The Various Factors Determining Human Identity - Research Paper Example

The Various Factors Determining Human Identity Introduction This stimulus booklet offers various aspects of the issue of identity and related problems. The identity of a nation is linked with its culture, language, religion, and ethnicity commonly shared by its citizens. However, in a multicultural nation the possibility of identity crisis can occur among the people as the citizens are moved by more than one language, ethnicity, culture and commonly shared values. The five texts used in the stimulus booklet are carefully selected with a view to familiarize the learners the various factors determining one’s identity in general and to build awareness among the students regarding the Australian identity in particular. The poem “As I Grew Older” shows the identity crisis of a black boy growing up in a white-dominated society in the United States of America. The cartoon prompts the learners to think of the need to build up one’s own unique identity rather than imitating others. The third text deals with the issues related to defining Australian identity as there are different sources behind it. The fourth text shows how Australia’s policy of multiculturalism and migration has contributed in shaping its unique identity. The profile of Oodgeroo Noonuccal is included in the sample booklet to motivate the learners to spread their national and aboriginal identity, drawing inspiration from the life and poems of the great poetess. These texts are intended as stimulus for responding to and composing a variety of texts relating to the Area of Study. The texts in this booklet provide students with opportunities to explore, analyze, interpret and find how the concept of identity is dealt with in these texts; the texts also offer scope for the learners to understand the variety of perspectives employed in each text and to find out the connection between and among texts. How the concept of identity is represented in the text and how the texts relate to each others. Deconstruct and document the content, structure, language features of each text and its relationship to identity (250 words each text, 250 X 5 = 1250 words) Text 1: As I grew older (201). PoemHunter.com, retrieved 29 September 2010 from, http://www.poemhunter.com/poem/as-i-grew-older/ The poem “As I Grew Older” by Langston Hughes deals with the oppressed and suppressed identity of a Black boy who is forced to remain in the shadow of the wall of racism dictated by the white-dominated American society. The poem explicitly states that growing up for the Black man in America is a painful process in the course of which he is made to shed all his dreams. As the boy grows up he discovers that he is only a shadow destined to live in darkness in the social sphere. The poet, being a Black writer himself, states that the poet had a clear cut dream in his childhood; however, as he grew up he could find that a wall was building up between him and his dream-the wall of racism. Later the poet realizes that it is because he is black that he is unable to fulfill his dreams. However, towards the end of the poem, the poet wants to break away the wall; he wants to come out of the shadow by breaking the wall. Thus, the poem ends on an optimistic note where the speaker hopes that he can put an end to the wall of racism one day. There is no doubt that the selected poem will provide the learners with new insights regarding how one’s identity is being shaped. The learners should understand that there are people who are never permitted to display their identity freely in the society. In the poem, the Black boy is forced to accept his identity that is thrust upon him. It is very much important for the learners to think of the external forces that shapes one’s identity and to realize that one’s identity can be suppressed and oppressed in the society. The learners can also think of the obstacles and hindrances before them that prevent them from seeking their own unique identity. Text 2: Identity cartoons and comics (n.d). CartoonStock, retrieved 29 September 2010 from, http://www.cartoonstock.com/directory/i/identity.asp The second text that displays a cartoon on identity is highly thought provoking. Even though the carton seems to be so short in content, there is no doubt that it will give ample motives for the learners to think of how one moulds one’s choice and identity in life. It is very much significant for the learners to find their own unique path in life rather than finding someone for them to imitate. The rationale for selecting the given text in the stimulus booklet was to motivate the learners to follow their own unique path in life. It is a common fact that people like to follow and imitate others rather than trying to find out their own aspirations, desires, and search for identity. There is no doubt that the selected cartoon offers scope for ample discourses in the classroom. The students can put themselves in the shoes of the streeter who finds both of the placards in his/her way. The students can be divided into two separate groups and one group can be directed to sort out the ways by which they can find their own unique ways whereas the other group should be directed to find out the ways on how people try to imitate others. It is expected that the group works will provide stimulus for the learners for original and critical thinking. The carton will also make the learners to understand the fact that there are crucial points or decisive moments in one’s life when one has to choose between two choices in life based on which one’s future is shaped. Text 3: Longstaff, S (n.d.). St James Ethics Centre, retrieved 29 September 