...Film Final Evaluation Essay By Armando Khan Orientalism is something that has shaped the world. It has created the way we see culture. More than that it has placed culture in boxes and has probably led to the awareness of culture. By saying this I mean that the only reason we hold culture in such importance is because of difference. And that difference is caused by the wonder of orientalism. Orientalism is the portrayal off something mostly in a cultural context, in order to show a difference as well as to display something exotic. It overlooks similarities and is used to attract. This attraction comes from the exoticness for we are always attracted to something that seems distant from the mundaneness of our existences. With that being said, what also contributes to the attractiveness of orientalism is that orientalism can be seen by many as an escape. A place where taboos do not exist and one can break free of the shackles of society. Orientalism seemed to be most striking when depicted visually. Whether it be the nubile young boy on the cover of a book. Or a nude Chinese women on a placard , it was a subject of visual intrigue and something ,many in the west could not resist. This is probably why it was used in film which is what I shall get into later. Orientalism first came about with depictions of Arabic and Islamic regions. It became the norm as how this particular culture was to be viewed. This however overlooked the fact that there might have been styles that were...
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...Orientalism in Disney’s Pocahontas While the name suggests an allusion to only Eastern Asia, or the Orient, Orientalism is a branch of Cultural Studies, an area of literary criticism that has applications in various mediums. The school of critical theory, created by Edward Said, is applicable to novels, essays, social situations, films, and epics alike. One film, to which Orientalism is applicable, is Disney’s Pocahontas. To understand how Orientalism is applicable to a film that takes place in the Western world, far away from the Orient, a foundation detailing the components of Orientalism must be constructed. Traditionally, Orientalism’s focus is the depiction of Eastern cultures, or places considered a part of the Orient, such as India, China, and the Middle East by western writers, or writers from the Occident. Defined, Orientalism is “a style of thought based upon ontological and epistemological distinctions made between ‘the Orient’ and (most of the time) ‘the Occident’” (1867). Based upon this definition, many people “have accepted the basic distinction between the East and West as the starting point for elaborate theories, epics, novels, social descriptions and political accounts covering the Orient, its people, customs, ‘mind,’ destiny, and so on”(1867). With the acceptance of distinctions between the East and the West, came a theory of literary criticism that “deals” with the Orient. Orientalism, in short, is a “Western style for dominating, restructuring...
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...Orientalism James Berardino Canon Formation 2B: Orientalism Final Copy Orientalism can be best defined as an ill-conceived notion that befalls the ignorant and misconstrues their perception of most, if not all, people belonging to a race or ethnic group that is different than their own. It does so in a manner that perpetuates the perception of individuals from different races, cultures or ethnicities as grotesque, frightening or somehow inferior in the eyes of individuals who have already completely assimilated themselves culturally into the pre-existing social strata of the region in which they inhabit. In other words, orientalism is a social “virus” that is often perpetuated, or “spread”, by fear of the unknown; a virus which insidiously promotes discrimination and segregation based off differences in both culture and appearance, flourishes amongst the ignorant and is prevalent throughout both America’s distant and recent history, as well as in the archives of world history. A parent to ignorance and the culprit to the divisive vices of racial prejudice of all creeds, a lack of sufficient education, along with blatant disregard for one’s global community, is the underlying reason why Orientalism is a recurring theme in history that has yet to be abolished entirely. However, there exist scholars and filmmakers, such as Le Espiritu, Sucheng Chan, Wakako Yamauchi, etcetera, who give hope to the fight against such ignorance by using their work to inform and...
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...Harvard Referencing System In your written work, when you are drawing or referring to or quoting from the ideas of another writer you must provide a reference following the guidelines laid out below. Always cite the author(s) of a book. If the book is an edited collection, you should cite the author(s) of the individual chapters you have used and NOT the editors(s) of the book. 1. Harvard method of citation in the text: (author year) When you are drawing from, paraphrasing or summarising another writer’s work, but NOT quoting directly from them, you must provide a reference as follows: 1.a. Single author of book or chapter: In a book by Said (1978) Orientalism was investigated as.... Orientalism was investigated (Said 1978) as.... When an author has published more than one cited document in the same year these are distinguished by adding lower case letters after the year within the brackets, which should also be used in the bibliography (see 4.i. below): Blunt (1994a) has discussed the impact of travel, gender and imperialism. He has also examined the impact of globalization on travel (Blunt 1994b). 1.b. Two or three authors: In the book by Driver and Rose (1992), ..... 1.c. More than three authors: Benner et al (1996) conclude that .... If more than one citation is referred to within a sentence, list them all in the following form, by date and then alphabetically: There are indications...
