Using the Social Identity Approach (from Verkuyten, 2014) critically analyse an existing initiative or program related to diversity issues.AimThe overall aim of this assignment is to give you an opportunity to explore more in depth a few salient concepts or issues related to cultural diversity in a context of special interest to you, and to demonstrate your capacity to engage in a critical conceptual examination of practical issues, in other words to demonstrate your capacity to link theory and practice. Before you start this assignment, you must consult the section Special Interest Resources at the end of the Learning Guide. Browse through the resources relevant to your particular field of interest. These resources have been selected to assist you with this assignment. Description For this assignment, you will critically analyse an existing initiative or program related to cultural diversity issues,drawing upon the Social Identity Approach (Verkuyten, 2014) and other relevant literatureRegardless of your selected format, you must select first one of the following contexts for this assignment: •Cultural diversity in schools (in general or in relation to teaching IB, LOTE, ESL, TESOL, international education), from the viewpoint of the teacher• Cultural diversity at university, vocational education or other formal adult education setting, from the point of view of the lecturer, educator, learning facilitator, trainer, student advisor, librarian, administrator or counsellor.• Cultural diversity in the workplace (any workplace, any location) from the perspective of a manager, human resource development officer, trainer, team leader or a member of a culturally diverse work team/ workplace.• Cultural diversity and the study/living abroad experience, from the point of view of the international student, the refugee, the migrant or the expatriate. A range of concepts related to cultural diversity are examined in this unit, for example, expectations, socialisation, enculturation, belief systems, values, hybridity, third culture, stereotyping, prejudice, intercultural competence, culture learning, transformative experiences etc, to mention only a few. As mentioned above you should consult the resources listed in the section “Special Interest Resources” at the end of this Learning Guide. Please browse through the material relevant to your chosen context to refine your topic, and select the resources that are most relevant to your assignment. The resources are organised into four sections: – GENERAL – resources relevant to all applied settings – HIGHER EDUCATION – resources relevant to:o Teaching & learning across cultures (classroom diversity, international students, transnational education)o Learning in culturally diverse classes (local and international students)o Experiences during study abroad and exchange programs – SCHOOLS – focus on students – resources relevant to:o Teaching culturally diverse classeso Teaching English as a Second Language (TESOL)o Teaching Languages Other Than English (LOTEo Teaching in international schools (International Baccalaureate, IB)- SCHOOLS – preservice and in service teacher development – resources relevant to:o International teacher professional developmento Intercultural learning of teacherso Teachers’ transformative experiences & development – WORKPLACE – resources relevant to:o Cultural diversity in the workplaceo Multicultural work teamso Management and organisational issues related to cultural diversity The list of resources provided here is not exhaustive and if necessary, you may wish to search for other resources of your choice (but this is not compulsory). Information related to the format of your assignment For the Critical analysis of an existing initiative with support from the textbook and literature, you are expected to select an initiative aimed at addressing a social challenge or issue related to cultural diversity, and to analyse the strengths and limitations of that initiative in light of studies and concepts from the literature. It may be an initiative that you have been involved in (in your school/university or work setting), or have come to know about (from friends or colleagues) or read about (in the literature or on the internet). You are required to examine closely what it (implicitly or explicitly) aims to achieve (e.g. reduce prejudice in the classroom or among workers in a culturally diverse workplace), and to comment on the suitability of its design and implementation to achieve the aims. After briefly describing the initiative, your task is to analyse it critically in light of your understanding of the cultural issues, with support from literature. Finally, remember to include a list of all cited references. Once you have chosen the initiative you wish to analyseplease email your plan to your tutor, well ahead of time, in order to get earlyfeedback, customised to the particular initiative you are critiquing or developing. Your lecturer will contact you directly to discuss your plan, as it will be different from other students. Tip: the more detailed your plan to your tutor, the most useful the feedback is likely to be. In this assignment,youare expected to demonstrate your capacity to identify, and analyse critically educational activities or workplace initiatives that address the negative aspects of cultural diversity / or promote the positive aspects at a deep conceptual level, and with appropriate support from the literature. Assessment in this unit is in accordance with the Assessment Policy. Criteria for assessment of Assignment 2 • Appropriate choice of context and initiative to critique with a sound justification for the choice • Evidence of in-depth analysis of the strengths and limitations of your selected existing initiative in light of studies and concepts from the literature • Comprehensive analysis of the aims of the initiative, and the suitability of the design and implementation to achieve the aims • Effective “use” of referencesto support the points being made / argument being developed in an explicit way. Don’t just add references at the end of sentences – unless it is clear how the reference is supporting your point. • Appropriate formal academic writing style, and referencing system, in-text and as a list.