Desperately seeking self...

Over the years, I have asked: “Who am I?” on a number of different occasions. This existentialist question has likely been posed by millions, if not billions, of people on the planet. Answering this question may incite one to develop a strong sense of self or core identity that many refer to as the ‘real me’, the inner self, or simply I. This core may give the impression that identity is fixed, remaining more or less the same, and therefore supports Bracher’s view that continuity is one of the qualities of identity. On the other hand, this contrasts the notion that identity can also be seen as an assembled list of characteristics and affections. This duality of identity is evident in Erik Erikson’s (1959) Identity and the Life Cycle in which he suggests that “the term identity expresses such a mutual relation in that it connotes both a persistent sameness within oneself and a persistent sharing of some kind of essential character with others” (p. 102). Reading Bracher’s (2006) Radical Pedagogy: Identity, Generativity, and Social Transformation has opened my eyes to how important the subject of identity factors in to our personal development and to what lengths we go to defend it. Identity becomes significant variable in our education, our interactions, and our impact on the world. In this blog, it is my intent to explore what I believe to be the fickle nature of identity; identity not as just a constant, but as a living, changing entity as well.

Identity is a topic of such magnitude that it seems as though the entire Lifelong Processes course has been leading up to the careful scrutiny of this subject. We began by learning through Tomasello's The Cultural Origins of Human Cognition how our bodies develop natural abilities to balance, walk, and associate with others. Next, we studied Wenger's Communities of Practice who helped us see how we learn together through shared interactions in different communities. We now put the mirror up to ourselves and examine the role of identity in learning and how it is registered through i) how we feel about ourselves, ii) how we see ourselves in the world, and iii) the words we use to describe ourselves. This path has lead me to see education as a forum for identity development rather than being synonymous with socialization. To assist in the development of students’ identities, the purpose of education, is to encourage learning and understanding. In order to foster this learning environment, one must have a firm understanding of who their identity. Like they say one cannot love another until one loves oneself.

The Oxford Dictionary of Sociology (1994) submits that in the quest for identity, there exists a division between two groups: optimists and pessimists. Optimists seek greater individuality, flexibility, and self-understanding as they have a wider range of identities. They are also more likely to discover their inner self without the imposition of traditions, culture, etc.. Pessimism allows for the rise of narcissism as they lament life, become more self-absorbed and selfish. This division, drawn from looking up 'Identity' in a sociology dictionary, is the inspiration for this easy test of character. See if your metaphorical glass is half full or half empty by reading the following to yourself.

OPPORTUNITYISNOWHERE

In my opinion, whether or not you read the passage as ‘opportunity is nowhere’ or as ‘opportunity is now here’ does not define you as a pessimist or an optimist; but it can improve one’s self-awareness. I believe that circumstance has an equal part to play in establishing an identity. We wear different masks, put on different hats, and change the tone and pitch of our voice depending on the situation. This emphasizes the role that society plays in determining our individual identity. As Berger (1963) states: “Identity is not something ‘given’, but it is bestowed in acts of social recognition. We become that as which we are addressed. Identities are socially bestowed and socially sustained” (p. 99-100). It is for this reason that identity-bearing signifiers can interfere with learning. A connection resonated with me, as I pondered the possibility of someone hiding their acquired knowledge so as not to be seen as “abandoning their own heritage and identity” (Bracher, 2006, p.19). A student willing to protect their social stature will do anything to defend the appearance of a certain identity. This personality can, in effect, block the acquisition of knowledge, as in the idea of being ‘too cool for school’. Here is an example of one culture’s identity defined by its contrast to an established academic culture. If you are not familiar with the gangsta peace symbol, please refer to the following figures.

Essentially it is the adopted victory sign (two fingers in a V), but presented horizontally rather than vertically. I believe that it is possible that someone using the gangsta peace symbols is demonstrating an understanding of the basic mathematical principal of inequalities (namely greater than and lesser than). This ego-boosting, identity-affirming gesture, as seen in the facial expressions of those portrayed below, confirms that they see themselves as ‘greater than all others. It also implies that anyone else around is ‘lesser than’ them.

                               

Does this signify an individual with a strong number sense who also identifies with a particular sub-culture? Perhaps, or perhaps the individual is not aware of this display of numeracy or aware of it, but only subconsciously. I don’t think it is possible to concretely define any one individual’s identity. We can, most certainly, get a sense of person by taking in how they portray themselves; but as Miles Davis once said: “If you understood everything I said, you’d be me”. Do you understand everything that I've said?

References

• Anonymous. 2012. [photographs] retrieved from google image search for “gangsta peace sign”.
• Berger, P. (1963). Invitation to Sociology, A Humanistic Perspective. New York: Anchor Books.
• Bracher, M. (2006). Radical Pedagogy, Identity, Generativity, and Social Transformation. New York: Palgrave
• Davis, M. (n.d.). Retrieved March, 2012 from http://www.goodreads.com/author/quotes/54761.Miles_Davis
• Erikson, E. (1959). Identity and the Life Cycle. New York: International Universities Press.
• Marshall, G. (Ed.) (1994). The Oxford Dictionary of Sociology. New York: Oxford University Press.