CHAPTER 6CATEGORIZATION, SUBGROUPS AND IDENTITIES
Discussion questions
1. Which of Hardiman’s social identity stages do you think you are at? What attitudes, values and beliefs of yours do you feel prove this?
2. What voluntary and involuntary ingroups do you belong to? Select one voluntary and one involuntary group – how does your membership give you a sense of belonging?
3. Can you think of an example, real or imagined, that illustrates the concept of insider and outsider morals? What implications does the existence of insider/outsider morals have for intercultural communication exchanges?
4. Can you think of individuals or groups in society who have rejected their ‘interpellated’ identity? What would be the likely consequences?
5. What do you see as the positive and negative aspects of a strong national identity, in regards to intercultural communication? Is it possible for the negative aspects to be overcome?Do you feel they are inherent to the existence of a national identity?
6. Which stage of Bennett’s Developmental Model of Intercultural Sensitivity (DMIS) do the beliefs and attitudes of the Afrikaans government that implemented apartheid reflect? Justify your answer with examples from the chapter and the case study.
7. Why was Afrikaner identity created, and what roles did it play in that particular historical context?What roles does language play in creating and maintaining ethnic identity?
Activities
1. In groups, compile a list of the racial, ethnic and national groups within the class. What does this reveal about the nature of these three types of identity? Is there one type of identity in particular – racial, national or ethnic – that most people consider the most defining to their identity? Why?
2. Read through a national newspaper. What elements of national identity can you glean from it and how are they expressed? For example, certain new stories may reveal a country’s dominant values, which are part of its national identity.
3. In groups, select one of the theoretical approaches to identity (the social psychological approach, the communication approach or the critical approach). Compile a short overview of the approach, to be presented to the class, in which you address the following questions:What are the strengths of this approach? What are the weaknesses? How does this approach explain successful and unsuccessful intercultural communication?
4. Read though the DMIS. What do you believe helps an individual move through the DMIS stages and how? For example, simply attending university might help someone move from one stage to the next as they are forced to interact with people from different races and cultures.
5. Share elements of your own national narratives or myths of origin with your classmates. What elements of national identity do they seek to reinforce? For example, the Australian heritage is one of the ‘underdog’ overcoming adversity and rejecting authority. This aspect of the European Australian myth of origin can be seen to justify national ideals and values such as anti-authoritarianism, tenacity, and mateship.
6. Circles of Identity
Directions:This activity highlights the categories and multiple layers of your identities. It addresses the importance of individuals self-defining their identities and also, resisting stereotypes. Place your name in the center circle of the structure below. Write an important aspect of your identity in each of the rest of the circles – an identifier or a marker that you feel is important in defining you. This can include: Asian, female, mother, athlete, musician, educator, Taoist, or any other descriptors with which you identify.
Tasks:
a. Share a story about a time you were especially proud to identify yourself with one of the descriptors you used above.
b. Share a story about a time it was difficult to be identified with one of your identities.
7. Exclusion Exercise
Directions: This activity provides students with an opportunity to feel and learn what an identity exclusion and inclusion means in practice. At the beginning, it should be explained, using different examples, what it means to be a part of ‘ingroup’ (included) and a part of an ‘outgroup’ (excluded).
After the introduction, the students should:
a. Write down some examples of when you felt excluded. For example, being the only person with glasses in a class, and so on.
b. Describe how it felt to be excluded.
c. Write down examples of when you were members of an ‘ingroup’.
d. Describe your feelings as part of the ‘ingroup’.
e. How did you react to being included or excluded?
f. In small groups, share your answers to these questions with your classmates.