Does my bum look big in this? ‘Super Diversity’, Representations and Realities using Caroline Ukoumunne & Mark Webb University of Greenwich

To further develop the work that explored the relationship between gender, race and sexuality and other social divisions. For students and tutors to create, use Representations (Avatars) and experiences in Second Life to inform shared critical understandings of ‘Reality’ in first lives. For tasks to be geared to pedagogical intervention utilising a virtual environment. To explore how SL can be fun, challenging and educational linked to the training and practice. Project Aims

Diversity The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual.

Project Themes

Mykeida Andretti

Zelia Blackheart

SESSION: 1 Set up the project. Outline and discuss aims and objectives and how it fits in with Fieldwork Practice. SESSION: 2 Introduction to Second Life. Overview of creating avatar and showcase of popular activities. Technical requirements explained. SESSION: 3 Orientation and basic Second Life skills. Access and technical issues discussed. Creating an account and logging on. SESSION: 4 Basic demonstration of avatar creation. Create an avatar collectively for a member of the group. Discuss practice. SESSION: 5 Create avatars individually/in small groups. Take photographs of individuals with their avatars. SESSION: 6 Look at photographs of members and their avatars and discuss image. Introduction to an activity: dance. Group demonstration of how to make an avatar dance in different ways. Demonstration of how to travel to dance venues and animate the avatar. Individual practice. SESSION: 7 Discuss experiences of dancing and socializing in Second Life. Three group members show the group what they did. Benefits and approach to undertaking this activity with a young person. SESSION: 8 Select another common Second Life activity and discuss why and how it might be developed for future use in practice. SESSIONS: 9 Evaluation /Presentations: Group members showcase their activities, from initial avatar creation to activities. Summary and feedback. Discuss: is Second Life a viable and useful medium for exploring issues of representation and reality? SESSION 10 Evaluation /Presentations: Group members showcase their activities, from initial avatar creation to activities. Summary and feedback. Discuss: is Second Life a viable and useful medium for exploring issues of representation and reality? Programme of Work

A Few Avatars

Evaluation Overview of Project The students ages range from , and they are drawn from a wide range of cultural and ethnic backgrounds that reflects the diversity of the Youth and community student intake. The diversity of the student group is matched by the wide range of IT abilities. More group work was required than first expected about SL and individuals perceptions, ideas, fears and concerns were evident. A middle-aged black woman expressed enthusiasm about producing an avatar that was white and female. A young female student expressed an interest in creating an avatar with a disability. The project team also reflects the diversity of the students. Students were willing and open-minded in selecting their choice of avatars and this willingness to embrace a range of identities that reflect questions of gender, race, class, disability and sexuality. Difficulties The project has taken longer to set up than anticipated mainly due getting to grips with the technical problems and possible difficulties participants might face when undertaking tasks. We have had to pace any development of integrating Second Life work to the existing Equality and Diversity course (Year 1) and the relevant online support /guidance in anticipation of the range of IT skills, abilities and confidence of all students. We have therefore allocated more time to test tasks (ie creating avatars, undertaking simple tasks.) The testing or undertaking has involved ensuring the challenges are fun, challenging educational and inclusive. Youth and Community students are on placements in addition to their degree work and online times have to be allocated according to these time constraints. We have discussed the ethics of participation in SL that are linked specifically to the project and students will be expected to sign a contract that lays out agreed ground rules and codes of conduct for the project.