...Since the evolution of mankind, the battle for the control of resources, fame and power has always been at the center of every society. Globalization and the discovery of new race and culture, the notion of fear and ignorance about other people has been the most predominant issue of the modern society. In my opinion the combination of these two issues (fear and ignorance) has created what is a scourge called racism. James Baldwin was a wise and prominent writer who fought against these issues through communication by either writing books or speaking at memorable events. Born in 1924 in New York and died in France in 1987, James Baldwin occupies a unique place in American letters. He is the epitome of the writer that links art to commitment, and can be found alongside Martin Luther King, Marlon Brando, Harry Belafonte and Charlton Heston at the civil rights march in 1963 at Washington. The analysis of James Baldwin was somewhat aporetic, because on one hand we could quote him saying “Every white person in this country-and I do not care what he or she says-knows one thing. They may not know, as they put, "what I want”, but they know they would not like to be black here. If they know that, then they know everything they need to know, and whatever else they say is a lie.” , which is categorical and brutal in tone. Yet on the other hand, Baldwin always tried to put himself in the place of others by attempting to understand their behavior and their motivation. In the end, we...
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...personhood in such places as the Chicago, Brooklyn, or Birmingham during that time; and the reality of things, was that this man hated the white people who passed him, all white people for that matter, but they did not know this. There was no way they could. Baldwin ascertains that the difference between this man’s secret discontent and the militarization of Black people under the nation of Islam and other civil rights groups, which transpired years after his encounter with this man, was that: “for the first time the white population [was] confronted with the fact that Negros [had] been living in another country for four hundred years, and it is not because they couldn’t [had] known it before, it is because they didn’t want to know it.” Baldwin’s remembrance is an illustration of the larger premise that is the color divide that existed in the United States. But more than that, he illuminates a precarious nature of the black individual in that they have, by the societal pressures which they deal with outside their home, brought back to their houses and families and had watched about on the television and have felt endlessly, internalized the color line, and so splintered themselves. Much in the fashion of DuBois’ double consciousness and the veil which he ascertains divides the black and white world. This phenomenon we see as early as in the time depicted in the slave narrative Beloved by Toni Morrison where the protagonist Sethe recalls that: She just flew. Collected every bit of...
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...sounds like a trivial concern, but imagine having no way to accurately present your identity. There is very little in common in the lives of cisgendered heterosexuals and queer people. And yet, we are somehow thought the same. Straight society insists on rejecting queer labels and emphasizes the irrelevance of sexuality or gender identity of individuals. An outlook such as this leads to people ignoring queer issues in a way very similar to colorblind racism, erasing the queer experience, blending our community with theirs. In “Go the Way Your Blood Beats” Richard Goldstein asks James Baldwin about the fear of love and identity. To which Baldwin responds with, “It’s very frightening. But the so-called straight person is no safer than I am really. Loving anybody and being loved by anybody is a tremendous danger, a tremendous responsibility” (Goldstein, 1984: 177). With this statement Baldwin reduces all fear and tragedy of love ever-present between queer people in a cishet society to heartbreak. Our identities are reduced. I am not as safe as a straight person. Straight people fear getting their hearts broken; queer people fear for their lives. Baldwin’s view on sexuality became the dominant mindset in modern America due to the rise of queer assimilation and respectability politics, and now the thought of gay being different from straight is seen as offensive. With encouragement from the various forms of media and political organizations, queer culture has deteriorated and we are...
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...Anna Munoz Dr. Jones DISC 1313 December 4, 2015 Music and The Civil Rights Movement of the 1960’s All forms of Black music, from jazz to rock and roll, played an important part in the Civil Rights Movement. The songs were sung for multiple purposes and played a critical role in inspiring, activating, and giving voice to the people involved. The evolution of music during the early 1950’s and 1960’s in the Black freedom struggle reflects the evolution of the Civil Rights Movement itself. The progressive thought of the 1950s nurtured new ideas and cultures including the Civil Rights Movement and the fast spread of rock and roll. One such cultural revival occurred after the end of World War II during a time of change, prosperity and restoration. The “Puritan dicta” outlined by Baldwin represents the American ideology before the Second World War. As the first settlers of this nation, the Puritans set the mold for many common American ideologies. In the Puritan view white represented good and black represented evil, including Africans and their culture. After the war, Baldwin states that the former puritanical views of whites will be challenged. Musicians such as Elvis Presley were the first to issue this challenge to white society. Early rockers like Elvis would pave the way for social commentary in music that would add much fire to the Civil Rights Movement. To fully understand the explosion of popularity of Black music in the years following World War II, one must understand...
