...article, she provides the narrative of how she was attacked by a crocodile and managed to survive the attacks. She later focuses on what narrative is, why it is important, and what impact her narrative has had. Plumwood emphasizes the importance of passing on our story, which is a crucial ingredient that might contribute to “human wisdom” (139). Not only is it important in contributing to human wisdom, but it is also a “crucial part of satisfaction in life, a way to participate in and be empowered by culture”(141). In her case, she shows states that not only does her narrative provide satisfaction, but it also provided a healing power. She also says that narratives are so important, that it even haunted her last moments (140). When she thought she was about to die, the fear that people would not know the true story occurred because it was that important to her. People have a way of misconstruing narratives. Her narrative has taken the “master narrative”, where they lessened her abilities because she was a woman, sexualized the male crocodile, and exaggerated the crocodile size. She relates what was done with her story to how the narratives of the indigenous people are changed. “This is what is done all the time to subordinated groups, such as indigenous peoples, when their voices and stories are digested and repackaged in assimilated form” (140). This relates to her view on Western culture. The contemporary Western culture does not value narratives as much as the indigenous...
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...a voyage of retelling American history, however, the difference is that he includes the many minorities that took part of it. He does so by including pictures, songs, and firsthand account stories of people that lived in that era. Takaki talks about the great importance these races have in American history and how they, in fact, are part of it. He mentions that most Americans see America as a white country and view people who are not white through the “Master Narrative” filter. He defines the Master Narrative to be the teaching of American history from a white perspective, therefore enforcing the idea that Americans are only white people. Takaki challenges this idea by telling the history of a multicultural America in his book; he does so by telling a history that is inclusive of minorities, such as Mexican Americans. Therefore, teaching a more inclusive history vanishes the social distinction that separates white people and people of color. According to Takaki it is easy to misunderstand why many immigrants are not considered American; it is why he states that the master narrative is at fault. Many Americans see Mexican Americans as “aliens” and very foreign to this country. However, one...
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...Summary of Narrative of the Life of Frederick Douglass, An American Slave, Chapter I-IV Frederick Douglass’s Narrative of the Life of Frederick Douglass, An American Slave brings to light many of the injustices that African Americans faced in the 1800s under slavery. Through vivid images of brutality, Douglass presents the story of his life in a way that implicitly critiques the institution of slavery. In the first few chapters of his narrative, Douglass chronicles the barbarity that he witnesses and experiences himself during his childhood at Colonel Lloyd’s plantation, including the separation of families, the whipping of slaves and crimes against slaves. Douglass introduces his family circumstances in the first part of his Narrative. Because he lacks accurate knowledge of his birthday and age, Douglass notes the place of his birth—“Tuckahoe, near Hillsborough, twelve miles from Easton, in Talbot County, Maryland”—indicating the importance of his birthplace, the only piece of information he possesses about his own identity. He regards his “want of information” about his background as “a source of unhappiness” during his childhood. Moreover, according to Douglass, slaveholders always separate slave children from their mother before the children reach twelve months. Douglass decries the fact that this separation inevitably extinguishes the natural affection of the mother for the child as well as the child’s affection toward his mother. His own reaction after he heard about...
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...Slaves in the United States prior to the abolition of slavery were brutally tortured, yet not just physically but mentally. And throughout it's existence in the United States, this type of torturing was allowed. It is common knowledge that throughout the autobiography, Narrative of the Life of Frederick Douglass, slaves had witnessed much physical brutality. However, the mental brutality that slaves had gone through was much worse than the physical brutality. The mental brutality that slaves had faced was in the form of the stripping of identity, verbal beratement, and being subject to unfair treatment from their masters. The first type of Mental brutality slaves had gone through was the stripping of their identities. The first instance of...
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...further explains why Africans would capture tribes and not keep them for themselves. Arguably this is because either they were forced on these endeavors or they were paid for it. Nevertheless Smith makes it clear that capturing every single individual wasn't this tribes goal because they would at times give prisoners clemency: something that would not happen if they were collecting prisoners for their own benefit. Therefore I have to question exactly what led this tribes to capture other Africans. Was there fair trade going on between these African tribes, or were these tribes being forced to do so white slave traders? Farrow also fails to explore or even mention some of the interesting relationships that took place between Smith and his masters. For example the dichotomy between he and Mumford....
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...Describe the genre of Slave Narrative in his essentials on the basis of an example. What was the role of the genre for the abolitionist movement? Anti-slavery literature was very important for the abolitionists` fight against slavery. The Slave Narratives took a special importance because of the fact that slaves reported from the personal perspective. They described autobiographically how the life in captivity looked like. Consequently, they disputed the description of slave keeper, which were played down and romanticized. Frederick Douglass, one of the former slaves, wrote his story on his own, whereas some who couldn´t write and read (who were illiterate), dictated their stories to abolitionists. Those wrote and published these stories. Moreover, the Slave Narratives always were authenticated in preface and epilogues from whiteness. In the following part, I will quote many a time from the autobiography of the mentioned Frederick Douglass‘ “Narrative of the Life of Frederick Douglass“ “Master, however, was not a humane slaveholder. It required extraordinary barbarity on the part of an overseer to affect him. He was a cruel man, hardened by a long life of slaveholding. He would at times seem to take great pleasure in whipping a slave. I have often been awakened at the dawn of day by the most heart-rending shrieks of an own aunt of mine, whom he used to tie up to a joist, and whip upon her naked back till she was literally covered with blood. No words, no tears, no prayers...
