EXPLORING BELONGING - Weebly2010trialsandbeyond.weebly.com/uploads/4/2/1/1/4211132/belonging...EXPLORING BELONGING 'I THINK THE THEMES OF BELONGING AND PARENTAGE AND LOVE ARE OBVIOUSLY

EXPLORING BELONGING

'I THINK THE THEMES OF BELONGING AND PARENTAGE AND LOVE AREOBVIOUSLY UNIVERSAL'

-Christopher Eccleston

'People enjoy the interaction on the Internet, and the feeling of belonging to agroup that does something interesting.'

Linus Torvalds

What is the Area of Study?

The Area of Study set for the 2009-12 HSC is Belonging. It is compulsory tostudy this topic as prescribed by the Board of Studies. For your studies there areno other focuses and you will need to be flexible in your approach to the areaand remember you are supposed to analyse the relationship betWeen your textsand Belonging. There are no right or wrong answers in the Area of Study - it isabout how you see and interpret material and engage with it.

In the Area of Study you will be analysing many texts that are related to the ideaof belonging. You will analyse texts not only to investigate the ideas they presentabout this area but also how they deliver these ideas. This means you will belooking closely at the techniques a composer uses to represent hislhermessages and shape meaning. You will also be looking at relationships betweentexts. Overall, you will become an expert on belonging- the different notionspeople have about it and the various ways composers manipulate techniques tocommunicate their ideas about the topic.

Specifically you will look at:

10 A set text from the following list of fourteen texts. You will only study ONE.

,/ The Joy Luck Club - Amy Tan,/ The Namesake - Jhumpa Lahiri,/ Great Expectations - Charles Dickens,/ Heat and Dust - Ruth Prawar Jhabvala,/ Swallow the Air- Tara Jane Winch,/ Romulus, My Father - Raymond Gaita,/ The Crucible - Arthur Miller',/ Rainbow's End - Jane Harrison,/ Strictly Ballroom - Baz Luhrmann,/ Ten Canoes - Rolf De Heer,/ As You Like It- William Shakespeare,/ Immigrant Chronicle - Peter Skrzynecki,/ Selected Poems of Emily Dickinson - Emily Dickinson,/ The Simple Gift - Stephen Herrick

10 Additional related texts of your own choosing

The Belonging WorkbookBruce and Suzan Pattinson '1 © Five Senses Education Pty Ltd

You must write about your set text and additional texts of your own choosing inthe first English paper of the H.S.C. examination.

What does the Board of Studies require for the Area of Study?

The Board of Studies documentation says of the Area of Study: Belonging that it;'requires students to explore the ways in which the concept of the belonging is

represented in and through texts.'

The document English Stage 6 Prescriptions: Area of Study Electives and Texts(July 2007) notes that perceptions of belonging 'vary' and are shaped by contextand can consider their study in terms of;

W Experiences and notions of identity

W Relationships

W Acceptance

W Understanding

You will also need to consider the concept of not belonging and the things thatstop individuals, groups etc. not belonging.

Below is an abbreviated version of what the Board requires of students.

'In their responses and compositions students examine, question, and reflect andspeculate on';

• How the concept of belonging is conveyed

• The assumptions underlying the representations of belonging

• The effect of composers' choice of techniques

• Your own experiences

• The ways in which your study of belonging can help you understand the world

and yourself

Think carefully about the wording that is used so that you can adopt thislanguage for your own work.

If this is what is required by the Board of Studies we need to examine theconcept of belonging carefully so we can adequately respond in these ways. Iwould recommend that you read the complete document which is on the Board ofStudies website and can be downloaded in Word or Adobe.

The Belonging WorkbookBruce and Suzan Pattinson

© Five Senses Education Ply Ltd

Belonging

iv

Exploring an Area of StudyAny Area ofStudy involves the exploration ofan abstract, conceptual focus.It also examines the varied ways this can be represented in different textsto shape and communicate meaning. The identification ofa significant,linking motif or framing device enables students to comprehend the interrelationships that often exist between texts. It also fosters an appreciation forthe ways composers have moulded and manipulated audience perceptions.

'Belonging' is a complex, multi-faceted concept that highlights ourinherent need to feel connection with our peers. Depending on context,medium, purpose, audience and register, varied techniques are used todepict the benefits and problems associated with our need to belong and feelincluded within the social group. This universal characteristic regardlessof culture and location is borne out in research studies related to sociology,education, health, psychology and politics.

Our sense ofsoc or exclu' colours the way people seethemselves and their worm. In a comparative study of text, notions of'belonging' or 'not belonging' help students to evaluate the significance ofcontext, values and anitudes within a range of textual worlds created byvarious composers. Students are also bener equipped to reflect on their ownlevel of connection as a responder to the world of the text.

The integrated, conceptual approach offered by an Area ofStudy helpsrefine understanding ofthe contradictory and often enigmatic forces thatdefine our identity.

Examining a range oftexts within an Area ofStudy approach can helpdevelop:

• response and composition skills that are needed to effectively analysetextual integrity by examining individual qualities and stylisticfeatures

• 'nterpreti e understanding about how varied notions ofbelonging ornot belonging are conveyed in different texts in different ways.

