iSSues Explorer (May 2023)

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Shaping Identities: Complexities of Race and Ethnicity

Have you ever wondered what race is and how it is related to ethnicity? This thinkpiece shares how race and ethnicity can shape a person ’ s identity, and some of the complexities that surround these terms.

Race is often viewed as something ascribed on a person ’ s identity card, and the term is often used interchangeably with “ethnicity”.

For some, the terms “ race ” and “ethnicity” are synonymous, with the customs and traditions of one ’ s racial and ethnic group conflated.

Glossary

“Race” refers to the classification of people according to physical characteristics that are biological in nature

refers to the culture of a community sharing the same ancestry, traditions and customs

South Korea (“Korea” henceforth) is commonly seen as a homogeneous nation, where the notion of a single Korean racial, ethnic and cultural identity is commonly promoted by the government and in popular culture. Approximately 95% of the population are ethnically Korean and they share a rich history and traditional culture For example, the relative status among Koreans is a key facet of Korean society Koreans attribute great respect for age and authority in their relationships with others. Other examples of shared Korean traditions and customs include:

The hanbok, a traditional attire. It is usually worn during important holidays like Seollal (Lunar New Year) and Chuseok (Korean Thanksgiving).

The kimchi, a well-loved Korean side dish. Korean households make large amounts of kimchi during the Kimjang season in late autumn to last the entire family through winter

In Singapore's increasingly diverse society, these markers of identity are far from straightforward. This thinkpiece discusses the complexities around race and ethnicity by exploring two angles:

1.

2.

Can a person identify with a different race or identity?

How do people of mixed heritage negotiate their racial or ethnic identities?

“Ethnicity”

South Korea, where race and ethnicity are synonymous

CAN A PERSON IDENTIFY WITH A DIFFERENT RACE OR ETHNICITY?

One may be of a certain race as stated on his or her identity card but identify with the values, beliefs, language and practices of another racial or ethnic group. Harry Koh, a 57-year-old Chinese man, exemplifies this. He says, “I see myself as more of an Indian because my foster parents are Indians, my [wife] is Indian, and 9 in 10 of my friends are [Tamils],” says Harry, who can barely speak Mandarin.

Born to Chinese parents but raised by an Indian family since he was a teenager, Harry feels a strong connection with his Indian identity, has an Indian name and speaks fluent Tamil He prays to Hindu gods and wore a veshti (a South Indian sarong-like skirt) for his wedding ceremony.

Read more about Mr Koh’s story here. Or watch this video of his story.

Watch this video and find out more about other inter-racial couples in Singapore and how they embrace their cultural and religious differences

Taken from: https://wwwtodayonlinecom/singapore/ chinese-birth-indian-adopted-race

Jacob Hussain, a Malay Muslim, and, Keiko Soeda, a Japanese, are one of many intercultural couples in Singapore. They have embraced each other’s racial and ethnic identities by incorporating each other’s practices, cultures and beliefs into their daily lives They have also instilled a strong sense of both cultures in their children as well. This has influenced the language used, food and rituals practised in the family.

From the examples of Harry, Jacob and Keiko, we see how a person ’ s racial or ethnic identity is a complex matter shaped by his or her social environment While ascribed a particular race on their identity cards due to biological reasons, individuals may embrace other

other racial or ethnic identities over time. This can influence their way of life, perspectives and interactions with others, thereby shaping their identity.

Photograph of Mr Koh and his wife

Photograph of Jacob, Keiko and their children having a meal together

HOW DO PEOPLE OF MIXED HERITAGE NEGOTIATE THEIR RACIAL OR ETHNIC IDENTITIES?

Growing up in an inter-ethnic family, Tanisha Mei Murugesh and Trishen Kai Murugesh were exposed to Chinese and Indian cultures. This has shaped their way of life and their identity as the family incorporates both Chinese and Indian cultures into their daily habits and practices, and even the festivals they celebrate. On how much she identifies as Indian and Chinese, Tanisha says, “I want to say 50-50, because even though I don’t know the Indian culture as well as the Chinese culture right now, I still feel like I’m connected to the Indian part of myself It’s in my blood ”

Read more about the Murugesh family

Photograph of the Murugesh siblings.

