MAPPING DIFFERENCE project/assignment

25%    Mapping Difference (due Sept. 30)

      • 200-300 word reading responses on your blog, due prior to each class (1 point x 10 blog reading responses=10% of course grade) -- see righthand column below for this assignment
      • Identity Mapping Introductions posted on your blog (due Sept. 30) 15 points -- see lefthand column below for this assignment

Getting Started with Mapping Difference

Begin by setting up a blog for this course.

weir quote

 

 READING

OVERVIEW: By 2:30 PM on Tuesday, September 30, complete the following: In your blog, post an identity map, along with a written introduction of yourself using the process below.

For mapping difference try this process below.

Mapping Difference

Identify on your map as background text (which could be placed in Wordle for visual text) responses to the following 4 questions.

  1. Which social identities are privileged by oppression of others?
  2. What are forms of privilege by oppression?
  3. Which social identities are the targets of oppression by unearned privileges granted others.
  4. What are forms of oppression experienced by the targets of oppression?

Map self on top of the visual text by drawing lines to all of the different identities you have occupied/currently occupy.

Use lines in different ways (e.g., dotted, dashed, wavy, colors) for identities most fluid for you or have changed, and provide a key code for the symbols in your map. As you map your identities consider when you became (and continue to become) aware of:

  • The shape of your body
  • The color of your skin
  • Your gender
  • Your sexual identity/orientation
  • Your socioeconomic class
  • Your religious/spiritual views
  • Your political views
  • Your age

The Diversity Awareness reading with discussion of dimensions of diversity on page 4 will also be helpful in constructing your identity map. For the vast majority, people are simultaneously oppressed and privileged as our identity changes in different contexts. Thus, it behooves each of us to work to dismantle systems of oppression and privilege. Diversity awareness, an educational process that involves critiques of and constructing art and other forms of visual culture, is a goal of this exploration of identity mapping.

Discussion questions for your introduction of yourself should include the following.

  • When you look at your map what comes up for you?
  • Are you surprised at all?
  • What did you notice about places you are privileged/targeted?
  • Any new awareness?

Describe and reflect on an incident, experience, or gradual process in terms of giving or lacking privilege or power.
Intersubjective Prompts:

  • How do you see yourself?
  • What is your desired self?
  • How do others see you?
  • How does cyberspace construct your identity by the information you give and the choices you make?
  • Do you have a race? What does race mean?
  • How are the conditions of others part of you?
  • What is your family’s history through the lenses of various theories of race (i.e., religious, scientific, ethnicity, class, and nation based)?
  • How has capitalism worked with racism to write you into the history taught in pre-K–12 schools?
  • What is your history through postcolonial feminist lenses?

Criteria for full credit of an A grade (or the full 15 points of the 100 points total for all assignments in the course) includes that you have posted a visual identity map, along with a written introduction of yourself with evidence of using the process above with inclusion of reference to the readings in your introduction.

Mapping Assignment

Critical Reading Tips

Post a 200-300 word reading response on your blog prior to each class. Use the process of critical reading for understanding the big ideas in the articles that works. Below are some questions and suggestions for critical reading.  

  1. What is the thesis (i.e., statement of the problem) that the writing posits, and how are the ideas developed to make a case for the thesis?
  2. Why is the thesis important and for whom?
  3. What troubles you regarding the thesis and why?
  4. How does or could the thesis (main proposition) in the reading connect to your life and work?
  5. What ideas did you find particularly significant, powerful, or insightful, and why?
  6. What questions arise from the reading that would contribute to class discussion about feminist mapping, ways of knowing, transdisciplinarity, creativity--and other topics of the course?

 

Student Blogs

Click here for how to set up a blog.

BRITTAIN TAUDIEN, BECCA (RAB375)  

CHOI, EUNJUNG (EUC177)

FERNANDEZ, CARLA (CBF140)

FLORESGOMEZ, BESSIE (ezf115)  

HICKS, VERONICA (VQH5044)

HSAIO, Wen-HSIA (WBH5047)

SOTOMAYOR, LESLIE (LCZ5008)