...Literacy and chiasmus in Douglass’s Narrative of the Life Slavery in a history was a time period where humans did not treat other as humans, just because of the color of the skin and their education. To support this white people in the new land (America) used great religious texts such as Bible to prove that what they are doing is part of nature and that’s what is also written in text that is foundation of great religion of that time. The education point that was used by the whites for slavery was later proved wrong by many great autobiographies, one of them is Narrative life of Frederick Douglas. Even though Douglas was a slave he was able to prove that if one has interest and support, anyone can be educated. We can see how he educates himself...
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...call his name. In this poem, identity is not seen as something that is solid and concrete but as something that is situated and constructed by others, a glimpse of poststructuralist view on identity. Recently, language learning has been seen as participation and negotiation of self (see Higgins, forthcoming; Kinginger, 2004; Lam, 2000; Morita, 2004; Ohara, 2001; Pavlenko & Lantolf, 2000; and Solé, 2007 among others). The trend is resonated in the growing interest in language learner identity and the studies in narratives. In this paper, a case of heritage language learner will be investigated upon the theoretical frame of poststructuralism. Narrative inquiry will be used to analyze how she negotiates her learner identity. The purpose of this paper is two-fold: First, by looking at the struggle a language learner makes to acquire her heritage language, I reclaim the centrality of identity in defining heritage language learners. Second, to widen the horizons of narrative studies to the cyber space as it provides an ample source of easily accessible data and it has become one of the commonplace media of daily communication. Heritage Language Learners and Identity To refer to the Heritage Language Learners (HLLs), various terms have been implemented such as ‘native speakers,’ ‘quasi native speakers,’ ‘bilingual speakers,’ or, from the dissatisfaction with the prior terms, ‘home background speakers,’ and ‘heritage language speakers’ (Valés, 2005: p. 412). There has not yet been...
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...accepted participant. While the outsider identity may be thrust upon the individual, the individual himself/herself may hinder his/her assimilation and therefore be the cause of his/her own isolation. In both Margaret Atwood’s poem collection Journals of Susanna Moodie and Maria Campbell’s narrative poem, “Jacob,” protagonists Susanna Moodie and Jacob struggle as outsiders in their respective Canadian environments. Both protagonists are outsiders as Moodie is an outsider to the wildlife environment of the Bush and Jacob is an outsider to his Indigenous community; however, Moodie’s outsider status is a result of her personal fear of the unfamiliar, while external societal forces create Jacob’s outsider identity. Both outsider identities, while differing in causation, illustrate the negative impact Western ideology has on the new settler and Indigenous populations as the former’s preconditioned Western beliefs turn Canada’s natural environment into an adversary and the latter is pressed to abandon its unique cultural traditions. Through strategic word choice, both Susanna Moodie and Jacob are established as outsiders in their respective natural and social environments; however Moodie’s personal barriers cause her outsider identity, while Jacob’s outsider status is forced upon him by societal factors, providing a commentary on the destructive impact of Western ideologies. Atwood manipulates words to situate Moodie as an outsider to nature as she writes, “The moving water will not...
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...Autoethnography, Self-Narrative and Teacher Education examines the professional life and work of teacher educators. In adopting an autoethnographic and life-history approach, Mike Hayler develops a theoretically informed discussion of how the professional identity of teacher educators is both formed and represented by narratives of experience. The book draws upon analytic autoethnography and life-history methods to explore the ways in which teacher educators construct and develop their conceptions and practice by engaging with memory through narrative, in order to negotiate some of the ambivalences and uncertainties of their work. The author’s own story of learning, embedded within the text, was shared with other teacher-educators, who following interviews wrote self-narratives around themes which emerged from discussion. The focus for analysis develops from how professional identity and pedagogy are influenced by changing perceptions and self-narratives of life and work experiences, and how this may influence professional culture, content and practice in this area. Autoethnography, Self-Narrative and Teacher Education Autoethnography, Self-Narrative and Teacher Education STUDIES IN PROFESSIONAL LIFE AND WORK The book includes an evaluation of how using this approach has allowed the author to investigate both the subject and method of the research with implications for educational research and the practice of teacher education. Audience: Scholars and...
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...late antebellum is the first period examined, specifically young women’s lives before the war. Education is emphasized as the means by which women...
