...Rowlandson in ‘A Narrative of the Captivity’ sees a sense of hope and gives her suffering all to God, even though her daughter has faced death, as she says: “Thus nine days I sat upon my knees, with my babe in my lap, till my flesh was raw….” (Page 65). She also makes a reference to the 28th chapter of Deuteronomy; where Moses warns that God will bless those who obey Him and curse those who do not. “So I took the Bible, and in that melancholy time, it came into my mind to read the first chapter of Deuteronomy, which I did, and when I had read it, my dark heart wrought on this manner, that there was no mercy for me, that the blessings were gone, and the curses come in their room, and that I had lost my opportunity” (Page 67). But, instead of losing her last resolve, she continues to read on; “But the Lord helped me still to go on reading till I came to chapter 30.. there was mercy promised again, if we would return to Him by repentance; and though we were scattered from one end of the Earth to the other, yet the Lord would gather us together, and turn all those curses upon our enemies. I do not desire to live to forget this Scripture, and what comfort it was to me….” (Page 67). This shows that even through her misery from losing her daughter and being held in captivity, she gave it all to the Lord; and prayed in finding peace and a new life. With her faith, nearing the end of her long journey, she states: “ But I was fain to go and look after something to satisfy my hunger,...
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...feel, but it is easy to understand who he is talking about, their expressions, and their lifestyles. He makes a clear comparison between the rich and the poor. In his text he speaks of a man who makes fifty thousand dollars a year and has told him that it is impossible to keep up with the rich and that it is better to accept the fact of being poor. He describes how a man can only give him a plain meal that he calls a home dinner, but that it takes three men and two women to serve it. Stephen Leacock shows his opinion by using sarcasm. It is the irony and the sarcasm that makes the text worthwhile. By his use of personal experiences, the reader gets more engaged in the text and it helps him gain credibility. Amiability is a key characteristic of the Leacock manner. The narrator is a genuinely kindhearted character in the piece. Never cruel or savage, the narrative voice is one of gentle bemusement, of benign recognition of life’s follies, with a...
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...[Indiana University Libraries] Date: 24 February 2016, At: 16:43 Journal of Postcolonial Writing Vol. 46, No. 1, February 2010, 65–75 “He does not understand our customs”: Narrating orality and empire in Chinua Achebe’s Things Fall Apart Jarica Linn Watts* University of Utah, Salt Lake City, USA Downloaded by [Indiana University Libraries] at 16:43 24 February 2016 jarica.watts@utah.edu Jarica 0 100000February 46 2010 &Article OriginalofFrancis 1744-9855 (print)/1744-9863 JournalandPostcolonial 10.1080/17449850903478189(online) RJPW_A_448194.sgm TaylorLinnWatts 2010 Writing Francis This article delineates different strains of Achebe’s narrative technique in Things Fall Apart, arguing that earlier critics have failed to account fully for two fundamental principles in Achebe’s narrative: the myriad phrases that are repeated throughout the first part of the work; and the formative shift, the poetic volta, that takes place between parts one and two of the novel. Drawing on Achebe’s assertion that “anyone seeking an...
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...their experiences outside the context of the classroom and how those links influence what and how they learn. The purpose of this literature review is to examine the many facets that make up the term Culturally Responsive Teaching (CRT) and the impact and implications implementing such a broad concept may have on the education system. While the literature discusses several topics connected to CRT, I will confine this review to the following: (1) CRT Background/Definition (2) The methods of study, the participants involved and the significance of the outcomes (3) and finally No Child Left Behind (NCLB) and mandated curriculum vs. the use of CRT based curriculum. I located the material for my review using databases made available by the University of Texas at El Paso, using education as my search parameter. EBSCO Host featured many peer reviewed research articles. Using the terms culturally diverse classrooms, culturally...
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...148-American History to 1865 Professor Palenscar February 4, 2013 Rowlandson’s Captivity Imagine yourself in a point of time where Puritans whose village would be attacked by Native American Indians. A book called Classic American Autobiographies tells about a short narrative story called A true history of the captivity and restoration of mrs. Mary rowlanson. Around the 1600’s, a puritan women named Mary Rowlandson would be captured by Indians and held captive for eleven weeks until she could finally escape. She was only able to endure her captivity only through the faith in God. Instead of Mary facing hardships daily from the Indians, she continually traced the goodness of God in keeping her safe from even further harm. That’s why in the following one will understand about what we learned from the Native American Tribe, the view that Mary wants the readers to see, and if any change upon Mary of her thoughts and behavior as time goes by. One will learn about the Native American Tribe that was holding Mary Rowlandson in captivity. Firstly, the Indians are to be described as beasts, barbarous creatures, murderous and wolves. These descriptions are taken from the Mary personal statement describing her personal feelings and actual experiences while watching horrific scenes taking place before her eyes. On page 28, Mary states “There was one who was chopped into the head with a hatchet, and stripp’d naked, and yet was crawling up and down. It was a solemn sight to see so many...