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...think that was the worst thing … I felt like they were kind of wrong to, you know, to stereotype everyone. (Maxine, 18-year-old mother) Teen mothers' unique perspectives on teen pregnancy can contribute much to our understanding of this issue, including family and individual experiences. In this article, teens' narratives provide insight into processes and contexts of family caregiving they received during their pregnancies as one type of resource they relied on to work toward a new and positive identity. Consistent with scholarship on identity construction, teenagers described their relationships with others as critical to this development, and attention to the processes of caregiving illuminates this connection. The stigmatized status of teen pregnancy, when viewed as a master narrative (such as that articulated by Maxine above), renders teenagers' own narratives a counter story that facilitates narrative repair. Analysis of teenagers' narratives illuminates how processes of identity transformation connect one to the care of others, empowering individuals to resist threats to a positive sense of self or a damaged identity (Nelson, 2001). In their narratives, teenagers describe largely negative initial reactions to their pregnancies, both their own and those of the individuals closest to them. These negative reactions provide the initial context for identity change and are emphasized through themes of loss and struggle. Despite these initial reactions that cause disruptions...
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...EDU 695 Week 6 Assignment Final Paper and ePortfolio NEW To Buy This material Click below link http://www.uoptutors.com/edu-695-ash/edu-695-week-6-assignment-final-paper-and-eportfolio-new Final Paper and ePortfolio You will create an ePortfolio that includes redesigned activities from prior coursework in the Masters of Arts in Education (MAED) Program that demonstrate your competency with the nine Program Learning Outcomes, which are also the Course Learning Outcomes for EDU 695. Additionally, you will write a narrative reflection of your experience with the program and the ePortfolio construction. The overarching goal of this Final Paper and ePortfolio assignment is to showcase learning from the MAED Program in a consolidated, web-based format that can easily be shared with anyone: colleagues, potential or current employers, friends, family members, and others. For the ePortfolio, you use a system called Pathbrite. Within this ePortfolio, you will tell the story of your educational journey and value of your personal MAED experience as it applies to the labor market. Remember, the ePortfolio is your chance to show what you know and are able to do in the practice of teaching and learning with technology. You will submit a link to your ePortfolio and attach your paper portion of the assignment in a Week Six discussion for preliminary feedback by peers and the instructor before the final submission. The earlier you submit in the Week Six discussion the more opportunity you have...
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...Sherae Bonner History 231 Honor Sachs November 1, 2015 Fredrick Douglass The Narrative of Fredrick Douglass focuses on the harsh reality of slavery in the southern United States and the push for the abolishment of slavery as whole. Fredrick Douglass discredits the slave owners’ account on slavery by going into great detail about his life as slave and the cruel realities that many slaves, including himself, faced on the plantations. Fredrick takes us through each of his slave masters and tells about each one in great detail and described them as good or bad. This book has a significant amount of historical importance because Fredrick Douglass gives his firsthand account on his life as a slave and his push for freedom. Secondly, his autobiography...
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...because these factors contribute and influence an author’s point of view as well as each author’s unique voice and message depending on the time period. Harriet A. Jacobs’s Incidents in the Life of a Slave Girl, is a slave narrative. The literary conventions of the slave narrative define the work. Slave narratives echo biblical stories that often reflect persecuted groups attempting to escape to freedom. Jacobs’s piece details her struggle to escape her master from sexual abuse. Vivanco (2003), “The process from sin to rebirth in spiritual autobiographies is paralleled by the process from slavery to freedom in slave narratives. Slaves experience a change from chattel, enduring suffering, to man or woman living in the Promised Land, the North,” (para. 5). Further distinction of the slave narrative is how authors shape the story, often chronologically. Slave narratives illustrate an author’s personal experience though many share common themes of extreme violence/abuse and racial prejudice. Slave narratives are essentially autobiography, which offer an author’s own experience for readers to find meaning. Jacobs’s female voice sheds light on issues affecting slave women; sexual abuse and losing children to death or slave trade particularly. Jacobs’s narrative is a prime example of how different slave women were treated as opposed to men. Both...