2010, from, http://www.ethics.org.au/ethics-articles/australian-identity Simon Longstaff’s article entitled “Australian identity” throws light on various aspects of the concept of Australian identity. For the author, the common Australian identity is perpetuated through images and icons such as the Bondi Beach, ‘Outback, the MCG, kangaroos and crocodiles, meatpies, militant trade unions and so on’. However, the author goes on to purport that the very notion of defining Australian identity is problematic as “there are so many different sources contributing to the country's social amalgam”; as a result, one can come across different understandings, images and beliefs representing the so-called Australian identity (Longstaff). The text, thus, pinpoints at the core issue that surrounds the question of Australian identity and the learners can make a list of the points as to what constitutes the Australian identity today and how an Australian can be distinguished from other citizens. In the latter part of the text, the author tries to unearth how factors such as immigration and pilgrimage have not adequately contributed to the making of the Australian identity. For him, Australia never had to wage any revolution to win self-government and independence like many other nations who thus developed a common identity that was shared by all the citizens. Another noteworthy observation made by the author is that the lack of a common national identity has resulted in “openness to new ideas, experiences and relationships” among the Australians which he conceives as an added advantage (Longstaff). The text provides ample scope for discussion and debates among the learners whereby the learners not only think of the underlying factors behind the notion of Australian identity but also improves their communication skills for arguing and synthesizing. Text 4: How do Australian heroes influence Australian identity (n.d.). Centenary of Federation Project, retrieved 29 September 2010 from, http://users.tpg.com.au/adslsrxj/federation/National_Identity_by_Nur.htm The web article “How do Australian Heroes influence Australian Identity” offers a comprehensive understanding of what constitutes one’s identity. The article makes it clear that the identity of a nation “means more than being an independent nation or a geographical location”; in fact, the identity of a nation is more complex and deep as it involves “the lifestyle, thoughts, faith, arts, sport and how we respond cross-culturally to the values of heroes” (National Identity by Nur). The text demonstrates that both multiculturalism and migration from overseas countries have made Australia an abode of various cultures, languages and traditions making it difficult for the nation to claim a common identity. Thus, the nation has a large variety of cultural diversity and the migrant populations have immensely contributed to the making of the modern Australian society. However, one can claim that the nation shares a collective identity that is being shared by its migrant population. The author is of the opinion that the policy of multiculturalism has benefited the nation as it has made the nation ‘culturally more dynamic and more varied’. The growth of new middle class non-English-speaking migrant communities is another factor that adds diversity to the Australian identity. Identity among Australian aboriginal society poses another significant problem as they possess their own unique culture, religion, race, and political preferences. However, the author considers it as a positive sign that in spite of having racial and ethnic diversity, the Australians are united by “the law, and the core values and standard” of the society. To conclude, it can be stated that the whole article stresses on the nation’s multicultural policy in determining the nation’s identity and the learners can very well comprehend from the text how multiculturalism has played a pivotal role in shaping the cultural identity of Australia. Text 5: Oodgeroo Noonuccal,1920-1993 (2004). Dropbearito, retrieved 29 September 2010, from, http://www.dropbearito.com/oodgeroo_noonuccal_profile/ The fifth text, a profile of Oodgeroo Noonuccal, is included in the stimulus booklet as the author is an aboriginal poet cum activist and has immensely contributed to the social, cultural and political spheres of Australian life. The contributions made by the great writer in fostering the cultural diversity, cross-cultural understanding, civil rights and the indigenous culture in Australia can never be forsaken and as such it is anticipated that the text will boost the morale and motivate the learners not only to learn about their culture but also to promote and glorify it. The writings as well as the efforts of Oodgeroo had been instrumental in uplifting the social status of the Aboriginal citizens of Australia who were not even granted the right to vote until 1967. Similarly, the efforts made by Oodgeroo at the University of New South Wales in “creating new teaching and educational materials focusing on Australia's history and that of its indigenous peoples and cultures - thereby helping fill a major area of cultural reconciliation and educational need” have really been commendable. The learners can be asked to read a number of poems written by the poetess and they can be asked to make a collection of her poems. Besides, the learners can be asked to do a follow up activity whereby they can identify the common threads regarding the Australian identity that they come across in the writings of the poet. The activity is sure to enhance then learners’ understanding regarding the life and culture of the aboriginal and indigenous population of the nation. Text 