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...Liberation? In A Modest Proposal for Preventing the Children of Poor People from Being a Burthen to eir Parents and Country, and for Making em Beneficial to the Public () Swift exploits the age-old discourse of ethnic defamation against the Irish that had legitimated the English colonization of Ireland for centuries. One of the most damning elements in Swift’s use of this discourse is that of cannibalism. e discourse of ethnic defamation arose out of the Norman conquest of Ireland in the twelfth century. Clare Carroll points out that “the colonization of the Americas and the reformation as events … generated new discourses inflecting the inherited discourse of barbarism” in early-modern English writing about Ireland (). Narratives of native cannibalism were an indispensable part of these new discourses and practices. For the English authors as well as their continental counterparts, the cannibalistic other of the New World became a yardstick by which to measure the threat posed by internal enemies, be it the indigenous Irish, the French Catholics, or the Moorish inhabitants of Spain.¹ us, it was against the backdrop of the reforma Carroll demonstrates that while continental authors like Bartolomé de Las Casas and Jean de Léry could treat the Amerindians and their cannibalistic practices as being less alien than their respective domestic enemies the moors and the ESC .– (June/September ): – A C teaches English at the University...
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...997661472 PHL388 05.29.15 Analyzing Giants and How They Should Be Buried James Wood, in his review of Kazuo Ishiguro’s The Buried Giant, criticizes the work for its use of allegory which he argal and general what is implicit and personal in his best fiction” through the use of allegory. In other words it seems as if Wood believes that an author must more or less place some sort of an onus upon the reader to unearth messages within literary works with a bit of effort, which an allegory fails to do. In The Buried Giant’s case Wood argues the use of allegory “simplifies” and “literalizes”. As a result it is argued to not only discount from this particular author’s general writing style (as compared to his previous works) but more generally makes too obvious what should be left for the reader to, in the process of reading, uncover with a bit of work as opposed to having an allegory hand it to them on a platter. Wood argues the use of allegory fails as it, “points everywhere” and is couple with a fictional setting which is, “feeble, mythically remote, generic, and pressureless” making the work simultaneously literal and vague. He also adds that the use of allegory is, “antinovelistic, because it points away from its own story, gued he overlooks other characteristics which can be argued to be more significant when it comes to judging the success of a piece of literature. Wood may potentially believe that since the use of allegory in The Buried Giant has...
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...Consequences of Slavery As a freshman in college, having sat through many high school lectures about slavery and the long lasting effects it has left on the United. In, Frederick Douglass’ Slave Narrative, I was able to gain true personal insight from Douglass’ personal experiences and further my understanding of what all went into slavery and how it effected not only African Americans but Whites also. Slavery not only put a mental and physical strain on the oppressor and its oppressor but also the surrounding people who had to deal with it’s reputation and after effects. At the beginning of the Narrative, Douglass talks about his different accounts with his masters and overseers. He states that he had 2 masters and that the first ones name was Captain Anthony. Captain Anthony wasn’t a very rich master and he owned a couple farms with about 30 slaves in total possession. Anthony’s farms were mainly under the control of an overseer Douglass recounts as being Mr. Plummer. Douglass described him as, “a miserable drunkard, a profane swearer, and a savage monster. He always went armed with a cow skin and a heavy cudgel” (50). I can’t help but think that these problems and rage were only intensified when he took over control of the slaves while the master was away. And Captain Anthony wasn’t a kind master either. Douglass recalls his first time, as a young child, witnessing someone being whipped by Captain Anthony and it engraved a memory into Douglass’ head that would leave a...
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...STUDIES IN PROFESSIONAL LIFE AND WORK Mike Hayler University of Brighton, UK 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 ...
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...chapters, I have discussed the polemics of the regional novel during the course of its evolution as a special category. An attempt was made there to trace their development in the British, Indian, and Telugu literary traditions. The British regional novel is a different phenomenon from that of the regional novel in India. Yet, there have been some important continuities in the genre. Preoccupations with landscape as also with identity conflicts have continued as distinctive components of the regional novel. As the introduction discusses, such developments are partly products of the socioeconomic milieu of the writers. In this concluding section, I return to that assertion and draw together some observations, discussions and arguments to offer my views on what might actually have gone into the making of the regional novel. Firstly, I review the major queries regarding the nature of the "region" and the "regional novel" that have cropped up during the course of the thesis and consider how they might be explained. "There is no universally accepted definition of the region," observes Norton Ginsberg, (qtd. in Cohn 101) The study comes out with the hypothesis that the "region" cannot be given one particular identity and definition. When we come across labels like Regional College of Education, Regional Engineering College, etc, we are bound to associate the region with something local and inferior as opposed to the National and the superior. The renaming of institutes like Regional...
