Reference no: EM134033299

Cultural and Linguistic Diversity, Bachelor of Early Childhood Education

Assessment: Invigilated and Staged Autobiographical Reflection

Assessment Objective

Students to identify the key set of culturally based expectations, skills, talents and abilities that were valued in their family and community when growing up and reflect on how these influenced their intersectionality and educational journey.

This reflection exercise asks you to explore the cultural assets (expectations, skills, talents, abilities) valued in your family/community growing up and analyze how they have shaped your intersectional identity and educational path. This isn't about finding "right answers" but about developing critical self-awareness of how your background serves as both foundation and lens for learning. Understanding cultural value systems can help frame the context of this reflection.

Step 1: Brainstorm Cultural Expectations – Week 1 (collect information from an interview with your families and relatives)

Create a three-column chart with these headings: Family, Community, Contradictions.

Family Expectations: List 5-7 expectations explicitly or implicitly communicated.
Examples: "Education comes first," "Don't bring shame to the family," "Be independent and speak your mind," "Put family needs before individual wants," "Respect your elders without question."

Community Expectations: Consider religious, ethnic, geographic, or social communities.
Examples: "Give back to your community," "Uphold our traditions," "Assimilate and succeed in the mainstream," "Question authority," "Survival first, education later."

Contradictions: Note where family and community expectations conflicted, or where expectations within one group changed over time or context.

Step 2: Inventory Valued Skills & Abilities – Week 1 (collect information from an interview with your families and relatives)

Answer these questions with concrete examples:

1. What talents were celebrated? (Artistic, athletic, mechanical, social, academic in specific subjects, caregiving, entrepreneurial, spiritual)

What counted as "being smart" or "being helpful"? Was it getting straight As, fixing things, mediating conflicts, earning money, caring for siblings, remembering traditions?

What communication styles were rewarded? Were eloquent speakers, careful listeners, diplomatic negotiators, or assertive debaters most valued? You may also consider ideas related to cross cultural communication while reflecting on family and community interactions.

What problem-solving approaches were modeled? Was it self-reliance, collective consultation, following established procedures, or creative improvisation?

Step 3: Analyze how they have shaped your intersectional identity and educational path in Week 2.

Tips for Success

Be Specific: Instead of "My family valued education," write, "My grandparents, who had limited schooling, saved for years to buy a set of encyclopedias, signaling that book knowledge was a path to a better life."

Be Honest & Courageous: It's okay to discuss tensions, contradictions, and struggles. Critical reflection requires it.

Proofread for Depth: Ask yourself: "Have I moved beyond description to genuine analysis?" "Does my reflection show how and why my journey unfolded as it did?"

Note: Gen AI is not allowed in this assessment as this is a personal reflection and all the reflection must be authentic and individualized in this assessment.

APA7