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...essentially spiritual (ie feminine) virtues; they must not, in other words, become essentially westernized.” - Partha Chatterjee, “The Nationalist Resolution of the Women’s Question”* “What was gradually and carefully constituted, brick by brick, in the interaction between colonialism and nationalism is now so deeply embedded in the consciousness of the middle classes that ideas about the past have assumed the status of revealed truths…It has led to a narrow and limiting circle in which the image of Indian womanhood has become, both a shackle and a rhetorical device that nevertheless functions as a historical truth.” - Uma Chakravarti “Whatever happened to the Vedic Dasi?: Orientalism, Nationalism and a Script for the Past.”* Who/where is the Indian woman? Since this conference focuses on the theme “Identity, Difference and Conflict: Postcolonial Critique”, I think this question could well serve as a starter for our discussion on this issue from an Indian feminist perspective. In order to situate this question bringing into relief its complexities, I wish to begin this paper narrating an event recorded by Shobha De, a feminist writer and analyst. According to her report, a certain man in Orissa...
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...Orientalism and India Introduction ”Oh, East is East, and West is West, and never the twain shall meet.” (Rudyard Kipling, The Ballad of East and West) In his much quoted verse above Rudyard Kipling revealed something of the nucleus of the long-lived tradition of Orientalist thought. According to J. J. Clarke, the ambivalence of the West [1] towards the East is age-old. The ”rich cultures,” ”superior civilizations” and ”ancient wisdom” of the Orient have inspired many Westerners, but on the other hand, the threats of its ”monstrous mysteries” and ”absurd religions” hailing from its ”stagnant past” have abhorred at least as many. For many, the Orient has been a dominion of hordes and despots or spiritual mystics and exotic sensuality. Exaggeration and imagination together with a range of both positive and negative stereotypes connected to popular prejudices have been essential to these views. Encountering the East has been significant for the self-image of the West producing identities ranging from decadent European modernity to concepts of cultural, racial and moral superiority. (Clarke 1997, 3–4. See also Pieterse 1992 and Hottola 1999.) In his highly celebrated but also provoking book Orientalism [2], Edward Said (1935– 2003) embarks on describing a long European tradition ”of coming to terms with the Orient that is based on the Orient’s special place in European Western experience.” This tradition Said calls Orientalism [3]. Said concentrates mainly on...
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...PAPER 28 THE HISTORY OF THE INDIAN SUBCONTINENT FROM THE LATE EIGHTEENTH CENTURY TO THE PRESENT DAY READING LIST: 2012-13 C. A. Bayly cab1002@cam.ac.uk 1 The History of The Indian Subcontinent From The Late Eighteenth Century To The Present Day A fifth of the world's population lives in the Indian subcontinent. While today the region’s place in the global world order is widely recognised, this is in fact only the most recent chapter in a longer history. This paper offers an understanding of the part played by the Indian subcontinent role and its people in the making of the modern world. From the decline of the great empire of the Mughals and the rise of British hegemony, to the rise of nationalism, the coming of independence and partition, the consolidation of new nation states despite regional wars and conflicts, and the emergence of India as the largest democracy in the world, this paper is a comprehensive and analytical survey of the subcontinent's modern history. The dynamic and complex relationships between changing forms of political power and religious identities, economic transformations, and social and cultural change are studied in the period from 1757 to 2007. In normal circumstances students will be given 6 supervisions in groups of 1 or 2. Key themes and brief overview: The paper begins by examining the rise of British power in the context of economic developments indigenous to southern Asia; it analyses the role played by Indian polities and social groups...