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...and movement necessary for making this transition. However, now more than ever, the film industry is seeing a rise in the number of filmmakers with a fine arts education. Due to the exclusive nature of the Hollywood film industry, it is clear that what these artists are producing is not the typical low-budget, unrefined student film. Oftentimes, there is a very evident influence based around Andy Warhol's career path and individual works that these artists tend to follow and become successful in doing so. Andy Warhol produced radical mixed medium photography, moved on to installation motion picture art, and then feature films. Perhaps artists like Warhol have always been best at pushing the limits – they are not afraid of breaking the rules, trying something different or shocking, and taking a risk upon exhibiting the results. Linda Yablonsky in her contribution to ARTNews credits Andy Warhol as the specific artist, and reason, that has convinced current artists to make their way into film; this movement is surprising audiences with the compositions produced. Yablonsky compares and contrasts such artists' work from before and after this transition and states that generally, “their movies are extensions of their usual work, with one difference: the films are based on screenplays that have a fairly conventional narrative bent” (Yablonsky, 1). Warhol's...
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...being so gullible. However, the reader, too, has been taken in by Saki's story and must come to the realization that he or she is also inclined to believe a well-told and interesting tale. Style “The Open Window” is the story of a deception, perpetrated on an unsuspecting, and constitutionally nervous man, by a young lady whose motivations for lying remain unclear. Structure The most remarkable of Saki’s devices in “The Open Window” is his construction of the story’s narrative. The structure of the story is actually that of a story-within-a-story. The larger “frame” narrative is that of Mr. Nuttel’s arrival at Mrs. Sappleton’s house for the purpose of introducing himself to her. Within this narrative frame is the second story, that told by Mrs. Sappleton’s niece. Symbolism The most important symbol in “The Open Window” is the open window itself. When Mrs. Sappleton’s niece tells Mr. Nuttel the story of the lost hunters, the open window comes to symbolize Mrs. Sappleton’s anguish and heartbreak at the loss of her husband and younger brother. When the truth is later revealed, the open window no longer symbolizes anguish but the very deceit itself. Saki uses the symbol...
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...Written texts often have the ability to remove a reader to a different world and escape their own reality. Margaret Atwood’s novel The Handmaids Tale presents the reader with specific ideas to present a dystopia in which the reader can migrate to. Atwood communicates multiple ideas to the reader, which cause recurring thought and a need to prevent our world from becoming one like Gilead. Atwood communicates the objectification of women as well as the power of language use. Atwood also employs the effect a loss of identity has on a person. Finally, Atwood conveys ideas of each gender having a certain role and being required to live up to this goal. These ideas have been successfully communicated through use of common written conventions such...
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...student’s unique intellectual interest and abilities. He believes that the main issue in the approach of education is the false dichotomy between “street-smarts” and academic intelligence. It is demonstrated through his tonal writing, which is littered with criticism of the educational system, yet is fully supportive of education in terms of intellectual growth. Staying true to his stance, Graff constructs his hidden intellectual argument that sticks to an everyday, relatable tone associated with banter without compromising his ideas. Graff begins the text using familiar colloquial terms, such as “street-smart”...
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...Business Plan Assignment Tuscola Technology Center, Caro, MI This assignment will take most students four to six weeks to complete but can be adjusted to fit individual needs. Upon completion students will complete a working business plan that can be created alone or in groups. Students wishing to become sole proprietors should work alone, while others considering partnerships and corporations should work in groups with one to three participants. This lesson plan is in line with Marketing Education Resource Standards where several performance indicators are met. Additionally, the lesson is also in line with core academics. • English Language Arts – Students will work to complete a polished plan that will require extensive research and revision. The entire process will require many drafts. Instructors should meet with students one on one and suggest spelling and grammar changes until the work is of professional quality. Students will also place their finished work into a PowerPoint project that they will deliver to the class where they will demonstrate professional literacy and communication skills. • Math – Students will learn about pricing, markup, and advanced financial statements such as income statements, balance sheets, and cash flow. One requirement will be to complete a working 3 month income statement. Each section of the lesson plan includes performance indicators and specific assignments that students must master before completing each written section...
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...A Comparison of “Dog’s Death” and “Do Not Go Gentle into That Good Night” Tammy McGee ENG 125: Introduction to Literature Instructor Jessica Dennis August 12, 2013 The theme I have chosen to write about is death and impermanence, and the two literary works I have chosen to compare and contrast are Dog’s Death by John Updike and Do Not Go Gentle into That Good Night by Dylan Thomas. How we are affected by death, and how we accept that it is inevitable seems to be a theme for many short stories and poems. Death brings a struggle between the dying and the family and friends of the dying. All the loved ones of the dying want them to do is fight, to encourage them to stay positive, even when there is no chance of survival. We want to be selfish and want to spend as much time as we can with them before they die. Just as the two poets in these poems do. In Dog’s Death by John Updike, the dog wants to lie down, to hide so she can die peacefully but the family rushes her to the vet to try and save her. And in Do Not Go Gentle into That Good Night by Dylan Thomas the father is being begged to fight against the inevitable death. I am going to show how loved ones want the dying to fight death, whereas the dying would like to come to peace with death and rest. Both Dog’s Death and Do Not Go Gentle into That Good Night are poems, however they are structured differently. Dog’s Death is not a set structure, meaning to say it is not a certain type of poem. It has five stanzas...
