This paper looks at the issue of self-expression of identity, focusing on the classroom setting and students with a non traditional sexual orientation or disability.
Written in 2009; 3,035 words; 29 sources; APA; $ 89.95
Paper Summary:
This paper explores several educational theories that deal with the formation of individual identity within the context of a classroom. The paper discusses social justice education theories, critical pedagogy theory, and social identity theory and looks at how these theories can help exlplain the development of identity within the classroom, specifically focusing on students with disabilities or a non-traditional sexual orientation. The paper relates that constructing an identity within the context of a classroom is difficult enough, but adding into that a disability or a non traditional sexual orientation makes the process that much more difficult. The paper concludes that several of the theories examined in the paper prove how identity formulation is in some ways hindered within a classroom based on the categories and labels children place upon themselves.
Outline:
Literature Review
References
From the Paper:
"This is the same concept for students with different sexual orientations; they should first be acknowledged for all of their various identities, and then treated and taught accordingly based on the collaboration of those identities. This type of teaching environment must begin in grade school and continue on into higher education in order to present a solid foundation for these student's identities to grow and flourish all throughout their educational career.
"Children who are forced with a disability have an especially hard time in formulating their own unique identity when compared to physically normal children. Deaf children of all ages suffer a lag in their language and communication skills, which in turn delays their own formation of a conception of a self ..."
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