6: Noonuccal indigenous people (2007). Griffith University, retrieved 29 September 2010 from, http://www.cit.griffith.edu.au/~davidt/redlandbay/oodgeroo.htm The core text included in the stimulus booklet is a poem by the same author. The poem “We Are Going” is selected as the core text as it gives a clear cut picture of the problems of identity in the Australian society, mainly among its aboriginal population. The poet opens the poem by stating that the aboriginal people became silent and subdued with the arrival of certain outsiders into the region. The poet states that the aboriginals came to Australia, a ‘place of their old bora ground’ but were shocked to find that the land was occupied by white men who ‘hurry about like ants’. The poem echoes the sad, regretful tone of the aboriginals who admit that they are strangers in the land now even though the whites are the actual strangers to the land. 'We are as strangers here now, but the white tribe are the strangers. The aboriginals, thus, cherish their old ways, the corroboree, the bora ground, the old ceremonies, the laws of the elders, and the tribal legends; however, the realization haunts them that they have become strangers to all these. The title of the poem is very much significant as it points towards the theme of the poem. The aboriginals lament that they are going as they understand and experience for certain that there is nothing left of the aboriginal culture in the land and that they are alienated from their own roots. They are not happy with what is being left of their culture, identity and tradition. The text is of importance as it clearly demonstrates the tension that prevails in Australia between the whites and the aboriginals when it comes to identity and culture. It is expected that the learners will probe into the identity crisis and issues faced by the Aboriginals and indigenous population in the nation. Step 3: Text 1 Outcomes Teaching and learning strategies Resources Annotations Lesson 1 5. A student communicates ideas effectively using appropriate language forms, features and structures. Activity 1: discussion. The teacher initiates a discussion in the classroom on how racial discrimination can shatter one’s identity. Students are prompted to identify the possible hindrances caused by all sort of discriminations. A flaw chart depicting the possible effects of discrimination such as segregation, marginalization, lack of opportunities, suppression, oppression, inferiority complex etc. (See Resource 1) Teacher initiates the discussion and provides scaffolding wherever necessary. Lesson 2 1. A student recognises some of the relationships between context and meaning. 7. A student interprets texts using key language patterns and structural features Activity 2: deconstructing and reconstructing the text. Students are asked to deconstruct the text and make a note of the real implication of the key vocabularies in the poem such as ‘shadow’, ‘wall’, ‘dream’, ‘darkness’, ‘night’, ‘sun’ etc…. The poem “As I Grew Older” Goes through the student made notes and offer necessary guidelines. Lesson 3 11. A student reflects on and assesses own processes of responding and composing. 6. A student responds to and composes texts for a range of purposes and audiences, in various forms, modes and media. Activity 3: Group work-converting the poem into a story. Students in groups are asked to convert the poem into a story from an oppressed and marginalized black boy’s perspective. The poem “As I Grew Older” Observes students’ interactions. Text 2 Outcomes Teaching and learning strategies Resources Annotations Lesson 1 5. A student communicates ideas effectively using appropriate language forms, features and structures. 3. A student understands how the responder interacts with text and context to shape meaning Activity 1: Group Discussion. The learners are divided into two groups. Each group is assigned to collect as many points as possible on either of the two questions been raised in the given cartoon. Identity cartoon observes and records student responses. Lesson 2 4. A student develops language relevant to the field of English. 5. A student communicates ideas effectively using appropriate language forms, features and structures. Activity 2: Debate. The learners conduct a debate in the classroom based on the points each group has collected. At the end of the debate, it is expected that the students develop a better picture of how one needs to find one’s real identity. Identity cartoon Students made notes in groups. Observes students and records their performance for evaluation. Lesson 3 6. A student responds to and composes texts for a range of purposes and audiences, in various forms, modes and media. Activity 3: Making one’s Own Cartoon on identity. The students can be encouraged to make their own individual cartoons on one’s identity. All the individual cartoons can be displayed in the classroom. Chart paper to make the cartoons Listens to students’ responses and encourages them. Text 3 Outcomes Teaching and learning strategies Resources Annotations Lesson 1 3. A student understands how the responder interacts with text and context to shape meaning Activity 1: Students are asked to go through the article carefully and to make a list of the common images that contributes to Australian identity. Later, the teacher elicits responses from the students and add to the list. The article “Australian identity” Listens to students’ responses. Lesson 2 6. A student responds to and composes texts for a range of purposes and audiences, in various forms, modes and media. Activity 2: Group Activity. Students are asked to identify the “different sources contributing to the country's social amalgam” as mentioned in the article. Each group transforms their observations in the form of a write up and present them in the class. The article “Australian identity” Teacher goes through the write ups made by each group and offers the necessary scaffolding. Lesson 3 8. A student uses a range of appropriate processes and technologies to investigate, organise and clarify ideas. 