• evaluate similarities and differences between texts in terms of themes,structure, language and overall style

• experiential understanding of the role played by a sense of 'belonging'in the formation of identity and personal relationships, drawing on thestudent's personal response to texts

• perceptions ofhow a sense ofbelonging or not belonging is influencedby the integration offactors such as culture, race, place

• understanding of the positive and negative forces that shape anindividual's perception of themselves within a community context

• appreciation of the impact of migration and physical dislocation onperceptions ofselfand the world at large

• acknowledgement of textual 'voices' and 'readings' that challengeaudience expectations, values, anitudes and outlook

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The Language of Belonging

Students need the right sort of terminology to discuss the complexity of ideasthrown up by any conceptual study. The following terms help define thepositive and negative consequences associated with issues of inclusivenessand exclusivity that are key components ofany study of the concepts relatingto 'belonging'.

Useful Vocabulary Terms

Non-Belonging

,Hostility

congruit

Insecun

Isolation

~~rtousnessResentments.oou . n

~Segregation

Uncertainty

Discrimination

Dislocation

Disorientation

pLsJ2arity

I\Displacem t

Dis u

Bitterness

iance

Belonging

Acceptance

Accord

Affiliation

Allegiance

Alliance

Association

Camaraderie

Community

Companionship

Devotion

rmony

Homogeneo

Inclusion

Kinship

Loyalty

Privileged

Refuge

Responsibilities

Rights

Safety

Security

Solidarity

Stability

Union

Unity

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Edwin Markham

He drew a circle that shut me outHeretic, rebel, a thing to flout.But love and I had the wit to win:We drew a circle that took him in

A chain is no stronger than its weakest link. Proverb

Behold, how good and how pleasant it is for brethren to dwell together in unity! Bible

The web ofour life is ofa mingled yarn, good and ill together. William Shakespeare

Union gives strength to the humble. Publilius Syrus

The universal brotherhood of man is our most precious possession. Mark Twain

I am not an Athenian, nor a Greek, but a citizen of the world. Socrates

Sticks in a bundle are unbreakable. Kenyan Proverb

There are realities we all share, regardless ofour nationality, language, or individualtastes. As we needfood, so do we need emotional nourishment: love, kindness,

appreciation, and support from others. We need to understand our environment andour relationship to it. We need to fulfil certain inner hungers: the need for happiness,

for peace ofmind - for wisdom. J. Donald Walters

We may have different religions, different languages, different coloured skin, but weall belong to one human race. Ko!i Annan

In union there is strength. Aesop

Family traditions counter alienation and confusion. They help usdefine who we are; they provide something steady, reliable and safe in

a confusing world. Susan Lieberman

All types of identities, ethnic, national, religious, sexual or whatever else, can becomeyour prison after a while. The identity that you stand up for can enslave you and close

you to the rest ofthe world. Murathan Mungan

Defining Belonging

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rr c fMg I tJ./'-J- Vl Collective fear stimulates herd instinct, and tends to produce ferocity toward thosea£. who are not regarded as members ofthe herd. Bertrand Russell

(\,0 ~~-----------Being human signifies,for each one ofus, belonging to a class, a society, a country, a

continent and a civilization. Claude Levi-Strauss

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Man may be defined as the animal that can say '1', that can be aware ofhimselfas a separate entity. Erich Fromm

Practically everyone now bemoans Western man's sense ofalienation, lack ofcommunity, and inability to find ways oforganizing

society for human ends. Jean Baker Miller

We were born to unite with our fellow men, and to join in community withthe human race. Cicero

We are driven by five genetic needs: survival, love and belonging, power,freedom, and fun. William Glasser

By building relations we create a source of love and personal pride and belongingthat makes living in a chaotic world easier. Susan Lieberman

Belonging to oneself-the whole essence of life liesin that. Ivan Sergeevich Turgenev (1818-1883)

In all cultures, thefamily imprints its members with selfhoad. Human experienceof identity has two elements; a sense of belonging and a sense ofbeing separate. The

laboratory in which these ingredients are mixed and dispensed is thefamiiy, thematrix of identity. Salvador Minuchin

The conjJict between the need to belong to a group and the need to be seen as uniqueand individual is the dominant struggle ofadolescence. Jeanne EJium

The greatest thing in the world is to know how to belongto oneself. Michel de Montaigne (1533-1592)

Your identity is what you have committed yourself to. You build meaning intoyour life through your commitments - whether to your religion, to your conception

ofan ethical order, to your family, group or community, to the rights ofothers,to unborn generations. John Gardner

To thine own selfbe true. Polonius, Hamlet

Belonging is the universal compassion and wisdom thatTibetan monks speak oj. Professor A. Fuller

Hunger, love, pain,fear are some ofthose inner forces which rule the individual'sinstinct for selfpreservation. Albert Einstein

It needs the whole village to raise a child. African Proverb

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The Oxford Dictionary defines the word~be' as follows:• Be rightly assigned or appropriate to as an 'unct unction, duty, etc.

• Pertain or relate to

• Be connected with as a member, part, inhabitant, dependency, etc.