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........................... vii Chapter One................................................................................................. 1 Introduction Jopi Nyman Part I: Crossing Racial Boundaries Chapter Two ................................................................................................ 8 Between Camps: Paul Gilroy and the Dilemma of “Race” Tuire Valkeakari Chapter Three ............................................................................................ 30 Breaking the Apartheid: Blocking Actors of Color in Globalized Multicultural Theatre Baron Kelly Chapter Four.............................................................................................. 47 Transcending the Boundaries of Race and Sexuality: James Baldwin’s Vision of Postcategorical Utopia Pekka Kilpeläinen Part II: Encounters with Whiteness Chapter Five .............................................................................................. 64 Are...
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...This chapter is an introduction to the ideas, people, and events that have guided scientific activity in developmental psychology over the past century. Its preparation has been facilitated by several recent publications on the history of developmental psychology. The views of the past held by active researchers are reflected in chapters of the edited volume, A Century of Developmental Psychology (Parke, Ornstein, Rieser, & Zahn-Waxler, 1994). The contributors are, with few exceptions, currently involved in contemporary research. Secondary commentaries can provide useful guides and interpretations, but there is no substitute for consulting original sources. To that end, a reprint series containing historically significant original articles and volumes has been prepared by Wozniak (e.g., 1993, 1997). Other recent volumes include the contributions of professional historians and others who are not enmeshed in current empirical debates of the discipline (e.g., Broughton & Freeman-Moir, 1982; Elder, Modell, & Parke, 1993). In addition, the social relevance and the making of the discipline in American society have been told expertly by Sears (1975) and White (1995). Any single overview—including this one—can tell only part of the story.1 Adopting the convention used in the previous Handbook of Child Psychology, 20 years must lapse before a contribution or event qualifies as historical. Two decades constitute approximately one generation in the life of our science; therefore, 1976...
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...Name Professor Class Date Unit 3: Values and Worldviews- A Raisin in the Sun Essay Structure Template Introduction Lawrence, D.H. The Rocking Horse winner. 1st English Edition. Harper Collins Canada According to the book of “The Rocking-Horse Winner" by D.H. Lawrence” talks about a young boy named Paul. Thus, Paul acknowledges that there is never sufficient money in his folks; he goes out to search for money through luck. Therefore, he notices that if he rides his rocking horse speedy enough, he will some way “discover” the label of the captivating horse in the subsequent race. Among the subtopics derived from this book do include of; lust for money, lack as well as the obsession for material items. BGS: Broad general statement The book mainly describes lack as the general topic because it is seen that Paul is normally lucky in the” Rocking-Horse Winner”. Thus, to be triumphant in the community Paul as well his mother dwells in; Paul wishes to have a definite quantity of luck to survive presently and after. Subtopics 1. Lust for money: the paper tries to augment on how Paul’s mother was soo obsessed with the money issues. 2. Lack: the paper will augment more concerning how lucky Paul was when it came to the “Rocking-Horse Winner”. 3. Obsession for material Items: the paper augments on how Paul’s mother is obsessed with material wealth as well as items. Thesis Regarding the thesis...
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...Proceeding for the School of Visual Arts Eighteenth Annual National Conference on Liberal Arts and the Education of Artists: Art and Story CONTENTS SECTION ONE: Marcel’s Studio Visit with Elstir……………………………………………………….. David Carrier SECTION TWO: Film and Video Narrative Brief Narrative on Film-The Case of John Updike……………………………………. Thomas P. Adler With a Pen of Light …………………………………………………………………… Michael Fink Media and the Message: Does Media Shape or Serve the Story: Visual Storytelling and New Media ……………………………………………………. June Bisantz Evans Visual Literacy: The Language of Cultural Signifiers…………………………………. Tammy Knipp SECTION THREE: Narrative and Fine Art Beyond Illustration: Visual Narrative Strategies in Picasso’s Celestina Prints………… Susan J. Baker and William Novak Narrative, Allegory, and Commentary in Emil Nolde’s Legend: St. Mary of Egypt…… William B. Sieger A Narrative of Belonging: The Art of Beauford Delaney and Glenn Ligon…………… Catherine St. John Art and Narrative Under the Third Reich ……………………………………………… Ashley Labrie 28 15 1 22 25 27 36 43 51 Hopper Stories in an Imaginary Museum……………………………………………. Joseph Stanton SECTION FOUR: Photography and Narrative Black & White: Two Worlds/Two Distinct Stories……………………………………….. Elaine A. King Relinquishing His Own Story: Abandonment and Appropriation in the Edward Weston Narrative………………………………………………………………………….. David Peeler Narrative Stretegies in the Worlds of Jean Le Gac and Sophe Calle…………………….. Stefanie Rentsch...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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