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The final piece of graded work for Climates of Resistance asks students to ‘recalibrate’ their positionalities within environmental racism. Learners will return to the first Identity Introspections they wrote at the beginning of the class to consider how their standpoints have changed in response to course learning, world events, and personal experiences.
This assignment will support students in achieving Learning Objective 1: Explain how intersectionality – the combination of race, class, gender, sexuality, presumed (dis)ability, and other identity factors – functions within (in)justice.
Assignment Details: the second Identity Introspection should summarise takeaways from the course’s (Re)Orientation unit by:
articulating the evolution of personal and collective identity factors;
considering the political nature of claims to allyship and solidarity; and
demonstrating an understanding of systemic injustice and collective action responses to it.
A quality reflection will require 350-500 words (roughly one typed page), though students may choose to submit their reflection via voice memo or another format if desired, so long as they meet the assessment criteria.
Rubric: grades for this “Identity Introspection” assignment will be determined according to the five requirements below.
Acknowledge the identity factors that are most significant to you, and how they might change over time or across context (1 point)
Tips for meeting the criteria:
Before you read your response from Part I, make a new list of at least five characteristics or labels that form part of your identity.
Then look back at Part I: Have any of the words changed?
Reflect on why certain elements of yourself are more meaningful or pronounced, and how this has/has not evolved (1 point)
Tips for meeting the criteria:
Remember that what we exclude is often as telling as what we include.
Talk explicitly about the factors you didn’t name, in comparison with the ones you did.
Reflect on whether any of the labels mean something different, or are more important, as compared with the start of the semester.
Consider what ‘allyship’ and ‘solidarity’ mean to you (1 point)
Tips for meeting the criteria:
Do you consider yourself an ally? to whom?
Are you part of groups that might benefit from (or be harmed by) certain forms of allyship?
Discuss productive and/or destructive actions and attitudes of allyship, solidarity, and collaboration across individuals and groups.
Demonstrate your knowledge of key terms in anti-racist and justice work (1 point)
Tips for meeting the criteria:
Use vocabulary from the Course Glossary to help you summarise what you’ve learned during the semester: What have your biggest takeaways been?
Reflect on your goals for this course (1 point)
Tips for meeting the criteria:
Building on your response from Part I:
Why did you sign up for this class?
What were you hoping to gain?
Did you achieve your goals?
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