9. A student uses effective work practices. Activity 3: Cultural unity and cultural diversity task. The students are asked to categorize the factors leading to Australian identity under two heads-cultural unity and cultural diversity. Later, the points are consolidated by the whole class. The article “Australian identity” Motivates the learners, and offers them scaffolding wherever necessary. Text 4 Outcomes Teaching and learning strategies Resources Annotations Lesson 1 5. A student communicates ideas effectively using appropriate language forms, features and structures. Activity 1: Discussion on how multiculturalism and migration have contributed to Australian identity. Students are asked to go through the whole article and identify the cultural diversity brought out through multiculturalism. The article “How Do Australian Heroes influence Australian Identity”. Listens to students’ responses. Lesson 2 8. A student uses a range of appropriate processes and technologies to investigate, organise and clarify ideas. 6. A student responds to and composes texts for a range of purposes and audiences, in various forms, modes and media. Activity 2: A Seminar on ‘Race, Ethnicity, and Cultural Diversity in Australia’ which is being presented by selected learners. After the seminar there should be scope for further open discussion and interaction with all others in the class. The article “How Do Australian Heroes influence Australian Identity”. Listens to students’ performances and responses. Lesson 3 8. A student uses a range of appropriate processes and technologies to investigate, organise and clarify ideas. Activity 3: The teacher shows certain pictures and video clips showing the life style and culture of the Australian aboriginal society and asks the learners to identify what distinguished the Aboriginal identity in Australia. Pictures and video clips showing the life style and culture of the Australian aboriginal society (See resource 2). The teacher elicits responses from the learners. Text 5 Outcomes Teaching and learning strategies Resources Annotations Lesson 1 6. A student responds to and composes texts for a range of purposes and audiences, in various forms, modes and media Activity 1: The learners go through Oodgeroo Noonuccal’s profile and make notes on the major thematic concerns of the poet. The profile of Oodgeroo Noonuccal. Listens to students’ responses, and offers necessary scaffolding for the note-making task. Lesson 2 9. A student uses effective work practices. 10. A student understands and uses various and appropriate strategies and styles of learning. Activity 2: Group Activity. Students sit in groups and consolidate their understanding of the contributions made by the writer towards the cultural diversity, cross-cultural understanding, and the indigenous culture of the nation. The teacher can provide necessary guidelines and scaffolding. The profile of Oodgeroo Noonuccal. Observes students’ interaction and offers necessary scaffolding Lesson 3 9. A student uses effective work practices. 6. A student responds to and composes texts for a range of purposes and audiences, in various forms, modes and media Activity 3: Follow up activity: Students are asked to go through at least three poems of the poet and make a review of those poems in connection with the concept of Australian identity. Any three poems of Oodgeroo Noonuccal. (See resource 3) Offers the learners the necessary guidelines for the follow up activity. Part II: Teaching a Core Text Part 1: Description of core text’s relationship to area of study topic (250 words) As the selected area of study deals with the various aspects of identity, especially the Australian identity, special efforts have been made to choose a text that deals with the Aboriginal Australian society who faces some sort of identity crisis in the Australian society. As already mentioned, the poem “We Are Going” by Oodgeroo Noonuccal is selected as the core text as it gives a clear cut picture of the problems of identity in the Australian society, mainly among its aboriginal population. Besides, the learners are already familiar with the poetess and her themes as they have already gone through the profile of the great writer. The poem begins with the lamenting of the speaker that the aboriginal people have become silent and subdued with the arrival of certain outsiders into the region. Thus, an aboriginal feels estranged and he feels that he is a stranger to the new culture and identity that the Australians commonly possess. The selected text is very closely related to the selected area of study as the poem echoes the identity crisis experienced by the aboriginals in Australia. As the title of the poem suggests the aboriginals plan to go away from the land as they understand and experience for certain that there is nothing left of the aboriginal culture in the land and that they are alienated from their own roots. The text is of importance as it clearly demonstrates the tension that prevails in Australia between the whites and the aboriginals when it comes to identity and culture. It is expected that the learners will probe into the identity crisis and issues faced by the Aboriginals and indigenous population in the nation. As it is evident all the other texts in the stimulus booklet are directly