Taken from: https://wwwricemediaco/features-interethnic-households-singapore-chinese-indian-family/

In researching how mixed-race individuals construct their identity over their life course, Reddy (2019) found that these individuals “ possess the ability to adopt different racial identity positions at different times”. Reddy likened mixed-race individuals to chameleons, possessing different racial identities that they can choose from to suit the social context or environment that they are in

As a Chinese-Filipino, I understand the comparison between mixed-race individuals and chameleons When discussing the latest Chinese dramas and movies with my Chinese friends and family, I tend to speak Mandarin But when I interact with the Filipino side of my family, I switch to converse with them using Tagalog, which is occasionally articulated with a Filipino accent

Selectively displaying one racial and ethnic identity more overtly than the other is often a conscious decision on my part to fit in with the particular group present in a social setting Sometimes, I emphasise my Filipino identity, such as when I am recommending places to visit in the Philippines to my Chinese friends Conversely, I display more of my Chinese identity at other times, such as when my Filipino family members request my help for translation from Tagalog to Mandarin

- A sharing from Jennifer, who interned with the Social Studies (Secondary) Unit, on her experiences as a person of mixed heritage

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The stories of the individuals shared in this thinkpiece have given us insights into how a person ’ s race and ethnicity are a sensitive and personal matter as they shape our beliefs, values and way of life, thereby shaping our identity. These markers of identity are also complex as individuals may possess or identify with different racial or ethnic identities. The complexity will grow as societies like Singapore become more diverse with migration and cross-cultural marriages It is thus crucial to have more constructive conversations on race and ethnicity to create awareness and deepen inter-cultural understanding. This would cultivate more respectful and harmonious interactions in society.

"In other words, we stop creating a 'them and us' but try to stand in their shoes and see how they view the world"

1. 2.

“It’s gratifying to explore and expose yourself to a different culture Don’t let our differences divide us Let us recognise, acknowledge and embrace them

Over time, we learn we are actually more similar to and less different from one another”

9 10

- An interracial couple, Mathan and Margaret

Questions for Classroom Discussions

How does your race and ethnicity shape you as a person?

[1]https://wwwasianstudiesorg/publications/eaa/archives/challenging-homogeneity-in-contemporary-koreaimmigrant-women-immigrant-laborers-and-multicultural-families/

[2]http://wwwkoreaheraldcom/viewphp?ud=20120213001231

[3]http://asiaexpertsforumorg/gi-wook-shin-on-racism-in-south-korea/

[4]https://ichunescoorg/en/RL/kimjang-making-and-sharing-kimchi-in-the-republic-of-korea-00881

[5]https://wwwtodayonlinecom/singapore/chinese-birth-indian-adopted-race

[6]https://wwwricemediaco/features-inter-ethnic-households-singapore-chinese-indian-family/ [7]https://wwwtandfonlinecom/doi/full/101080/1350463020181499222

[8]https://wwwchannelnewsasiacom/singapore/the-big-read-racism-singapore-society-race-interracial-1955501

[9]https://wwwstraitstimescom/singapore/are-agonising-racist-acts-one-off-or-reflective-of-wider-issue-asks-president-halimah [10]https://thehoneycomberscom/singapore/interracial-relationships-love-stories/

VOICES! VOICES!

sharing by kranji secondary school

Customising NORMAL (TECHNICAL) performance tasks

In this article, Ms Tan En from Kranji Secondary School shares how she customised her Performance Task (PT) to stretch her N(T) SS students.

The 1A coursebook requires students to investigate the following question:

“How can we encourage interaction among students from different cultural groups in school?”

Students are to design a PowerPoint presentation which includes suggestions on how to encourage interaction among students from different cultural groups in their school.

More details of the PT can be found in the 1A coursebook, pages 80–99. More details of the competencies that the PT is meant to foster can be found on page 87 of the Social Studies Normal (Technical) e-Teaching and Learning Guide.

