Bracher claims that linguistic identity is
the identity register that has the most evident impact on learning http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_1?ie=UTF8&qid=1332184211&sr=8-1
p 17. This makes great sense since so much of our culture and meaning is based
on language. We use language to describe and identify who we are to others and
ourselves. The language that we use to identify ourselves has a great impact on
how we view ourselves and on how others perceive us. For example, someone who
identifies themself using attributes such as a lawyer, mother, soccer coach and
runner perceives themselves and is perceived by others differently than someone
who identifies themselves as unemployed, single mother, smoker and gambler.
Although we all may like to think that we don’t
perceive others based on the language and descriptions used to describe them,
the nature of our society has made us all culprits and victims of perception.
The readings and discussions in this course have challenged me to become more
aware of my preconceived notions and the roles that communities of practice and
identities play in our actions and behaviors as motivating forces. This
includes the impact of language and descriptions we use to describe ourselves
and others.
Part of my job is to manage programs
designed for people who are entering or re-entering the workforce. We can never stress enough how important
language and behavior are to employers. A job interview is a great example of
how we use language as what Bracher refers to as identity-bearing signifiers.
We want the employer to consider us for the job over all of the other
candidates so we use language such as “honest”, “educated” and “trustworthy” to
describe ourselves, “these identity- bearing signifiers embody socially valued
ideals and attributes that we strive to enact” http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_1?ie=UTF8&qid=1332184211&sr=8-1
p 17. Our goal is to have employers recognize these positive identity-bearing
signifiers and hire us for the position.
Many individuals in the groups that I work with don`t use attributes such as
“intelligent”, “capable” and “educated” to describe themselves because sadly, it
is not who they believe they are. If they don’t consider these attributes to be
part of their identity, it is difficult for them to convince employers that
they possess the qualities that employers are looking for. For this reason it
is essential to help the individuals in the group increase their confidence and
self-esteem to liberate them and thus help them develop to their full potential
which will enable them to be successful in their search for employment or
continued education.
Working within these groups I often witness
the rationalizations Bracher refers to in his chapter on linguistic identity. When the individuals in the group have been
unsuccessful in finding employment, they
frequently use these rationalizations to explain why they have not been able to
achieve success. Often they blame their lack of success on someone else, which
in my case is most often the employer. They comment on their lack of respect
for the employer and the employers inability to do their job effectively
because then for the individual it seems as though it is the employers `fault`
and not their own. This allows them to feel less ‘bad’ about themselves.
Bracher refers to this type of rationalization as self-serving attributions,
“deflecting responsibility from oneself for events that negatively implicate
one`s identity” http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_1?ie=UTF8&qid=1332184211&sr=8-1
p21.
Individuals in the group also develop
defense mechanisms such as the sour grapes response that serves to protect
their self-esteem and identity when they are worried that they will not be
successful in a new endeavor. The sour grapes response refers to a situation
when “ we convince ourselves that the outcome we failed to attain was not
really important or desirable to us, then we will not feel as bad about
ourselves for failing to get it” (Hoyle et al. 103) http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_1?ie=UTF8&qid=1332184211&sr=8-1 p 21. Often before they even attempt their
new endeavor they begin to protect their self-esteem by convincing themselves and
others that the outcome they desire is not important (for example, finding work
is not important to them anyway). Bracher refers to this as the “`preempative
sour- grapes rationalization” http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_1?ie=UTF8&qid=1332184211&sr=8-1 p 21.
Sour grapes rationalization and the
self-serving attributions are used often in the groups that I work with because
many of them have experienced a sense of failure in their lives and feel
unsuccessful, in particular, in their job search and ability to gain
employment. However, these types of rationalizations are used on a regular
basis for many people in all aspects of their lives. I am guilty of using both of
these rationalizations especially within my education. I can recall on many
occasions after writing a test or passing in an assignment, convincing myself
and others that I did not do well so that I would not be disappointed and have
to explain to others if I really did not do well. I am also guilty of condemning
teachers or professors of not being fair both before and after receiving an assignment
mark. Taking the responsibility away from myself and placing it on someone else
made it easier for me to accept and explain to others. After reading Bracher’s
chapter on linguistic identity, I have actually identified myself unconsciously
using both the sour grapes rationalization and self-serving attributions.
At some point in our lives we are all
guilty of rationalizing situations as a defense mechanism to protect our
self-esteem and identity. It is important for us as educators to be aware of
these identity-bearing signifiers and the effects they have on learning and/or
the failure to learn “Sometimes students resist becoming involved with or
proficient in certain types of knowledge because such involvement and
proficiency are coded as antithetical to one of their identity bearing
signifiers” http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_1?ie=UTF8&qid=1332184211&sr=8-1
p 18.