or indirectly linked with the core text as all these tests deal with the various aspects of identity. While the poem “We are Going” deal with the identity crisis of the aboriginals in Australia, “As I Grew Older” depicts the problems of identity experienced by a black boy in America. It is expected that the learners can compare and contrast the experience of the black boy with that of the aboriginals in Oodgeroo’s poem. Just as the wall rose between the black boy and his dream the learners can find similar hindrances in the lives of the Aboriginals too. Similarly, one can find many parallels between the fourth text “National Identity by Nur” and the core text. As the article makes it clear, multiculturalism has not only added to the cultural diversity of Australia, it has also contributed to the identity crisis of the aboriginals in Africa. One can connect this to the fact that the aboriginals plan to leave the region as they are no longer able to find their own old unique aboriginal culture and identity in the region. It can thus be concluded that all the texts in the stimulus booklet is apparently related to the theme and motif of the core text. Part 2: 4 week program Stage of Teaching and Learning Cycle Learning Activity Key language focus Resources Assessment Out Outcomes Setting the context Activity 1: The teacher shows various pictures and short video clips of the poetess and asks students to identify the person. As the students are already familiar with the poetess through the profile, the teacher can elicit responses from all the learners. Each learner will be trying to add something new to what has already been pointed out. The activity continues until everything is being elicited from the learners. Pictures and short video clips of the poetess Teacher elicits responses from the learners. 5. A student analyses the effect of technology and medium on meaning. 9. A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas. Activity 2: The poem is recited loudly to the learners once. Then the students learn the poem silently again and locate the difficult words. Teacher introduces the difficult words to the learners through a variety of learning activities. Vocabulary such as ‘bora ground’, ‘bora ring’, ‘corroboree’, ‘dark lagoon’, etc Vocabulary cards displaying the difficult terms from the poem. Ongoing observation and demonstration 4. A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses. Controlled support Activity 3: Students are asked to identify the metaphors used in the poem and are asked to find out the significance of those metaphors. Similarly, students in groups try to locate the form and structure of the poem. Metaphors, form and structure of the poem Glossary observation 7.A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts. 4.A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses. Prior knowledge Activity 4: The teacher asks the learners to recollect what they have already learned regarding the identity of the aboriginals in Australia. The students then are asked to identify the tone of the poem and the mood of the speaker in the poem. The teacher shows them a list of the various moods of the speaker and the learners identify the right mood and tone of the speaker. Students share their understanding and the teacher offers scaffolding wherever necessary. Communication skills A chart displaying various mood and tone of the poet. Observation conceptual & language 8.A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives. 1.A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning. Guided Support Activity 5: Students in groups identify the theme of the poem. They are asked to put themselves in the shoes of the speaker and to narrate their experience in the form of a story. Each group prepares their version of the story, incorporating their own imagination also to the story. Narrative skills, conversation Written handouts of the narrative Teacher observes the learners and offer scaffolding wherever necessary. 10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences 11. A student draws upon the imagination to transform experience and ideas into text, demonstrating control of language. Guided Support Activity 6: The teacher initiates a discussion in the classroom and asks the learners to formulate a common definition regarding the Australian identity. The learners can first work in pairs, and then in groups of six and consolidate their understanding into a definition. They can also refer to dictionaries, and synonym reference texts. Synonyms for identity reference, pair work and group work skills. Dictionaries, Synonyms - matching cards Syllabus documents Observation 12. A student reflects on own processes of responding and composing. 6. A student engages with the details of text in order to respond critically and personally Building the Field Controlled support Students are asked to make write up on their understanding of the various aspects of Australian identity drawing conclusions from all the six texts in the stimulus booklet. Written skills Write ups, articles and newspaper reports Guidance 12. A student reflects on own processes of responding and composing. 