Aims of Customising the PT

To enhance our Secondary 1 N(T) SS students’ learning, our team came up with a series of additional tasks to complement and extend the existing PT in the 1A coursebook. These tasks were designed to further enable students to:

1. apply their skills in source interpretation;

2. practise perspective-taking and build empathy; and

3. relate their learning to the real-world context.

Designing the PT Lesson

One consideration we had while designing these additional tasks was that they needed to be meaningful for the students. We felt that there was value in providing more opportunities for our students to practise perspective-taking The tasks could also deepen the students’ understanding of the topic of harmony.

Gathering Data

To complement the existing “Gathering Data” section of the PT, we thought it was important that students learn how to interpret a source comprehensively and justify their answers using evidence found in the source (Fig. 1). The task provided students with different sources showing varying perspectives of how schools encourage interactions between students of different cultures This allowed our students to understand that data can be obtained through other methods and not just interviews. We also incorporated the thinking routine of “See-ThinkWonder” to further scaffold students’ thought processes and lead them towards answering the PT’s Investigation Question.

Exercising Reasoning

To add on to the “Exercising Reasoning” section, a task was designed to introduce students to bar graph reading (this also briefly exposed them to a skill taught in Geography) and let them practise justifying and providing reasons for their points based on evidence. We taught the students how to read bar graphs before they tried their hand at the task in Fig. 2

Fig. 1. Additional task for Gathering Data (Task 1)

Fig 2 Bar graph question for Exercising Reasoning (Task 2)

We also added a task to encourage perspective-taking. For this task, students would suggest one possible way to encourage interaction among students of different cultural groups based on their role as a member of the class, a peer support leader or a teacher. Students were also required to explain how these suggestions could encourage interaction among cultural groups (Fig. 3). This task allowed students to consider the different contexts of each role when coming up with suggestions and to think about the varying effects of their suggestions in different roles and settings

Reflective thinking

To complement the existing “Reflective Thinking” section, we included questions that helped students further strengthen their critical analysis of the impact of their suggested strategy (Fig. 4).

Post-PT reflections

For these lessons to become more effective, the teacher must be aware of each student’s progress level. Students in my class came from a variety of progress levels The tasks helped stretch the students at higher progress levels, but but students at lower progress levels found it difficult to answer some of these questions. If I were to re-design the tasks, I would include more differentiation to provide different levels of scaffolding for students of differing progress levels. The scaffolding could come in the form of more guiding questions for more complex tasks I would also include a greater variety of sources beyond textual ones to better engage the students.

(More details on customising performance tasks can be found on page 138 of the Social Studies Normal (Technical) e-Teaching and Learning Guide.)

Fig 3 Perspective-taking for Exercising Reasoning (Task 3)

Fig. 4. Additional questions for Reflective Thinking (Task 4)

VOICES! VOICES!

Sharing by Ahmad Ibrahim Secondary School

iSSUE INVESTIGATION VIA A VIRTUAL LEARNING JOURNEY

In this article, we hear from Ms Lui Ying Jie about how the Social Studies (SS) team at Ahmad Ibrahim Secondary School designed their Secondary Three Issue Investigation (II) to enable students to delve deeper into the lived experiences of migrant workers in Singapore through a virtual learning journey with Migrant x Me.

Phase 1: Sparking Curiosity

In this II, students examine diversity in Singapore through the lens of migrant workers. Through their investigation, students will determine how positive or negative the experiences of migrant workers in Singapore are. This inquiry focus is aligned with the guiding question of Issue 2, Chapter 6: “What are the experiences and effects of living in a diverse society?”

The virtual learning journey organised by Migrant x Me provided an opportunity for the entire Secondary Three cohort to examine the experiences of migrant workers via a virtual learning journey through the Farrer Park / Little India area. Students were then taken through a discussion on themes that are pertinent to our society today, such as discrimination.

