Reflection: Culture and identity in relation to education.

The notion of essentialism revolves around pinpointing the composition of ‘who we are’. This is often thought to be comprised of the core idea of ourselves, insight of the world and the connections with others, (Apple, 1996). Culture is a prominent entity that plays a significant role in who I am, although only acts as the slightest shadow as my identity as a student. The reason for this is merely because it was is in the midst of two fairly multicultural schools and was barely recognised. I completed my junior years at Penshurst Girls High School (Georges River College) and my senior years at Oatley Senior Campus (GRC).  Not only did these two schools cater for a large percentage of students from various different backgrounds but it also comprised of an even greater portion of international students.

These schools offered a range of programs and facilities that helped students relate with one another as well as develop fundamental skills required for them to excel in their endeavours. I was interested in the fusion of different cultures and how they inform each other. This gave me insight to other perspectives on world views and diverse practices.

The only aspect where my culture greatly influenced my education was in the English subject. The Somali culture is based on oral transmission of knowledge and tradition. This aspect was able to inform my literacy and language practices. The nature of oral transmission of information strengthens memory as confirmed by studies on cognitive processes. It helps with retaining information; for example, memorising poems and recalling information, which is often a valuable skill in English.

During my years of education, the influences of my peers were frequently in conjunction and at times away from my culture, yet also a substantial entity which shared and shaped my identity. The schools that I attended gave me the chance to freely express my identity in terms of personality through the various activities in which were offered. (Leve, 2011)  The automatic playground subgroups were of harmony and often coexisted together during the course of the day. I was able to mingle with other students in the class regardless to belonging to another friendship group. 

Reference:

Apple, M. W. (1996). Cultural politics and education. New York: Teachers College Press. Chapter 1

Leve, L. L. (2011). Identity. Current Anthropology, 52(4), 513-535.