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...transit and mass communications. Many places that were once exotic realms barely set upon, became multi million dollar wellness centres for exhausted western tourists, complete with western television, McDonalds outlets and internet cafes. Professor Austin’s quote rightly alludes to the fact that the developments of modern technology over the past century have been a major factor in permanently concentrating the world closer together, a place where cultures bleed into one another. And it is having a dramatic effect on the number of languages. If means are not devised to stop it, half of the worlds 7000 odd languages that are spoken today will disappear within the next couple of generations. (SBS, 2013). This will also correspond to the loss of half of the world’s cultural wealth and ancestral knowledge. I will discuss the reasons why language diversity is important, and the challenges that are presented to it by contemporary society. Language is the most important tool we as humans have at our disposal. It is the means by which we learn, and the means by which we teach. It provides us with the only vehicle to express our feelings, articulate our ideas and collaborate. Human language itself is remarkably unique in the context of the natural world. We are the only creature that both speaks and writes and the only creature with the power of recursive thought, which in layman’s terms allows the ability for us to recall past episodes and imagine ourselves in future ones, as well...
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...comedy and stark tragedy, Woolf examines such themes as family, culture, and the individual in this remarkable portrait of modern life. Its unique and lyrical style, which has garnered the novel praise since its first publication, adds an artistic dimension to this surprisingly current novel. Indeed,The Voyage Out is a beautiful and telling work about self and society that rings as true today as in 1915. 1919, Night and Day [pic] [pic] Originally published in 1919, Night and Day contrasts the daily lives of four major characters while examining the relationships between love, marriage, happiness, and success. Like Virginia Woolf's first novel The Voyage Out, Night and Day is a more traditional narrative than her later novels. Unlike her first novel, however, Night and Day relies much more on its characters' internal struggles to push the its plot forward. What results is a character study of a very quiet group of people who are actually in the throes of deep anxiety and indecision. 1922, Jacob’s Room [pic] Who is Jacob Flanders? In Virginia Woolf’s 1922 novel, Jacob’s Room, we follow the life of a promising...
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...superficially positive. When Piquette doesn't reveal nature's secrets, Vanessa concludes “as an Indian, Piquette was a dead loss” (191) 3. What do the loons symbolize? “My dad says we should listen and try to remember how they sound, because in a few more years when more cottages are built at Diamond Lake and more people come in, the loons will go away” (190-91). Years later when Vanessa visits the lake, after the deaths of her father and Piquette, she realizes that the loons are no longer there. The loons become associated with death and loss, and while symbolic of Piquette, they are also an allegory of Canadian history. 4. What does Vanessa mean by the last sentence of the story? When Vanessa encounters Piquette as a young woman, she recognizes in Piquette what she hears in the loons' cries—“self-pity” (192) and “terrifying hope” (193); when Vanessa learns of Piquette's death soon after, she responds with silence. Vanessa's personal loss—of her father and of Piquette—is connected through the symbol of the loons with the Metis' loss of their land and their culture. Vanessa's realization at the end of the story, that only Piquette “had heard the crying of the loons” (194), signals the loss of her political innocence. Vanessa faces the reality of Canadian history at a direct personal level. 5. How does Laurence connect the personal with the political in “The Loons”? 6. How does Laurence...
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...Personal Narrative Your NAme Here PSY 230 August 26, 2010 Axia College of the University of Phoenix The past five years of my life is easiest explained by the humanistic theory of psychology, in particular that of Abraham Maslow’s “psychology of being” (McAdams, 2006, pp. 268, ¶ 3). Prior to five years ago I was striving towards self actualization, having all my basic requirements of physiological, safety, belongingness, and love needs as described in Maslow’s needs hierarchy in place, my self-esteem was high. I have proven myself as successful in achieving my goals and was regularly rewarded with recognition that afforded me with a certain prestige and status at work as well as among my social group. The reason I have chosen Maslow’s needs hierarchy to describe the past five years of my life is simply because I believe his explanation is fluid, mimicking life’s ups, and downs. I systematically lost many of my esteem needs through divorce (belongingness and love needs), illness, injury (safety needs) and the loss of my job (achievement) as described in Maslow’s need hierarchy (McAdams, 2006). The last five years have been used to regain what I lost, and I now have a new direction to pursue. I have returned to school to receive the education I need to achieve my goals in my redirected meaning of my purpose and meaning in life, which are to again achieve the confidence, status, prestige, and self-esteem I had lost. Peak experiences of my past such as marrying, taking care...
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