Reflective Essay on Diasporic Identity(ies) (30%) Guidelines
1. Purpose
The purp
Reflective Essay on Diasporic Identity(ies) (30%) Guidelines
1. Purpose
The purpose of this reflective essay assignment is to provide students with an opportunity to critically reflect on the experiences of ethnic/racial identity development, maintenance, weakening, or re-strengthening among Asian migrants in New Zealand (or elsewhere). It could be your own self-reflection or that of someone whom you know or based on your reading or watching relevant stories of others. By reflecting and sharing personal experiences, observations, and insights, students will deepen their understanding of the complexities of identity formation (and changes) and racial ethnic/relations in multicultural societies.
2. Guidance
First, read the two given articles:
(1) Takeyuki Tsuda (2014) ‘I’m American, not Japanese!’: the struggle for racial citizenship among later-generation Japanese Americans, Ethnic and Racial Studies, 37:3, 405-424, DOI: 10.1080/01419870.2012.681675
(2) Ming-sho Ho & Yao-Tai Li (2023) ‘I became a Taiwanese after I left Taiwan’: identity shift among young immigrants in the United States, Identities, 30:2, 237-256, DOI: 10.1080/1070289X.2022.2109859
Then, choose a case that shows a person’s — ideally yourself, but another person is possible — experience on ethnic/racial (or other) identity changes, development, re-strengthening, or consolidation. Then, write an essay about that experience while referring the two cases from the above readings. In doing so, please consider the following: 1. Perspective: Select a perspective for your essay based on your personal experiences, observations, or interactions related to Asian migrants in New Zealand or other countries you’re familiar with.
You can write from the perspective of being an Asian migrant yourself, or having Asian migrant friends or family members, or belonging to the dominant group, or interacting with Asian classmates or colleagues, or friends.
Reflect on Identity Changes or Re-strengthening: Reflect on any changes or transformations you’ve experienced or observed regarding ethnic or racial identity among Asian migrants in the host countries.
Consider questions such as:
How have migration and settlement in a new country influenced the identity of Asian migrants?
Have you observed shifts in cultural practices, language use, or social interactions among Asian migrants?
What factors contribute to the negotiation of identity among Asian migrants in multicultural contexts?
Share Personal Experiences: Share personal anecdotes, stories, or encounters that illustrate your reflections on identity changes or re-strengthening.
Be honest and reflective in your narrative, and consider the following prompts:
Describe specific incidents or moments that have influenced your understanding of ethnic or racial identity among Asian migrants.
Reflect on how your own identity or perspectives have been shaped by interactions with Asian migrants or multicultural environments.
Consider Intersectionality: Recognise the intersectionality of identity by considering how factors such as gender, socioeconomic status, and cultural background intersect with ethnicity and race in shaping the experiences of Asian migrants and their interactions with others.
Engage with the two given articles (and course materials where relevant): Draw on the given articles and other relevant course materials, readings, or discussions to support your reflections and analysis. Incorporate key concepts, theories, or empirical findings to deepen your understanding and provide context for your reflections. [Ethical Considerations] Respect the privacy and confidentiality of individuals mentioned in your essay (use pseudonyms where necessary). Be mindful of the diverse perspectives and experiences within Asian migrant communities.
By following these guidelines, you will be able to construct a thoughtful and insightful reflective essay that contributes to our collective understanding of identity, race, and multiculturalism in contemporary societies.
Please get help from your teachers during their consultation hours (Office Hours).
3. Reflective Essay Structure
(1) Introduction Give a clear statement about the aims of what you are about to write;
State what the essay will try to achieve; Give a brief statement of the overall structure of the essay;
(2) The Case: Explain the chosen case in detail (about 200-300 words) (3) Body Following the structure that you stated at the end of the Introduction, you will make your argument;
Use Headings and subheadings, following your arguments Good paragraphs deal with one idea and/or one subject.
(4) Conclusion A summary statement that gives the main points of your argument by reiterating each key point;
Clearly state the final results/judgment about the topic discussed in the Body
Include word counts
(5) Reference
Asian 204 students should use at least THREE references including the two given readings;
Asian 302 students should use at least FOUR references including the two given readings. 4. Formatting & Word Limit
The first page of your reflective essay should contain:
Title of your research essay
Your name and ID
Please include headings and subheadings to lead the flow of your discussion.
Your research essay should be in line with the word limit (excluding references and footnotes)
Asian 204: 1,500 words (minimum 1,500 words, maximum 1,650 words)
Asian 302: 1,750 words (minimum 1,750 words, maximum 1,925 words)
You should use Times Roman 12 font and in double-space.
In-text citations and references should be formatted according to the APA 7th edition style. If you are unsure how to cite properly in APA 7th edition style, please explore this helpful site: https://www.cite.auckland.ac.nz/2_8.html
If you want to use notes for supplementary facts or comments, please use Footnotes instead of Endnotes. 5. Submission
Due: Midnight April 2 (Tue) An electronic copy of essays should be submitted through Canvas
6. Extension and Penalties Extensions: In serious circumstances* beyond the student’s control (see below), s/he may request an extension from the Course Convener. The request should:
be made by email at least 3-4 days BEFORE the due date for the assignment
provide an explanation of the circumstances
be supported by a satisfactory medical certificate or other documentation
*Serious circumstances mean sudden illness (in the case of in-class tests etc.) or long-term illness (for essays etc. done over a week or more). It does NOT mean time management difficulties, wanting to go on holiday, relatives visiting from overseas, computer breakdowns, etc.
If an extension is granted, you will be given a new due date. Only ONE extension can be granted to a student per assignment. Only in extreme circumstances will late requests for extensions be considered. Penalties: Any work submitted after the due date and without an extension form or permission in writing from the Course Convener will be treated as overdue and penalties will apply (see below). The mark given to an overdue assignment will be reduced by up to 5 percent a day (at the discretion of the Course Convener) of the earned marks for that assignment for each day that it is late up to 10 days (e.g. for an assignment marked out of 20, deduct up to 1 marks per day up to a total of 10 marks). Overdue assignments that are submitted more than ten days late will not be marked; nor will assignments be marked if submitted after the assignment has been marked and returned. When a staff member grants an extension, they will set a new due date. The completed assignment must be submitted on or before the new due date together with the medical certificate and other documentation. If an assignment is submitted after the new due date, penalties for lateness apply as above.
Plagiarism: The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student’s own work, reflecting his or her learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the world-wide web. A student’s assessed work may be reviewed against electronic source material using computerised detection mechanisms. Upon reasonable request, students may be required to provide an electronic version of their work for computerised review. The penalties for plagiarism are severe and can range from gaining no marks for the assignment to disciplinary action under the terms of the Examination Regulations.