Phase 2: Gathering Data

Migrant x Me is a non-profit social enterprise that seeks to raise awareness about migrant workers among youths. In doing so, Migrant x Me hopes to build a more inclusive Singapore society To find out more about programmes offered by the social enterprise, click here.

Students gathered data through 360°-view interactive videos from Migrant x Me, exploring the built environments that migrant workers regularly occupy. The 360° videos also contained personal accounts of migrant workers, which gave students insights into how the experience of working in Singapore presented migrant workers with both opportunities and challenges

The 360° videos helped simulate the physical experience of being at the site and exploring the surroundings. Although the learning journey was hosted virtually, it provided students with elements of exploration, where they could uncover the features of the surroundings rather than being directly guided

For example, one of the stations featured a HDB void deck in Little India where there were signs reminding people not to make too much noise, not to drink

alcohol after a certain time, and of the presence of CCTVs. Students could navigate the 360° videos to observe the surroundings and notice all these features.

Beyond the resources provided by Migrant x Me, students were provided with some guiding questions and tasked to conduct their own research to find out more about:

the experiences of migrant workers; and efforts that have been made by the government and various organisations to support them.

Phase 3: Exercising Reasoning

Based on their research and the observations from the virtual learning journey, students discussed in their groups how far they thought the experiences of migrant workers in Singapore were positive. Some groups also came to realise that in some cases, basic needs such as financial stability were still unmet.

A final component of the II was for students to suggest recommendations to improve the experiences of migrant workers in Singapore. Students’ recommendations were varied and ranged from structural changes,

Snippet of students’ poster

Screengrab of the 360° video

such as strengthening enforcement to curb unfair treatment by employers, to ground-up acts of citizens doing their part to reach out to migrant workers in need through volunteer groups. These indicated that the students understood that improving the lives of migrant workers is not something necessarily something that can be solved by the government alone and requires the concerted efforts of Singaporeans.

Each group presented their findings and recommendations in the form of posters

Phase 4: Reflective Thinking Students' Reflections: What are your feelings towards migrant workers in Singapore?

The virtual learning journey provided students with an opportunity to understand the plight of migrant workers beyond what they may see in their daily lives. Through the research task and hearing from the migrant workers themselves, students learned more about the complexities of living in a diverse society and appreciated how everyone plays an important role in ensuring our society is inclusive for all.

T is now live here.

“I sympathise with the migrant workers, but I also find this conflicting to some extent because I am aware that some of them might not want to be pitied. Through this Issue Investigation, I am more appreciative of my privileged position in Singapore as I don’t have to worry about food, living conditions or face scorn from Singaporeans simply due to being foreign.”

If you have worked with other organisations that are passionate about social causes to create authentic and meaningful learning experiences for your students, do share your stories with us HERE or scan the QR code

“I respect the migrant workers for their courage to sacrifice for their family to leave their home to work in another country Not many would be as brave to uproot their lives and leave their comfort zone to support their family in this way. ”

Snippet of students’ poster

GLOW UP! GLOW UP!

growing as aN SS educator, thriving as one fraternity

SS Micro-Learning Unit (MLU): customising SS N(T) Performance Task for diverse learners

This MLU suggests ways to create an environment that is conducive for discussions during Social Studies lessons.

Click HERE to access the MLU on OPAL2.0 or scan the QR code.

Student INITIATED LEARNING SLS LESSONExploring Tengah with different lenses

Check out this new SIL SLS lesson that help students understand how the development of the Tengah town brings about social, economic and environmental opportunities Students adopt a multidisciplinary approach and view these developments through the lenses of Commerce, Geography and Social Studies Click HERE to access the lesson.

SLS RESOURCES SLS RESOURCES

2020 ss N(T) Syllabus

Sec 1 N(T) Issue 2, Chapter 2

Book 1B - Cultural exchange between citizens and immigrants

Sec 1 N(T) Issue 2, Chapter 3

Book 1B - Cultural exchange between citizens and immigrants

Sec 2 N(T) Issue 4, Chapter 2

Book 2B - Depletion of Fossil Fuels