• Be related or connected; be naturally or rightly placed; be classified,

• Be a member; fit a specified environment, not be out ofplace.

longing is the complexl'ro€ess-Whmh~PMc:e tions ofsel an soaialllegt tes are furge 'As an essential factor in a person s growth an

aevelopment, it is virtually impossible to single out any single definition forthe term 'belonging'. It colours who and what we are and how we fit into theworld around us. Personal, social and cultural identity become integratedin any appraisal ofwhat this gerund really means. The need to 'fit-in', tobelong with others is common to all humanity, crossing all geographical andcultural boundaries. As the famous 19th century poet John Clare observed;"Self-identity is one of the first principals in everybody's life."

Within varied contexts, personal experience can trigger change in oursense of 'belonging' and transform outlook, self-esteem and ideas linked topersonal identity. Levels ofconnectedness with family, authority figures,friends or peers change over time and can be positive or negative. Duties,expectations. responsibilities and functions are often associated with stagesofgrowth or maturation and the ramifications of belonging or not belongingare frequently addressed in literary texts. Composers often focus on ideasrelatin :

• nomenclature ~iP-;;llatio~names

• personal in eg~• social values and attitudes

• historical and social context

• the significance ofphysical or cultural place

• social class

• cultural identity

• migration

• role of the family

• personal relationships

• social expectations

• introspection

• enlightenment

• maturation and rites ofpassage

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Belonging is a fundamental need

Every beast loveth his like and every man loveth his neighbour.Allflesh consorteth according to kind, and a man will cleave to his like.

Ecclesiasticus 13.15

The Ancient Greek philosopher, Aristotle referred to this basic drive,suggesting e..un ulse to form partnership of this kind is present in all~YJlatur~.Gontemporary social psychologists echo such observations;describing man's need to belong and to be socially acceptable as intrinsicand genetically dictated. Scientific research has found that man's need for

'1 companionship is a pre-coded instinct located in the primitive brain or\l '\ r+' amygdale.

•~J \ I'\. Mankind is a tribal species and as such, the 'herding' instinct is part~ '\ofour physiology. It is as intrinsic as our 'fight or flight' reflex, which is

triggered by chemicals sweeping through the brain and body when anyserious sign ofdanger is perceived. Since primitive times, mankind's chancesofsurvival against starvation, predators and enemies have been increased byour banding together. Sociol0j:ists and psychologists have observed, that theadage, 'strength in numbers' seems hot-wired into our psyches.

Genetic factors such as the extended period ofhelplessness ofhumanbabies, has made social groupings such as family absolutely necessary.Co-operation has been an essential element required in nurturing and

,{f,rotecting our young, in turn influencing a range of cognitive, emotional. ~'("and behavioural responses. Any perception ofstraying from the herd,

Weu:.<"J$rbandoning family or group can trigger an instinctive reaction whichS V. ~\ explains our deep yearning to ''belong'' and to be socially acceptable.~ ~rofessorA. Fuller (1996) states that, "it is the sense ofbelonging that bridges

the gulfbetween isolation and intimacy. Without a sense ofbelonging liveseel empty and pointless, and people become expendable".

Human behaviour and psychological theorist Abraham Maslow developedhis now famous five layers, hierarchical model ofhuman needs. This showed

an's instinctive desire to be patt of a larger unit or community. ThisdeSIre for inclusionis prompted by a psychological need to associate withand be well regarded by our peers. This yearning is only outweighed by thephysiological needs offood, sex, sleep, shelter and safety. The socialisationprocess through family, kinship or community groups, begins at birth andcontinues throughout life. It serves to instil customs, traditions and valuesystems and can be overt or subtle. Such social and cultural perceptions canbe actively enforced or tacitly understood but they hel velop persoidentity and our sense ofbelonging to place, cult / ,nation r . ion. '-Within a community context, this pattern enculturation enerates a senseofallegiance and acceptance. As a result, kn e, e y, talent and skills "n\are maximised for the common good, helping to build cohesive stability. ,.-~~

Physically, emotionally and intellectually the ,. e, mankind needs~companionship. Apart from those very few tr I 0 seek outsolitude, the vast majority ofpeople desire becoming associated with andaccepted by those around them. Inclusion typically denotes safety whereassocial rejection or exclusion signifies danger or a sense of inferiority or...

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unworthiness. In contemporary society, emotional well-being is beingrecognised as an increasingly important issue given the serious s'ocialconsequences of individuals who perceive themselves as victims of rejection,isolation and ostracism.

The Benefits of Belonging

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• Acceptance within a community generates a sense 0 as a distinctgroup, different fro 'others' wh@ exist outside.

• Communal membership is empowering at both the personal andcollaborative level "1- becoming stronger because of the added securityand reassurance ofbeing part f "we" and us".

• Collective identity constitutes a shared knowledge, understanding andidentity.

• Collective strength often wins out over individual vulnerability.

• A collective culture shapes individuality and allegiance, generating asresearchers McMillan and Chavis have found, "a feeling that membershave ofbelonging, a feeling that members matter to one another and tothe group, and a shared faith that members' needs will be met thro~htheir commitment to be together." 6_~ _

• Diverse areas ofsocial research, including urban planning have /demonstrated thauttachment to place often has positive ramific;ltionssuch as emotional connection and personal resilience.