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...Unlike the RIP, I got started on this right away and was able to do a significant amount of research and structuring of the essay completed early. To begin the writing process, I looked back at my freewrite to create a clear thesis for my paper: Tolkien fills his writings with many eurocentric themes to emphasize the distinction between good and evil within the story, distracting audiences from understanding the rationalities and reasonings behind the villains. I felt this was a good basis for a paper as it was narrow enough to have specific talking points, while not being too specific. At the same time it was also not so broad that I could discuss anything and everything in Tolkien’s writing. I then started to do some research behind the topic which I found quite easy as there is a lot of information on both eurocentrism and the villains of Tolkien’s books. Because I had drawn inspiration from my anthropology class to create this thesis, I thought back to the readings I had done for that class and chose to use the reading which related to Tolkien’s writing the most. I had also been given a recommendation in class while researching of Edward Said’s Orientalism, which I found to relate a lot to my topic as well. Lastly I found another article which specifically addressed the orcs in The Lord of the Rings and how they portray human emotions but are misunderstood by both the characters...
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...Africa: Take – Home Exam 1) The ‘real Africa’ is presumed to be filthy and miserable (Wainaina, 2005). Discuss. Representations of Africa in a global context have been largely negative, often presumed to be one country the continent is stigmatised as backwards, disease ridden, violent and in need of Western assistance. Although some positive imagery does emerge from Africa including that associated with Comic Relief, corporate campaigns such as Guinness’s stylish philosophy and in music videos like ‘Am I wrong’ by Nico and Vinz, Africa is subject to the use and re-use of negative imagery resulting in prominent stereotypes shaping our geographical imaginations of the continent. This is a similar concept to that of orientalism explored by Edward Said (1987). This essay will argue that presumptions of the ‘real Africa’ are largely negative, discussing how ‘Africanism’ and stereotypes of the continent are heavily influenced by colonial representations of people and place arguing that these assumptions are highly compatible with Western domination and power rooted in imperial attitudes. Jan Pieterse (1992:75) recognises that Africa has been depicted as the ‘Dark Continent’ plagued by stereotypes ‘which colonialism would build on and elaborate’. Imaginaries of childlike, savage, inhumane distant others who are dependent upon Western help dominate the way in which Africa is perceived. Campbell and Power (2010) suggest that a dominant scopic regime shapes our perception of Africa through...
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...MECN1001: Critical Thinking Component Science Fiction Course reader Semester 2, 2015 “If science fiction is the mythology of modern technology, then its myth is tragic.” – Ursula Le Guin Lecturer and course co-ordinator: Ms Linda Mabin Linda.Mabin@wits.ac.za CM, 3rd Floor, East Wing, ADU (011) 717-7064 MECN1001: Critical Thinking Course Outline Science Fiction is a genre that is growing in currency around the world as a literature of cognitive estrangement, and one that has immense universal value because of this. To distance oneself from the ascendant structures of power is to perceive the world anew, filled with potential for change. For this reason, Science Fiction is a literature of immense value for a country such as South Africa. Approaching the challenges of a nation such as this requires an imagination trained to be meticulous in its logic, but unrestrained by the restrictions of present reality. Each tutorial activity is crafted to correlate with the concerns of the lecture material. Tutorials transpose the fundamental concerns dealt with in the subject matter of the lectures and ‘activate’ these ideas by having students demonstrate their knowledge not just in the form of individual written exercises, but through the vitally necessary process of engaging their tutors and peers in structured discussion. It is thus clear that the success of a tutorial is dependent on student participation, and as clear that the success of a tutorial depends on students being intrigued...
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............................................................ 13 References............................................................................................................................... 14 Introduction Fairytales have become an integral part of children literature. The various tales have been reinvented as picture books, novels, animated and real-life films. The stories have been twisted and shaped by an ever changing society to represent a wide range of the dominant society’s views. Among these they show perspectives on social class, women’s roles, cultural differences, religion, and human behaviour. As time goes on, the original tales are discarded and the altered stories become widely known and read. This can lead to the underlying perspectives of the altered stories become subconsciously engrained in the new generation. The effect of this can have a large impact on the views of individuals and groups. The question asked is do fairy tales actually have that much power to influence people’s viewpoints? Are they really biased towards the dominant culture? This essay will critique the popular tale of Aladdin, focusing on the Disney version. Three perspectives will be...
