This means that we are referring to the sense of self as we speak about identity. Identity offers seamlessness and consistency over a certain period of time for a person. This determines the state of being one instead of the other (Myers & Ogino, 2017).
Identity and Sense of Belonging
Individuals that have similar feelings are commonly affected by the sense of belonging. This will confirm the identification that we have when we meet people who are close to us in many respects. However, people with different feelings from us are typically strongly enhanced. This makes us aware of whom we are in the society as they realize how some of our traits are not shared by everybody. In most instances, identity is believed to be having more to do with the groups of which we are a part. These may include our families, people speaking the same language and attending same schools like friends and us with similar interests.
Discussion
In this discussion paper, I will provide my identity in depth making a consideration on how it was formed and by what as well as some of the individuals that played an instrumental role in the processes of formation and development. Besides, I will also provide a discussion on some of the experiences that made profound impacts during the initial stages of my identity.
Identity as an Iranian
I am a middle-aged woman who has an origin of Iran from where I came about ten years ago. This means that my identity emanates from or can be linked to that of the Iranian people. As Iranians, we have a collective feeling of belonging to the historical land of Iran. This sense of identity which belongs to the people of Iran emanated from a historical evolution from a single historical experience and cultural tradition among the individuals that lived in Iranzamin sharing the mythologies of Iran and their legends as well as in the history. My identity was further defined and made distinctive through boundary drawings between Iranians and the other groups of individuals such as the Turan, Rum, and Aneran among other categories. The mode of identity underwent an elaboration, transmission and a continuous reconstruction by the Iranian literati. In a similar manner to other kingship, societies and tribal bounds, linguistic and ethnic affiliations, cultural and religious affinities, both local and provisional ties among other communal allegiance have taken part in competition with the rest of overarching identity of the people of Iran. There is a deep feeling of pride in the cultural heritage of Iran. For instance, the Persian literature as its core elements as well as the consciousness of continuity in the long and distinctive history of the nation especially the belief that they have in the ability of the people of Iran to survive in the recurrent regimes of upheavals. These have served as cohesive forces resisting and eventually overcoming the divisive current. Since the eventful historical development of Iranian identity and the recurrent transformations and construction, the identity of the country can be interpreted by contentious notions. These may be national and ethnic identities. This has led to the grouping of the identity of Iran into five distinct entries. These include the perspectives on the identity of Iran, pre-Islamic period, medieval Islamic period, the 19th and 20th centuries and the post-revolutionary era. Of the five entries of Iranian identity, individually my identity is influenced by the 19th and 20th centuries. This is the period when the country entered into nationalism and nation-building with the legacy of its longstanding historical awareness alongside the cultural consciousness of its identity. As an individual, I like to engage young members in various undertakings as well as communicating with their families to be aware of the various cultures that would play a role in providing support to me for the betterment and having an effective teaching of the young people. According to history, it is during the 19th century when the new western ideas had entered and received impetus with adaptations and reconstruction of the concept of the Iranian identity which pre-existed and had developed in many countries. Therefore, due to the nature of my country of origin during the 19th and 20th centuries, I developed a social identity. Social identity works about the manner in which one identifies his or herself about other people by what they have in common (McHugh, 2009). In my case, I socially identify myself with others according to relationships because I like talking to young people together with their respective families. During the initial stages of the formation of social identity as my identity, one of the various experiences that I went through include the formation of a strong sense of self-esteem and a framework of socialization which significantly influenced in my way of behaving. The high self-esteemed that I developed enabled me to identify age identity within social identity. Age is a crucial aspect of identity just like spirituality, class, nationality among others. I learned to great and related with individuals of various ages in different ways. For instance, according to the culture of the state, the young category still have a lot of things to learn and therefore should be close to their seniors to learn from them. This is one reason that makes me associate with the young part of the population especially those in childhood education. On the other hand, the elder part of the population is believed to be having adequate knowledge and experience, and the young people should depend on them to learn a few things. This is, therefore, the reason why I as well like to associate with the parents of the children to learn some of the things from them. For instance, it is crucial to learn the importance of practicing all-inclusivity as one is dealing with the young during provision of early childhood education (Derman-Sparks & Edwards, 2010). Since then, my social identity has continuously undergone a positive transformation as I continue to interact with various groups of individuals who also act as a source of inspiration and motivation. My continuous interaction with people has helped strengthen my relationship with people. For instance, my meeting with spiritual people of the church has developed my attitude towards having an improved relationship. I have learned to take part in the teaching of Christian education among children. This knowledge helps them to interact and positively relate with their colleagues. Besides, this has transformed their characters and behaviors towards their colleagues. The result of my teaching has enabled me to develop confidence in my personality and identity which makes it continue growing strong with time.
References
- Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children. - McHugh, M. (2009). Rethinking Early Childhood Education. Multicultural Education, 16(4), 60-60. - Myers, A., & Ogino, Y..(2017). POWER, PRIVILEGE, & OPPRESSION.
