Teaching Identity Performance through Tim O'Brien's "The Things They Carried"

Autor/in	Gratch, Ariel
Titel	Teaching Identity Performance through Tim O'Brien's "The Things They Carried"
Quelle	In: Communication Teacher, 29 (2015) 2, S.71-75 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-4622
DOI	10.1080/17404622.2014.1001418
Schlagwörter	Student Development; Self Concept; Self Expression; Class Activities; Social Cognition; Figurative Language; Group Discussion; Public Speaking; College Students + Suchen Sie Ihr Suchwort? Selbstkonzept; Ausdruck; Soziale Kognition; Gruppendiskussion; Vortrag; Collegestudent
Abstract	People express part of their identity through their style, gestures, speech patterns, and language use. Other people read these displays as presentations of ourself, an insight into who we are. It is important, therefore, for students to recognize their own performance of identity and be able to express that identity in a clear way. By focusing on how they want others to view them, students can see how their actions and words may be used to construct an image of their identity that can be accurately and credibly expressed to others. During the activity described in this article, by defining and expressing their own identities, and by watching how others define and express identity, students examine how to manage their identity in social situations. After completing the activity, students should be able to (a) critically assess their own presentation of identity; and (b) explain how some parts of their identity contribute to their membership in social groups while other parts remain separate from their membership in those groups. Students will work with metaphors to understand and explain their identity. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01