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...American Culture…………………24 Chapter 3: Disney Animation and (Gender) Commodification…………………………………………..55 Conclusion…………………………………………………………...73 Bibliography…………………………………………………………78 Introduction Among the various aspects which define contemporary life, popular culture – and in particular, American popular culture – is undoubtedly one of the most ubiquitous and long-lasting. Throughout the twentieth century, people around the world have enjoyed film, music, animation, and written works by various authors and artists. One of the most famous and significant American entertainers of the lot has been Walt Disney, introducing millions of children and adults to his world of limitless (or so is widely believed) imagination and magic, from the earliest short cartoons produced in the 1920s, to full-length feature animations such as Snow White and the Seven Dwarfs, to the numerous animations and live-actions films as well as Disneyland theme parks, all kept alive by the thriving Disney Company decades after the death of its founder. Disney’s legacy lives on in a variety of entertainment and consumer-oriented products, enthralling audiences the world over. Nevertheless, one type of art often precedes another, and among the most well known, classic...
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...*Daryoosh Hayati Lecturer of English Language, Lamerd Branch, Islamic Azad University, Iran Journal of Subcontinent Researches University of Sistan and Baluchestan Vol. 3, No.7, summer 2011 (p.p 31-52) East meets West: a Study of Dual Identity in Mohsin Hamid’s the Reluctant Fundamentalist Abstract This essay will present a postcolonial study of how Eastern identity and Western identity clash in The Reluctant Fundamentalist by Mohsin Hamid, the Pakistani- American novelist, and make the character of the protagonist a glocal one, (A mixture of global and local), a term newly coined by Postcolonial scholars to show the ever clashing mixture of global and local dualities in immigrants’ personalities. The basis for this research paper is the postcolonial theories of Edward Said, Fanon and Homi K. Bhabha. The aim is to question simply and sardonically the human cost of empire building, moreover it is discussed how the people in a totally alien culture are faced with different cultural predicaments, dilemmas as well as contradictions threatening their identity. Identity is supposed to be stable, while as this novel indicates, it is more of glocal identity which is at risk due to the cultural conflicts, as a result of which identity and ethnicity are subjected to change for the benefit of the hegemony. In line with Edward Said’s: “the East writes back” it is shown how this novel is a reaction to the discourse of colonization from the Pakistani side (which stands for the East)...
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...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 Assessment 5.3.2 Modes of Public Assessment 74 74 74 75 77 77 77 Quality Learning and Teaching Resources 104 6.1 Use of Set Texts 6.2 Use of Other Learning and Teaching Resources 104 108 Chapter 6 Chapter 7 109 Supporting Measures 7.1 Learning and Teaching Resource Materials 7.2 Professional Development 109 109 Appendix 1 Examples of Poetry Analysis 110 Appendix 2 Examples of...
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...UNRAVELLING THE NORTH-SOUTH DIVIDE DISCUSSION GROUP IV Content Page Content Page 1. Introduction.…………………………………………………………………………… 1 1.1 Methodology…………………………………………………………………. 3 2. North-South Divide 2.1 Language Binary..…………………………………………………………….. 2.1.1 Northern Indians, Sanskrit, Hindi and Influence of English.………..4 2.1.2 Northern Indians, Sanskrit, Punjabi and Influence of English………4 2.1.3 Southern Indians, Tamil and Influence of English….…………...…. 5 2.1.4 Southern Indians, Telugu and Influence of English…………………6 2.2 Religious Binary.………..………………….………………………………… 7 2.2.1 Hinduism ………….……………………………………………….. 7 2.2.2 Islam.………….……………………………………………………. 12 2.2.3 Inter-religious Interaction.…….…….……………………………… 13 2.2.4 Evaluation..…………………………………………………………. 13 2.3 Economic Binary.………………………………....…………………..……… 14 2.3.1 Introduction………………………………………………………… 14 2.3.2 Indians in Colonial Singapore……………………………………… 14 2.3.3 During Japanese Occupation……………………………………….. 17 2.3.4 Post War to Present Day Singapore………………………………… 17 2.4 Cultural Binary.………………………………………………………………. 18 2.4.1 Word “Raga”.………………………………………………………. 19 2.4.2 South Indian Music…………………………………………….…… 21 3. Conclusion ……………………………………………………………………….…….. 23 4. Bibliography …………………………………………………………….……………... 26 5. Appendix A…………………………………………………………….……………….. 28 1. Introduction India, the second most populous country in the world, is home to a rich diversity...
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