• Connectedness to each other or group or place helps nurture selfesteem and confidence.

• "Th home place be es the place ofcomfort and security, care,concern and commitment, and the place in which the personalmeanings ofhome become tied to the individual's concept ofself."(Feldman, '990)

• Research demonstrates that people who feel included and have rich anddiverse social networks, tend to be healthier, happier and longer-livedthan people who are physically or socially isolated.

• Clearly defined borders and/or codes ofacceptable behaviour can fosterstronger personal identity and sense ofself. .

• Adherence to shared ideas, attitudes and behaviours can also makedecision making easier and lessen stress while affirming sociallyendorsed values. .

• Community based moral and social responsibilities, either explicitlystated or inferred, offers clear directions for correct, ethical or justifiedbehaviour

• Collaborative endeavours can often be more productive with goalsmore readily achieved.

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Social Rejection ~o Social rejection, exclusion or~ ofone kind or another has

been shown to seriously affect a person's sense ofwell-being.

o A sense of 'belonging' can be transitory. Levels ofacceptance or nonacceptance can vary as individuals move from one stage of their life toanother. This can generate insecurity and a desire for re-integrationinto the dominant group.

o Groups such as the disabled, the elderly, immigrants, refugees oranyone perceived as "different" or "other" can often be made to feelshunned and scorned.

o SocialJ)utcast suffer psychologically and emotionally, no longerfeeling valued.

o Any form of rejection from human fellowship can have seriousconsequences on both a social and personal level.

o Studies by sociologists, anthropologists and psychologists of thosewho perceive themselves as s y ienated or victimised, show anincreased level ofanxiety, rebelliousness and tendencies to violenceand general anti-social benaviour.

o When anger and frustration become sufficiently heightened, those whosee themselves as socially rejected, persecuted, are prone to strike outat the group or the forces they feel are responsible.

o Circumstances can enforce involuntary adherence to group ideology orbehaviour. This unwilling compliance can cause moral dilemmas.

o Power can corrupt the moral legitimacy ofany social authority.Dictatorial control tends to favour niche groups rather than benefittingthe whole community.

o Conflict situations can polarise opinions,leading to choices havingto be made about which group to side with. This can generate socialdivisiveness.

o In an attempt to counter the nega . ividuals r ,,_-=-=_~within society having a sense of isenfranchiseme angovernments around the wod are ensive firrn:m>ialI-a1rtd---'welfare resources into preventative strategies.

The Negatives of Not Belonging

Non-Complianceo There are those who choose to separate from the dominant group

or culture. This decision can be based on personal reflection orexperiences.

o Those who feel 'out ofstep' and disaffected often find tli tr:;;a,t _codes ofsocial behaviour, rules and laws too rigid and re../--~

o Others find the pressures for conformity and uniform' too stifllThere is a reluctance to allow their individuality to b subsumegroup identity

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• For other self-imposed exiles, personal codes of right and wrong makethem chaJlenge the status quo, resulting in their withdrawal fromsociety on moral grounds. Personal integrity might be seen as beingtarnished by aJlegiance to a group whose ideals they cannot condone orcontinue to comply with.

• Some rebellious types see their desire for independence andindividuality limited by adhering to traditions and social expectations.

• Idealistic, moraJly principled individuals may chaJlenge the authorityofwhat they see as oppressive, tyrannous or unjust.

• hose with a strong sense ofselfmay find social limitations onerous or1!just.

• People may come to resent being imposed upon by others who seethemselves as the custodians ofsocial authority or in some waysuperior.

• Mob-me t 'f is often dange us aMungoverned. N'on-conformityand a decision to leave the group can be triggered by a refusal to be seenas a willing party to such negative group activity.

• Group identit can, at times, offer little encouragement or enrichmentof a person's mdividual talent. ose wanting a personal voice maychoose to disengage themselves in order to foJlow a more individualpath in life.

• Cultural groupings may lead to ghettoization.

• Utopic visions ofa community-based society may in fact become adystopic reality for those who recognise what has been lost and shunthe benefits ofbelonging.

• Whether outcast or rebel, Erich Fromm's observation holds true; " ealienated person is out of touch with himselfas he is out of touch withany other person."

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Alienation - a common literary motif

Social alienation has become an increasing problem in contemporarysociety, exacerbated by pressures such as globalisation, migration, civil ormilitary unrest and the refugee problems that flow from it. More peopleare marginalised and deemed outsiders and find themselves as outcastsexisting on the fringes ofsociety.jI'hey are treated as social misfits, perceivedas threats to social stability; they are treated as scapegoats or demonised asmonsters. Literature is filled with alienated figures such as Beowulfs Grendeland Frankenstein's Creature who often earn readers' sympathy and empathyfor the mistreatment they receive. Pent up fury can in turn lead to violence asthey lash out at those who have oppressed or victimised them.

Paul Reuben has developed a five stage representational model for what hesees as a typical exploration of the alienation theme. His thematic structurehas a positive outcome ofsome kind, marking the resolution ofconflict andre-acceptance into the group. Not all literary depictions ofalienation end sopositively.