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...This article was downloaded by: [University of Central Florida] On: 27 January 2014, At: 06:42 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Gender, Place & Culture: A Journal of Feminist Geography Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/cgpc20 'A Choice of Nightmares': Narration and desire in Heart of Darkness CLIVE BARNETT Published online: 14 Jul 2010. To cite this article: CLIVE BARNETT (1996) 'A Choice of Nightmares': Narration and desire in Heart of Darkness, Gender, Place & Culture: A Journal of Feminist Geography, 3:3, 277-292 To link to this article: http://dx.doi.org/10.1080/09663699625568 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable...
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...actors include Mary McDonnell, Graham Greene, Rodney Grant, and Floyd Red Crow Westerman. The story starts with a wounded Civil War soldier about to have his foot amputated when he makes an attempt at his life by stealing a horse and running recklessly across the open battlefield nearly getting shot. The build from this scene is that the soldiers fighting see his act of desperation and encouragement and a distraction and use the fact that the enemy is so focused on shooting him off his horse that they never see the final attack coming. The end of this scene Kevin Costner throws up his arms and glides with the horse like they were one in a full gallop and is deemed a hero and the general not only gives him the horse(Cisco) but also lends his personal surgeon to save his foot. This is the start to a beautiful and emotional story that builds into a love story between the soldier, a white Indian woman, and the entire Lakota tribe. The bond between the soldier and...
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...London, 1816–1817 date of first publication · January 1, 1818 publisher · Lackington, Hughes, Harding, Mavor, & Jones narrator · The primary narrator is Robert Walton, who, in his letters, quotes Victor Frankenstein’s first-person narrative at length; Victor, in turn, quotes the monster’s first-person narrative; in addition, the lesser characters Elizabeth Lavenza and Alphonse Frankenstein narrate parts of the story through their letters to Victor. climax · The murder of Elizabeth Lavenza on the night of her wedding to Victor Frankenstein in Chapter 23 protagonist · Victor Frankenstein antagonist · Frankenstein’s monster setting (time) · Eighteenth century setting (place) · Geneva; the Swiss Alps; Ingolstadt; England and Scotland; the northern ice point of view · The point of view shifts with the narration, from Robert Walton to Victor Frankenstein to Frankenstein’s monster, then back to Walton, with a few digressions in the form of letters from Elizabeth Lavenza and Alphonse Frankenstein. falling action · After the murder of Elizabeth Lavenza, when Victor Frankenstein chases the monster to the northern ice, is rescued by Robert Walton, narrates his story, and dies tense · Past foreshadowing · Ubiquitous—throughout his narrative, Victor uses words such as “fate” and “omen” to hint at the tragedy that has befallen him; additionally, he occasionally pauses in his recounting to collect himself in the face of frightening memories. tone · Gothic, Romantic, emotional...
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...on the LO in the context of learning and OL and in particular the theoretical tensions and dilemmas existing between these concepts. Management theorists have under-utilised the insights and practices from other disciplines such as sociology, philosophy and anthropology. As Burrell (1994) argues: Sooner or later organisation studies must enter an area where philosophy and social science meet. Organisation studies must also enter intellectual theory where the well-established French and German traditions of social theory meet. The author Deb Stewart is a Lecturer in the School of Management, Victoria University, Melbourne, Victoria, Australia. Keywords Learning organization, Organizational learning, Organizational change, Metaphor, Narratives Abstract Examines the theoretical and practical development of the concept of the learning organisation (LO). Some theorists...
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...perspective deteriorates expectations for students and weakens educators’ abilities to recognize giftedness in its various forms (Ford & Grantham, 2003). The most devastating brand of this sort of deficit thinking emerges when we mistake difference—particularly difference from ourselves— for deficit. If one concentrates best while sitting still it may be difficult to imagine that somebody else—a student or colleague, perhaps—concentrates more effectively while pacing or tapping a pencil. Similarly, if one always has lived among people who speak a certain language variation, such as what people commonly refer to as “standard English,” she or he might mistake somebody’s use of a different variation, such as the Appalachian variety spoken by my grandmother, as an indication of intellectual inferiority or, worse, deviance (Collins, 1988). Over the past ten or so years a critical discourse challenging the deficit perspective has emerged among educators. Some insist that “every student is gifted and talented.” Others urge us to “find the gift in every child”; to “focus on student strengths.” Unfortunately, like many discourses in the education milieu, the one surrounding the deficit perspective occurs largely outside of what Nieto and Bode (2008) call the sociopolitical context of schooling, “the unexamined ideologies and myths that shape...
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