Real Talk: Mapping our Identities Through Personal Narrative | Diana Moreno | TEDxUF

Summary

The speaker recounts her journey from Ecuador to the U.S., highlighting the stark contrast between her expectations and the reality of racial and social identity in her new home. She emphasizes the transformative power of storytelling and dialogue in understanding and embracing diverse identities. As an educator, she fosters open conversations among college students about identity and social issues, using ground rules to encourage vulnerability and active listening. The goal is to cultivate global citizens who are aware of their interconnectedness and the collective nature of societal issues.

Takeaways

• 🏡 The speaker moved from Ecuador to the United States as a child, expecting a life like in 'Full House', but faced unexpected challenges due to her race and immigration status.
• 🌟 She was a bright child and a leader in Ecuador, but in the US, her new environment led to her being underestimated by teachers.
• 🌧 The speaker felt lost and stereotyped in her new home, comparing it to being dropped in the woods with a blindfold and no map.
• 🗣️ She learned to navigate her new identity by listening to stereotypes and media representations, which were limited and often problematic.
• 🌈 The power of storytelling and listening to others' stories became her compass, helping her understand her identities and find her place.
• 🎓 In college, she found community and empowerment through the feminist movement, which used 'Consciousness raising' to connect personal experiences to collective issues.
• 🤝 The speaker emphasizes the importance of dialogue and connection across differences, which can lead to solidarity and a broader understanding of social issues.
• 👩‍🏫 Now as an educator, she creates spaces for college students to explore their identities and social issues through facilitated conversations.
• 📋 She uses ground rules like 'Step Up, Step Back' and 'Call In, Don't Call Out' to foster an environment of respect, vulnerability, and learning.
• 🌍 The ultimate goal is to prepare students to be global citizens who understand the interconnectedness of liberation and the importance of dialogue across differences.

Q & A

What was the speaker's initial perception of moving to the United States?

The speaker initially perceived moving to the United States as an exciting opportunity, associating it with the glamorous life depicted in TV shows like 'Full House' and living in beautiful Victorian homes.

How did the speaker's experiences in the United States differ from her expectations?

The speaker's experiences in the United States were marked by challenges related to her skin color, accent, and immigration status, which led to her being underestimated by her new teachers, contrary to her initial expectations of a bright and trouble-free life.

What did the speaker feel upon realizing the stereotypes and limited representation of her identity in the media?

The speaker felt a sense of being lost and not understood, as the stereotypes and limited representation in the media did not accurately reflect her experiences or identity.

How did the speaker navigate her new social identities in the United States?

The speaker navigated her new social identities by listening to her surroundings, learning which identities were punishable or worth hiding, and through self-reflection and conversations.

What role did storytelling play in the speaker's journey of self-discovery?

Storytelling played a crucial role in the speaker's journey of self-discovery by allowing her to connect with others, validate her experiences, and understand that her problems were collective rather than individual.

What is the concept of 'Consciousness raising' as mentioned in the script?

Consciousness raising is an organizing strategy adopted from the Civil Rights Movement of the 1960s, where speaking one's truth and listening to others' experiences helps make connections, validate experiences, and recognize collective issues.

Why did the speaker transition from activism with a megaphone to facilitating conversations in a classroom?

The speaker transitioned to facilitate conversations in a classroom to help students understand their identities and social issues through dialogue, which she found to be a powerful tool for personal growth and social change.

What are the ground rules the speaker establishes for dialogue in her classroom?

The ground rules include agreeing on expectations, flexibility, stepping up or stepping back based on one's identity and privilege, calling each other in instead of calling out, owning one's words and their impact, and actively listening.

Why is it important to 'call in' rather than 'call out' during conversations, according to the speaker?

Calling in is important because it encourages dialogue and learning rather than shutting it down, allowing for an educational opportunity to understand and address problematic statements or behaviors.

How does the speaker define active listening in the context of her classroom discussions?

Active listening, as defined by the speaker, involves genuinely seeking to understand another person's perspective, listening to understand rather than just preparing a response.

What is the ultimate goal of the dialogue and learning environment the speaker creates in her classroom?

The ultimate goal is to prepare students to be successful global citizens who are conscious of each other's humanity, understand the power of their voice, and the importance of listening to others, recognizing that individual liberation is connected to collective liberation.