Paul Reuben's 5 stage Alienation Journey

1 Alienation

2 Initiation

3 Journey

4 Suffering

S Reconciliation

6 Communication

Personal reflection leading to steps taken to alter thesituation

The feeling ofnot belonging, being shut out

A physical journey ofsome kind such as leavinghome, which signifies change

During the journey or movement there is somekind ofphysical or psychological suffering whichserves to purge or 'cleanse' the past, often leading toreflection

After a painful journey (self-examination) therecomes a reconciliation or removal of the feeling ofnot belonging. It commonly takes one of two forms:a) a return to the former place- classic example of

the return of the biblical prodigal sonb) a discovery ofa new place or situation that gives

the initiate a sense ofbelonging

This is an optional step where experiences areshared.

9

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Reuben, Paul P. ·PAl: Appendix E: Alienation and Initiation as a Theme and the Immigrant Experience."PAl: Perspectives in American literature - A Research and Reference Guide. URl: http://web.csustan.edu/english/reuben/pal/append/axe.html (Accessed Nov 12th, 2007)

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Alienation and the Immigrant ExperienceThe immigrant experience is explored in several of the prescribed texts setfor study. As Paul Reuben's representational model shows, migrants oftenexperience a process ofalienation and exclusion before new social bondsare successfully forged. Texts that chart this process ofassimilation oftenposition the responder to recognise the various stages ofsocial inclusionand exclusion. We are often able to empathise and identify with the seriousimpact this can have on the migrants self-esteem and outlook. Keeping aresponse journal that records the negative or positive aspects ofbelongingthat are represented in a text will prove useful in Section II and III of theArea ofStudy exam.

Cultural upbringing shapes our identity and our perspectives ofselfandthe world at large. These can be characterised by a collective religion andlanguage which cements a sense of community. A community's birth culture,especially when it is stable and homogeneous, can for those who share it,become representative ofwhat is deemed 'normal'. It becomes the benchmarkfor comparison with other cultures and rms' which are often seenas inferior. Community membership s i cate from birth, fostering thenotion ofbelonging to the tribe, the vi age, the region, country or nation.Ethnic affiliations are situational and therefore when people find themselvesre-located by choice or fortune, no longer being a member ofa collectiveidentity can have negative consequences.

Research demonstrates the many effects migration can have on a person'ssense ofsocial belonging. Cultural identity, regardless ofphysical context,to some extent, represents a network ofshared knowledge, understandingsand values. The last two centuries have witnessed periods of mass migrationwith millions ofpeople displaced from traditional homelands, customs andtraditions into foreign environments. The former, integral bonds shared byethnic communities the world over have become fragile under the continuedimpact ofeconomic globalisation. Previously cohesive communities havebecome permeated by social diversity.

Immigration on such a massive scale has fundamentally changed culturalractices in man)' communities. As people oecome more transie~t,social

breakdown can result f,,-om the erosion ofsocial connection to a gi"enplace. Memories, traditions and friendships with fellow emigrants, canact as a bridge between the old and the new, helping displaced immigrantcommunities sta e-acla:i~ntheir new homeland. Cultural connectionscan also provid a modicum of)order and control in their new world. Somecultures have adapte particularly well to relocation. Research has impliedthat Western cultures promote a more independent, autonomous sense ofselfwhile Eastern cultures such as Japan tend more to emphasise greater socialinterdependence (Fiske and Yamamoto, 2005).

European and Mediterranean immigrants flocked into post-war Australia,facing problems associated with adaptation, integration and assimilation.Such forces, collectively described by critics as the 'immigrant experience'have been extensively explored in fiction and non-fiction texts in recentdecades. For many, it is represented as a painful, soul-searching experience,especially for the second generation of immigrants, ofre-forging a sense ofpersonal and cultural identity.

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of belon9in9SYLLABUS REQUIREMENTSIn the Area of Study, you need to explore and examine relationships between language and text,and interrelationships among texts. The Area of Study: Belonging requires you to explore ways inwhich the concept of belonging is represented in and through texts.

In the Area of Study, you will:

,~, examine the qualities of texts

';:f explore relationships between language-both written and visual-and texts

~:f study context, purpose and register; structures; stylistic features; grammatical features; andvocabulary

';;f explore relationships among texts

~:i consider how texts relate to belonging.

This is the language your teachers use to describe what you do in reading and writing tasks asstudents. If this all sounds strange and new, don't worry-by the end of this book you will knowexactly what to do. It's not as hard as it sounds.

WHAT IS BELONGING?Belonging or not belonging is subjective-it means whatever it means to you. There is no onecorrect response. However, you can develop stronger HSC responses if you discuss belonging asan issue with more than one dimension. For example, you might decide that all belonging meansis your position in a sports team, and wearing the same colour jersey as your teammates. This is aone-dimensional idea. To do well at HSC level, you need to develop ideas with several dimensions.To start this process, try the following activity.

Activity1 Brainstorm the meaning of belonging.

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Suggested answers

Perhaps you came up with the idea that belonging means:

'1\ to be rightly placed

O!\' to have an affinity (a likeness or agreement) with something

'1\' to be a member of a society, group, household, grade, etc.

'1\' to fit a specific environment or set of social expectations

'1\' to inhabit.

