The centrality of identity is well recognized in the discourse on peace and reconciliation in education (Orjuela, 2008). Identity is often recognized and respected as non-negotiable in reconciliation (Burton, 1990) and... [ view full abstract ]
The centrality of identity is well recognized in the discourse on peace and reconciliation in education (Orjuela, 2008). Identity is often recognized and respected as non-negotiable in reconciliation (Burton, 1990) and promoting inclusive identities is central to bridging ethnic divides in postwar communities. Rothman (1997) argues that conflicting parties need to overcome polarization and construct shared identities around mutual interests.
Against the larger processes of social cohesion, reconciliation and peace building taking place in post war Sri Lanka, this paper critically analyzes identity portraits of language educators to better understand how they construct their sociocultural identities. Identity portraits (Busch, 2010) have proved to be a powerful tool in tapping into aspects of our lives that cannot be verbalized but operate unconsciously. They help to deconstruct internalized categories and reflect upon embodied practices and to generate narratives that are less bound to genre expectations (Busch, 2010). The participants of the study include educators working in schools in different parts of Sri Lanka. Using the identity portraits, the participants were asked to visually represent their identities and how they perceive their roles and responsibilities towards diverse learners.
The identity portraits created by the participants and the reflective interviews that followed the construction of the identity portraits reveal how the larger socio cultural structures that fragmented the Sri Lankan social fabric and lead to a three decade long ethnic conflict are still prevent in their postwar identities. The presentation concludes with a discussion about the implications of using alternative means of understanding identity to develop linguistically inclusive approaches to teaching and learning in settings of reconciliation and peace building.
Burton, J. (1990). Conflict: Resolution and prevention. New York: St. Martins’ Press.
Busch, B. (2010). School language profiles: valorizing linguistic resources in heteroglossic situations in South Africa. Language and Education, 24 (4), 283-294.
Orjuela, C. (2008). The identity politics of peacebuilding: Civil society in war-torn Sri Lanka. Los Angeles: Sage.
Rothman, J. (1997). Resolving identity-based conflicts in nations, organizations, and communities. San Francisco: Jossey-Bass.
