Y1 Unit 8.5: Engaging Spotlights
Each chapter includes at least one spotlight. Using personal stories, case studies, or other modes of in-depth exploration to illustrate concepts can be a powerful way to engage your audience and deepen their understanding of the subject matter. This chapter requirement can align with our Representation of Diverse Voices or Oregon Context criteria for success – or both (for spotlight examples, revisit figure Y1 4.4).
Spotlights can be used as chapter openers or as pedagogical elements in the chapter body. You can use consistent formatting inside a box with a recurring main title, such as “In Focus” or “Case Study,” along with a more specific subtitle. Your chapter spotlight can be in one consistent place in the chapter, or can appear across several subsections in the chapter.
The next sections demonstrate the use of a template for crafting a short narrative example. We hope that this is a useful starting point. Please feel welcome to take your own approach.
General Title: Spotlight Subtitle
- Introduction: Introduce the main character (named individual) and the context of their situation. Describe the conflict or dilemma they encounter, which serves as the focal point of the spotlight.
- Specific Situation: Explore the background, relevant details, and the decisions the character needs to make. Illustrate the challenges and emotions involved in the situation.
- Larger Issue in the Discipline: Step back from the specific situation and explain how the character’s situation reflects a broader or more general issue encountered in the discipline or subject area. Provide the necessary context and theory behind this larger issue.
- Return to Specifics: Return to the specific case and demonstrate how the larger issue identified relates to the named individual’s situation. Show how understanding the larger problem helps to shed light on their specific challenges and potential solutions.
- General Application: Discuss how this larger issue plays out in other similar scenarios or contexts within the discipline. Highlight common patterns, themes, or trends that emerge from these cases. Explain why it’s essential to recognize and address this issue.
- Key Takeaway and Conclusion: Conclude the example by reinforcing the relevance and of the lessons learned. Provide discussion questions, if relevant, to encourage readers to apply these insights to their own situations.
Example Spotlight: Diego’s Journey to Success
[Introduction] Diego, a dedicated student, was on the verge of completing his associate degree. However, he faced a significant obstacle – insecurities about his English skills. [Specific Situation] Diego was proficient in both English and Spanish, but his lack of confidence in English made him nervous about conducting interviews required for his internship. This apprehension led him to repeatedly postpone starting his fieldwork. [Larger Issue in the Discipline] Diego’s situation highlights a common issue faced by students who speak multiple languages. Some students may have received the message from teachers and other students that speaking a language other than English was a barrier rather than an asset. [Return to Specifics] In Diego’s situation, his proficiency in English and Spanish was a skill to emphasize rather than one to downplay. His instructor, who knew that Diego was very involved in raising his younger siblings, suggested an agency that worked specifically with youth. His comfort in working with adolescents helped his confidence in interviewing for an internship. [General Application] In the field of social work, language barriers can affect communication with clients, colleagues, and supervisors. Because of this, professionals from various linguistic backgrounds can make a substantial impact. [Key Takeaways and Conclusion] Diego’s internship at the youth-focused agency turned out to be a resounding success. His bilingual skills and ease around younger adolescents made him an ideal candidate. Diego’s journey showcases how identifying and utilizing strengths, such as bilingualism, can lead to personal and career growth. Though it wasn’t always easy, Diego was able to demonstrate his value to the agency. His internship was so successful he was offered a case manager position upon graduation.
Centering Equity in Spotlights
Spotlights are a good place to explore a theme through an equity lens by bringing in historically underrepresented voices or an Oregon context. However, if the spotlight is the only place these perspectives show up in your chapter, you will run the risk of tokenizing by separating equity out from the primary narrative of your chapter. When writing spotlights, it’s essential to approach the task with sensitivity and responsibility.
- Demonstrate cultural competency: Be mindful about portraying individuals or groups in a way that reinforces stereotypes based on race, gender, ethnicity, religion, nationality, disability, or any other characteristic. Ensure that your spotlights present diverse and multifaceted characters, reflecting the complexity of real-life situations.
- Respect privacy and anonymity: If you are using real-life stories, obtain explicit consent from the individuals involved, and ensure their anonymity when necessary. Respect their privacy and avoid using real names or any details that could lead to their identification.
- Focus on the issue, not individuals: While spotlights often involve individual experiences, the primary focus should be on the concept or issue you want to illustrate. Refrain from overly personalizing the story to the extent that it detracts from the broader lesson you aim to impart.
- Provide context: Offer caveats where necessary to prevent misinterpretations or hasty generalizations. Clarify that the spotlight represents a specific situation and may not apply universally. Aim to present a balanced and fair perspective, acknowledging any limitations in the spotlight’s scope.
- Consider intersectionality: Recognize that individuals may experience multiple layers of identity and privilege, impacting their perspectives and experiences. Consider intersectionality when developing spotlights to avoid oversimplification.
Licenses and Attributions for Engaging Spotlights
Open content, original
“Engaging Spotlights” by Open Oregon Educational Resources is licensed under CC BY-NC-SA 4.0.
Open content, shared previously
“Engaging Spotlights” is adapted from “Targeted Pathways Guidelines for Narrative Examples” by Stephanie Lenox for Chemeketa Press, licensed under CC BY NC SA 4.0.
“Case Study” is an adaptation of “Case Study: Diego and Lisa’s Stories” by Yvonne M. Smith LCSW, licensed under CC BY 4.0.