2 Let's take this a step further and brainstorm the connotations (something implied in additionto the original meaning) of belonging. In the left column of the table below, write down yourbrainstorm ideas on the meaning of belonging. In the right column, write down a connotationof this idea. One example has been done for you.

Meaning (onnofalign ..... :::,.:..... .... . .

To be rightly placed To feel secure/security

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Suggested answers

Perhaps you came up with the following connotations of your brainstorm ideas:

'1\' to feel secure/security

'1\ to be comfortable in an environment, setting, society, household, etc.

,~ to feel safe/safety

¥ to long to be part of a group

.1\: to feel connected to other people and things.

3 Look at the list of words and phrases you have written in the right-hand side of the tableabove. Choose two and explain the implication or meaning of each one in relation to what itmeans to belong. An example has been done for you below.

!,,\oJelleJ reSronseWord!phrase: Security

Implication: Security usually relates to our state of being. We associate securitywith our family life, our finances and our relationships. To feel secure meansthat we feel safe and supported in those areas of our lives that are the most

HSC English Areo of Study: Belonging '5

important. Feeling secure also suggests that we feel a sense of belonging to a

group, community or place.

Word/phrase:

Implication:

Word/phrase:

Implication:

-------------

4 Brainstorm the effects of belonging_

Suggested answers

Perhaps you came up with the idea that a feeling of belonging might:

,~ develop self-esteem and sense of worth

~, involve relationships with others

;~ connect you to other people, groups, societies and environments

,~; develop a sense of purpose

,~ develop a sense of place

.. give you the ability to enrich or challenge a community or group_

1(,1: Unpacking the ideo of belonging

5 Brainstorm what it means to not belong.

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Suggested answers

Perhaps you came up with the idea that not belonging means:

..~. to be disconnected from a group, society, environment, etc.

¥ to be different from individuals, groups, society, etc.

.1\. to be out of place

.~. to not fit into a specific environment or set of social expectations.

6 Brainstorm the connotations of not belonging.

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Suggested answers

Perhaps you came up with connotations of not belonging such as:

.~ being the 'black sheep'

.~ being the outsider

.~.. rebelling against others

.~. being excluded

.~. feeling alienated.

7 Look at the list of connotations of not belonging you have written above. Choose two andexplain the implication or meaning of each one in relation to what it means to not belong.An example has been done for you below.

MoJeHeJ re5ron5e .Word/phrase: Black sheep

Implication: The phrase 'black sheep' suggests the'odd one out', or someonewho does not behave like olher people in a group. The black sheep doesnol appear 10 belong to the group because they have different behaviours,mannerisms, atlitudes and so on. The phrase is commonly used to refer to arebellious individual in a family

HSC English Area of Study Belonging F?

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Word/phrase:

Implication:

Word/phrase:

Implication:

- -------------- -----------

8 Brainstorm the effects of not belonging:

Suggested answers

Perhaps you came up with the idea that a feeling of not belonging might:

,~ result in isolation

:~:- make you feel a sense of insecurity

¥ give you a feeling of independence

:~- mean an innovative development of new ideas and ways of living.

181: Unpacking the ideo of belonging

PERCEPTIONS OF BELONGING AND NOT BELONGINGThis section will help you broaden your perception of belonging by considering how other peopleperceive, or view, the concept.

Activity1 Why do you think people choose to belong?

2 Why do you think people choose not to belong?

3 What are the barriers which prevent belonging?

4 Attitudes to belonging change over time. Why do you think this is so?

5 Why is it important that these attitudes change or not change?

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HSC. Enalish Area of Study Belonging

ActivityAnother way of discovering what you think about belonging is to consider what other peoplethink about it. Read the following quotes about belonging and not belonging. Choose threequotes and explain what they mean to you.

The earth is what we all have in common.

Wendell Berry

In contrast to how a child belongs in the world, adull belonging is never asnatural, innocent, or playful. Adult belonging has to be chosen, received,and renewed. It is a lifetime's work.

John O'Donohue

As you grow, you develop the ideal of where your true belonging couldbe-the place, the home, the partner, and the work. You seldom achieve allthe elements of the ideal, but it travels with you as the criterion and standardof what true belonging could be.

John O'Donohue

Our bodies know they belong; it is our minds that make our lives sohomeless.

John O'Donohue

The hunger to belong is not merely a desire to be attached to something. It israther sensing that great transformation and discovery become possible whenbelonging is sheltered and true.

John O'Donohue

There is an internal landscape, a geography of the soul; we search for itsoutlines all our lives. Those who are lucky enough to find it ease like waterover a stone, onto its fluid contours, and are home. Some find it in the placeof their birth; others may leave a seaside town, parched, and find themselvesrefreshed in the desert. There are those born in rolling countryside who arereally only at ease in the intense and busy loneliness of the city. For some,the search is for the imprint of another; a child or a mother, a grandfather ora brother, a lover, a husband, a wife, or a foe. We may go through our liveshappy or unhappy, successful or unfulfilled, loved or unloved, without everstanding cold with the shock of recognition, without ever feeling the agony asthe twisted iron in our soul unlocks itself and we slip at last into place.

Josephine Hort

20

1; Unpacking the ideo of belonging

t\oJelld resronseQuote about belonging: 'The earth is what we all have in common.'