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...stories. In his inspiring narrative, Douglass describes the corruption of slavery and highlights the essence of freedom: what it means to be freed. According to Frederick Douglass there is not only physical freedom but also intellectual freedom. Therefore in order to live truly freely, one must have both physical freedom and intellectual freedom. The slave owners constrain slaves’ physical freedom by forcing the slaves to submit to the will of their masters. The slave owners also constrain the slaves’ intellectual freedom by keeping the slaves ignorant and illiterate. When Douglass’ mistress Sophia Auld starts to teach him how to read and write, Mr. Auld becomes infuriated. He says, “A nigger should know nothing but to obey his master -- to do as he is told to do. Learning would spoil the best nigger in the world” (78). To the slave owners, they want the slaves to be nothing but laboring machines. They want the slaves to know nothing but the will of their masters. And in that way, the slaves would not recognize slavery as an inhumane institution but accept it as the natural order of life. However, Douglass is able to discern the importance of education as “the pathway from slavery to freedom” (78). In order to be freed, he has to first recognize that slavery deprives human beings of the fundamental rights. The more Douglass reads, the more he recognizes the corrupted behaviors of slave masters. And more he recognizes the corrupted behaviors of slave masters, the...
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...Anikh Wadhawan MCS:015 Intro to Television May 6,2013 Paper #1 Prof. Bundy Quality vs. Good: Different ways to judge Television What is the role of television today? Television has almost become apart of American culture as if it is a form of religious practice. Many people practice this ritual through out the day; some as they wake up in the morning, and others thanks to technology can get their practice of television in throughout the day. What makes T.V. so important? How did it become to be so? Yet a larger question that may be of even more importance is what allows us to see the entertainment value in the shows that are presented to us? Shows on television may tend to look good, yet may not affect our emotions or share a connection as deep as others. Other shows go as far as trying to make something unfamiliar to us much more realistic and “real-life like”. To categorize such shows one has to understand what is “Quality” television versus “Good” television, and to help describe the relationship between these categorical descriptions of television the show Nip/Tuck by Ryan Murphy on FX is a show that shares both “Quality “and “Good” T.V. aspects. Television is considered “Quality” when; a show has a type of textual characteristic that definitely is important in representing its value to the Audience, and an audience that is majority “middle class” (Cardwell, 23). At most the show will have “a carefully constructed storyline, well acted, and well filmed”(Cardwell...
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...G U I D E T E A C H E R’S A TEACHER’S GUIDE TO TWELVE YEARS A SLAVE BY SOLOMON NORTHUP bY Jeanne M. McGlInn anD JaMes e. McGlInn 2 A Teacher’s Guide to Twelve Years a Slave by Solomon Northup Table of Contents SYNOPSIS......................................................................................................................................3 ABOUT THE AUTHOR...............................................................................................................3 INTRODUCTION TO THE STUDY GUIDE............................................................................3 MEETING COMMON CORE STANDARDS.............................................................3 THE SLAVE NARRATIVE GENRE...............................................................................3 HISTORICAL OVERVIEW..........................................................................................................4 DURING READING.....................................................................................................................6 SYNTHESIZING DISCUSSION QUESTIONS.......................................................................9 ENRICHMENT ACTIVITIES.......................................................................................................9 ACTIVITIES FOR USING THE FILM ADAPTATION........................................................ 11 ADDITIONAL RESOURCES.....................................................................................
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...Emmanuel Obeng Professor Rosalie Yezbick LITR220 25 March, 2016 Course Reflection It has been an amazing eight weeks of intense but fun time learning about American Literature. There were some awesome topics, essays and readings that were my favorites. However, there were also some few topics that even though were interesting to read were my least favorite. The body of this essay is going to be talking about my three favorite as well as my three least topic, essays, forums and reading throughout the course. My first is Anti-Slavery and Slave Narratives in week seven forum, some of the challenges Linda Brent faced while she lived under Flint. While reading, “Incidents in the Life of a Slave Girl” it actually made me feel very sad for this...
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...Frankenstein Science AO2 Unrestrained scientific desire: ‘they penetrate into the recesses of nature and show how she works in her hiding places’ • ‘they ascend into the heavens’ ‘new and almost unlimited powers’ ‘penetrate’ ‘command’ ‘mimic’ • ‘with fervour’ • ‘performed miracles’ • ‘unfold to the world the deepest mysteries of creation’ • ‘secret’ ‘hidden laws’ • How dangerous is the acquirement of knowledge’ Power: ‘as if my soul were grappling with a powerful enemy’ • ‘like a hurricane’ ‘pour a torrent of light’ • ‘pursued’ ‘unremitting ardour’ ‘clung’ ‘dedicated myself’ ‘secret toil’ ‘tremble’ ‘tortured’ • ‘one pursuit’ • ‘tread a land never before imprinted by the foot of man’ • ‘I preferred glory’ • ‘until from the midst of this darkness a sudden light broke in upon me- a light so brilliant and wondrous’ Lack of Morality: Transgression against God he mocks the power of the creator ‘torrents of light’ ‘a new species would bless me as its creator and source’ ‘many happy and excellent natures would owe their being to me’ • ‘eyes insensible to the charms of nature’ • ‘Labours’ scientist in being able to mimic and usurp traditional creation methods; existence of an immortal soul? • Responsibility for creation image reinforced ‘inarticulate sounds’ Pursuit: ‘deeply smitten with the thirst for knowledge’ • ‘Pursuit for discovery and wonder’ attracted to the tree of knowledge ‘eternal light’ back to biblical times, tree of knowledge...
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