13. A student reflects on own processes of learning. Part 3: Assessment Task In-depth Study on Australian Identity Assessment Task 1 Weighting: 20% Date due: Week 6, Term 1 Outcomes P1.2 describes the facts and myths regarding Australian identity, identifies the unique culture and identity of the aboriginals and develops understanding on the cultural diversity of the nation. P2.1 identifies the factors that led to the cultural diversity in Australia. P6.1 communicates through well structured texts to explain, argue, discuss, analyze and evaluate the various aspects related to the concept of Australian identity through appropriate written and oral forms Task: A newspaper article to be published in the daily on “The Australian Identity: Facts and Myths”. OR A questionnaire to interview an aboriginal leader to collect information regarding the aboriginal culture and identity. There should be at least 10 questions. OR A speech on ‘cultural diversity and multiculturalism in Australia’. As learners, you can take any one of the above tasks. If you are choosing task 1 you can work in small groups of six. If you are choosing the second task, it can be completed in pairs. And the final task is to be undertaken as an individual task. The learners can access the internet, refer to print texts, and watch video clips or documentaries for the task. The time allotted for each of the tasks is 4 days. Quality teaching evidence Explicit quality criteria – Students are given ample guidelines as to how each of the tasks will be graded. The various criteria for assessing the tasks are made clear to the learners. Cultural knowledge – students search for the facts and myths surrounding Australian identity, develop knowledge regarding the aboriginal culture, and learn about the cultural diversity of the nation. Knowledge integration – Students make use of extensive research to gain knowledge regarding all the three above mentioned areas of study. Background knowledge – students’ prior learning of Australian identity through the stimulus booklet texts is expected to assist them through the three tasks. Deep knowledge – It is expected that the students will gather deep knowledge regarding the various aspects of Australian identity, the aboriginal culture and how multiculturalism contributes to cultural diversity in the nation. Deep understanding – The formation of the newspaper article, the questionnaire, and the speech necessitates that the learners demonstrate deep understanding of the aboriginal culture, Australian identity and its cultural diversity. It is also expected that the learners will make use of appropriate language structure and linguistic features in the construction of the above mentioned discourses. Higher-order thinking – The learners arrange their knowledge in such a way so as to bring out the best output for presentation that covers all the expected criteria for assessment and grading. Rubric In this task you will be assessed on your ability to: 1. Accurately describe and show the various aspects of Australian culture and identity. 2. Use sources and evidences to substantiate various arguments. 3. Express understanding of the key factors that determine the Australian identity. Mark Marking Guidelines 9-10 Accurately describe the facts and myths regarding Australian identity/ the unique culture and identity of the aboriginals/ the cultural diversity and multiculturalism of the nation, using the most appropriate sources and evidences. Communicates through a well constructed text to explain the findings of the research task. Adequately describes the facts and myths regarding Australian identity/ the unique culture and identity of the aboriginals/ the cultural diversity and multiculturalism of the nation with sufficient sources and evidences. Communicates through a well constructed text to explain the findings of the research task. 7-8 Describes the facts and myths regarding Australian identity/ the unique culture and identity of the aboriginals/ the cultural diversity and multiculturalism of the nation satisfactorily using adequate evidences from reliable sources. Communicates through a well constructed text to explain the findings of the research task. 5-6 Describes the facts and myths regarding Australian identity/ the unique culture and identity of the aboriginals/ the cultural diversity and multiculturalism of the nation with a limited understanding of the key factors that shaped Australian identity. Uses sources and evidences and explains the findings of the study to some extent. 3-4 Shows only a limited understanding of the topic and shows only a limited communication of basic ideas. 1-2 Shows only a limited understanding of the topic and the sources, evidences and interpretations are not convincing. 0 Nil submission References: Text 1: As I grew older (201). PoemHunter.com, retrieved 29 September 2010 from, http://www.poemhunter.com/poem/as-i-grew-older/ Text 2: Identity cartoons and comics (n.d). CartoonStock, retrieved 29 September 2010 from, http://www.cartoonstock.com/directory/i/identity.asp Text 3: Longstaff, S (n.d.). St James Ethics Centre, retrieved 29 September 2010, from, http://www.ethics.org.au/ethics-articles/australian-identity Text 4: How do Australian heroes influence Australian identity (n.d.). Centenary of Federation Project, retrieved 29 September 2010 from, http://users.tpg.com.au/adslsrxj/federation/National_Identity_by_Nur.htm Text 5: Oodgeroo Noonuccal,1920-1993 (2004). Dropbearito, retrieved 29 September 2010, from, http://www.dropbearito.com/oodgeroo_noonuccal_profile/ Text 6: Noonuccal indigenous people (2007). Griffith University, retrieved 29 September 2010 from, http://www.cit.griffith.edu.au/~davidt/redlandbay/oodgeroo.htm Resources Resource 2: Aboriginal Art & Culture: an American eye. Blog at WordPress.com. Retrieved 4 October 2010, from http://aboriginalartandculture.wordpress.com/ (YOU CAN DO AWAY WITH THIS RESOURCE IF YOU ARE NOT ABLE TO DOWNLOAD THE GIVEN VIDEOS ON THE WEB PAGE! ). Resource 3: Oodgeroo Noonuccal Poems (2004). PoemHunter.com. Retrieved 4 October 2010, from http://www.poemhunter.com/i/ebooks/pdf/oodgeroo_noonuccal_2004_9.pdf Resource 1: Flaw chart on the possible effects of discrimination Read More