Interpretation: This quote suggests that the earth is what makes us belongtogether. No matter who we are or where we come from, we all come from theearth and live upon it. The earth grounds us all and gives us the opportunity tofeel whole.

Quote about belonging:

Interpretation:


Interpretation:


Interpretation:

21

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• When is it fulfilling to belong?

• When can it be awful to belong?

Thinking about Belonging I

Think about the following aspects of belonging. Discussthem with other Year 12 students if you can. Jot downyour ideas.

• What sort of groups do we belong to?

• When is it financially expedient to belong?

• Do some people want to belong more than others? Why I why not?

• How do people show they belong?

• How do people show they do not belong?

• Why do groups want people to belong?


© Five Senses Education Pty Ltd

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William Glasser

Emily Mortimer

We are driven by five genetic needs: survival, love and belonging, power, freedom,and fun.

What ideas does it raise? What are its implications?

Discuss what each of the following quotations says aboutBelonging.

Thinking about Belonging II - Considering Quotations==-

I had friends at school, but I was never part of a gang and I dreamed of that senseof belonging to a group.

Positive feelings come from being honest about yourself and accepting yourpersonality, and physical characteristics, warts and all and, from belonging to afamily that accepts you without question.

Willard Scott

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Thinking about Belonging II - Considering Quotations (Continued)

When you belong, it is based on the worst in you- racism, nationalism, hatred ofstrangers, exclusivism. You feel belonging to "your country" based on a contrast with"other countries," you feel belonging to "your race" in contrast to all others, you feelbelonging to "your religion" in contrast to all others, etc.

Francois Tremblay

Many of us are also nourished by friends, whom we love as family. We belong notonly to them but also to other loved ones, to our neighborhood, our town, our state,our country, and our world. How can we possibly juggle our responsibilities to all towhom we belong?

Peggy O'Mara

You can't build a society purely on interests, you need a sense ofbelonging.

Valery Giscard d'Estaing



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DEFINING BELONGING

The feeling of not belonging, of not being entirely worthy, ofbeing sometimes hostage to your own sensibilities. Those

things speak to me very personally.

-Anthony Minghella

Coming to working definitions of the term - belonging

In your study of belonging you will need to come to a working definition of theterms and be able to discuss it in your own words and on your own terms. It isimportant to do this before you begin to analyse a text so that when you read youdo it with purpose.

One helpful way to do this is to look at what the Board of Studies is asking us todo in Area of Study

The Board of Studies documentation says of the Area of Study: Belonging that it;

'requires students to explore the ways in which the concept of the belonging isrepresented in and through texts.'

Let's look again at the document English Stage 6 Prescriptions: Area of StudyElectives and Texts (July 2007) notes that perceptions of belonging 'vary' andare shaped by context and can consider their study in terms of;

m Experiences and notions of identity

m Relationships

m Acceptance

m Understanding

You will also need to consider the concept of not belonging and the things thatstop individuals, groups etc. not belonging.

Below is an abbreviated version of what the Board requires of students.

'In their responses and compositions students examine, question, and reflect andspeculate on':

• How the concept of belonging is conveyed

• The assumptions underlying the representations of belonging

• The effect of composers' choice of techniques



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• Your own experiences

• The ways in which your study of belonging can help you understand the world

and yourself

Think carefully about the wording that is used so that you can adopt thislanguage for your own work. If this is what is required by the Board of Studies weneed to examine the concept of belonging carefully so we can adequatelyrespond in these ways. I would recommend that you read the completedocument which is on the Board of Studies website and can be downloaded inWord or Adobe.

In the space below write in your own words what you think the Area of Study isabout and what you think you are required to do.



Defining Belonging

The definition that I had in mind fofbelonging was something that belonged tosomeone like an objects such as a car, toothbrush etc but I also realised thatpeople could belong to each other in a more esoteric manner. It has since beenpointed out that slavery still exists in the world and these people belong in a verynegative way to someone, not something. This point raises the idea thatbelonging can be a negative as well as a positive as can not belonging to anidentified group. We will discuss the idea of not belonging later in this chapter.

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Belonging would seem to be a natural thing. We belong to groups, clubs,societies and most of us long to belong to something. On the lines below list thegroups that you think you belong to and state why. Your family is the obviousgroup that you belong to

Now that you have some understanding of your own situation think of what youcan gain from belonging to a group. The most obvious is some form of securityand social connection. That acceptance from others gives us a certain sense ofbelonging that helps form our identity. What else do we gain from belonging?



This sense of belonging normally comes naturally to those in the group but somepeople change to become more like others in the group. Think of some examplesof groups that have distinctive clothes, hairstyles, mannerisms or other featuresthat show they belong to that group. State what that feature is and how itdistinguishes them

Group One

Group Two

Group Three



Some definitions from Dictionary.com can help towards and understanding. Thesite has many definitions, which show what a diverse topic you are studying.

Some of these are:

"* Something that belongs

"* Belongings such as possessions, goods and personal effects

"* To be proper, appropriate or suitable

"* To be in an appropriate situation or environment

1< To be a member of a group

"* To fit into a group

1< To be a part of something

"* Acceptance as a natural member of

1< Happiness in a secure relationship

You need to have a definition of your own that works with the definitions youhave read. Go back and read those again now before you write your owndefinition of belonging below.

