandings of collective ‘selves’ within larger systems for the purpose of conflict resolution, positive peace, and community building.

This curriculum is designed to be setting-agnostic, and includes guidance for educators to adapt their units and lessons to their and their students' specific needs and experiences. This curriculum is like a resource, a toolkit. We give teachers the most flexibility to alter the content based on the local situation to best suit their students’ needs. All aspects of the lessons, activities and assessments should be in service of the curriculum essential question: “What makes an identity and how do identities interplay with each other and the community at large?” All lessons are planned to be 60 minutes long. 

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Learning Environment Construction

Establishing an optimal learning environment is a foundational element in the effective delivery of the "Exploring Identity: The Self & Others" curriculum. An inclusive and respectful, and a brave and safe space plays a pivotal role in shaping students' engagement, understanding, and application of the core concepts. In this section, we will delve into some important learning environments that will pave the way for meaningful exploration of identity, empathic communication, and collaborative conflict resolution.

              An Inclusive and Respectful Space
In an inclusive and respectful space, every student, regardless of their racial, religious, or ethnic background, gender, learning style, or ability, is ensured equal access to educational opportunities. Also, open dialogue and diverse viewpoints are welcomed and respected, while stereotypes and biases are not, with the understanding that this encouragement for diversity is bounded by legality, ethics, and the principles of respectful discourse. In this environment, all students, including those who may have felt marginalized, are embraced as indispensable contributors. This approach ensures that our classroom becomes a safe space for learning, respectful exchange, and the constructive exploration of varied perspectives. Tips for creating an inclusive and respectful space see Appendix 1.

             A Brave and Safe Space
In a brave and safe space, we purposefully construct an environment where students feel the freedom to make mistakes without lasting judgment, fostering an atmosphere conducive to critical, honest, civil, and challenging discussions about sensitive topics. This extends to acknowledging the challenges both students and faculty may face when engaging in conversations surrounding difficult subjects like race, power, privilege, and various forms of oppression. The goal is to encourage an open and supportive atmosphere, ensuring that students not only feel secure but are also motivated to explore and learn from discussions that may inherently be challenging,  where students can confidently tackle complex and sensitive topics. Tips for creating a brave and safe space (see Appendix)

             Other tips

1. Flexible Seating Arrangements     

   • Arrange seating flexibly to accommodate various groupings on different days.

   • Foster an environment that encourages collaborative work through adaptable seating.

2. Technology Integration

   • Address technology needs for specific units and lessons, communicate in advance about specific requirements for technology use in assessments and activities, and accommodate individual students’ needs (see Inclusion Notes in lessons).

 

We also provide guidance for Agreements for Multicultural Interactions (see Appendix 3) and How to Create Class Rules Together with Students (see Appendix 4).

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Support for Teachers

In this curriculum, teachers will guide students through a process of self- and social-discovery and finally peacebuilding that span various communities and identity groups. To facilitate a smooth journey for teachers, we have some recommendations on how to better prepare for peace education, identity, and critical thinking. These suggestions aim to assist educators in enhancing their readiness for the curriculum. Here are some suggestions: 

• Participate in peace education/ peacebuilding training

• Join a condensed identity activity in professional development

• Arrange time for collaboration with other people with similar task

• Create space to model critical thinking in real-world problem-solving

• Join professional development and training

Additionally, we would like to emphasize support for tackling potential conflicts in the classroom, including preparation and response strategies, as well as mental health-related assistance, which can be found in “Guidance Note on Conflict Sensitive Education” (INEE, 2013).