Now write a paragraph that gives not only a definition but shows you clearlyunderstand the term and the concepts that are an adjunct to it.



OTHER TERMS REQUIRED IN THE BOARDDOCUMENTS

As we have read previously the document English Stage 6 Prescriptions: Area ofStudy Electives and Texts (July 2007) notes that perceptions of belonging 'vary'and are shaped by context and can consider their study in terms of a few termssuch as experiences and notions of identity, relationships, acceptance andunderstanding. In this section we will try and define these terms in the context ofour studies. Complete the following activities.

Defining Identity

Before we begin write down what you think the word identity means.

Now we can examine what more formal definitions suggest. Again thesedefinitions come from Dictionary.com.

1. the state or fact of being the same one as described

2. the sense of self, providing sameness and continuity in personality overtime.

3. an instance or point of sameness or likeness

Now find a dictionary of your own and find another definition of the term.

Look at these definitions and try to compose a sentence that will work in terms ofyour definition and belonging.


© Five Senses Education pty Ltd

Defining Relationships

Before we begin write down what you think the word relationship means.


1. a connection, association or involvement

2. an emotional or other connection between people

3. a romantic or sexual involvement



,"

The Belonging WorkbookBruce and Suzan Pattinson!

1_-------


Defining Acceptance

Before we begin write down what you think the word acceptance means.


1. Favourable reception

2. The act of assenting or believing

3. Belief in something, agreement





Definiryg Understanding

Before we begin write down what you think the word understanding means.


1. A state of cooperative or mutually tolerant relations between people

2. Mutual agreement

3. Knowledge or familiarity with a particular thing



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LANGUAGE AND VOCABULARY ACTIVITY

When we come to write about our topic we may find that we use the same wordsall the time. This activity gives us some synonyms and antonyms to use in ourwriting and discussion. You will need a thesaurus for this activity.

Below is a table for belonging and not belonging. It has synonyms andantonyms. Complete the table. Then write some sentences in your workbook thatshow you can use these words in context. Space has been left for you to findsome words of your own

SYNONYM ANTONYMantipathy

alienation

attachment

insecurity

inclusion

acceptance

understanding

disaffection

identity

disenfranchised

belonging



WORKING ON YOUR OWN

DEFINING NOT BELONGING

Find a dictionary from the library or use one of the dictionaries available on the

Internet. Below write the definitions of the word alienation and disaffection.

Definition: Alienation

Definition: Disaffection

How do these definitions fit into your understanding of how you should approach

the Area of Study: Belonging?

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JThe Belonging WorkbookBruce and Suzan Pattinson

35 © Five Senses Education Pty Ltd j.~

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WHAT IS BELONGING?-~

Belonging would seem to be a natural thing. We belong to groups, clubs, societies andmost of us long to belong to something. Some scientists argue that to belong is a basichuman need. In Maslow's hierarchy of needs belonging comes in above health andsafety. Belonging brings many advantages to an individual because of the concepts ofsharing and safety. Yet belonging can deny individuals a separate identity since thegroup now consumes them. This is because joining with others usually involves followingsets of rules and being unable just to do as you please. Sometimes these rules are

. specifically written down but other times they are unwritten and part of the acceptedcode.

Think about examples from society and your own life where being individualistic canconflict with the society and/or group that you belong to. With some understanding ofyour own situation think of what you can gain from belonging to a group. The mostobvious is some form of security and social connection. That acceptance from othersgives us a certain sense of belonging that helps define our identity. This sense ofbelonging normally comes naturally to those in the group but some people change tobecome more like others in the group or even completely change to join a group. Thinkof some examples of groups that have distinctive clothes, hairstyles, mannerisms orother features that show they belong to that group. Peer pressure and other societalpressures can also have an effect on an individual's sense of belonging and identity.Belonging has been part of the human condition since early people began to jointogether in tribes.

Listed below are some of the groups that people can belong to:

~ Teams

~ Family

~ Workplace

~ Band

~ Club

~ Association

~ Tribe

~ Ethnic group

~ Political parties

~ Fraternity

~ Religious

organization

~ Peer group

~ Organization

~ Union

~ Spirituality

Belonging to such groups may be based on:

~ Gender groups

~ Ethnicity

~ Class

~ Age

~ Interests

~ Location


~ Skills

~ Profession

~ Contacts

~ Schools

~ Possessions

~ Finance

~ Beliefs

~ Interests

~ Hobbies

~ Physical abilities/

disabilities

~ Experiences


To understand belonging you need to be able to respond to the followingquestions.

Who wants people to belong?

Why do we want to belong?

Why do people and groups not allow others to belong?

Why do some people choose not to belong?



Are there certain times when we need to belong?

How do we show how we belong?

What are the consequences of belonging or not belonging?



Documents

EXPLORING BELONGING - Weebly2010trialsandbeyond.weebly.com/uploads/4/2/1/1/4211132/belonging...EXPLORING BELONGING 'I THINK THE THEMES OF BELONGING AND PARENTAGE AND LOVE ARE OBVIOUSLY