" Perusing Writing Fundamentally" A class/race/sexual orientation approach.


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Pressing a heap for each of us, dearie,
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" Reading Literature Critically" A class/race/sex approach Lic. Mariana Ferrarelli 21 st ARTESOL Convention Resistencia, Chaco October 3-4, 2008

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I. Perusing fundamentally Theoretical system (society philosophy talk power) II. Perusing from a class/race/sex point of view Social stratification (stereotyping-imbalance) III. Investigating abstract writings Classroom environment

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I. Perusing basically I.a. Accept each content is one-sided TEXTS/Language partial point of view of reality culturally/generally bound

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I. Perusing fundamentally I.b. Investigate underestimated thoughts Ideology as a procedure "which happens behind our backs" Naturalized thoughts & discernments Become cognizant

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I. Perusing basically I.c. Surface suspicions Estrangement/Distance from our naturalized observations Discourse + Power Dominant Interpretation hetero – male – white – working class

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I. Perusing fundamentally I.d. Acknowledge various understandings Difference & Diversity One prevailing interpretation Many readings Negotiation of significance Plural environment

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I. Perusing fundamentally I.e. Thump down generalizations Deconstruction + Critical examination Possible inquiries to surface and deconstruct class/race/sexual orientation generalizations

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Class generalizations How are social classes portrayed? Is there any pecking order in the social request that is acknowledged as normal? Sexual orientation generalizations How are ladies depicted? It is safe to say that they are appeared as touchy, sustaining and requiring security? Are male characters appeared as their balanced, solid and capable partner? What happens when a lady introduces some of these "tomb-boyish" qualities? Is it accurate to say that she is rejected by different characters? Is it accurate to say that she is seen as odd? How is she regarded as the plot unfurls? Race generalizations Are there any qualifications made on grounds of ethnicity? Are Blacks displayed as musical or athletic? The Jews all brilliant? The Asians all productive? Does it take individuals from the standard to take care of issues of individuals from minority bunches? Who takes initiative and makes decisions?* * Nodelman, P. what\'s more, Reimer, M. (1992).

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RECAP Knowledge partial context/society Meaning unstable incomplete questioned and redistributed. Overwhelming points of view resisted. A plural edge key to peruse against writings reinterpret them Reading writing fundamentally is the initial step to perusing the world basically.

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II. Perusing from a class/race/sex point of view II.a. Class Marxist Theory Bourgeoisie (misuse) Proletariat (upset) In consistent battle Functionalist Theory Different classes Different capacities in the public arena

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II. Perusing from a class/race/sexual orientation point of view II.a. Race Race common organic qualities Ethnic group common society Discrimination Racism Racial prejudice

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II. Perusing from a class/race/sexual orientation point of view II.a. Sexual orientation Sex Biological contrasts Gender Socially expected conduct Men: Dominant, autonomous, solid, balanced, forceful, focused Women: Dependent, powerless, loving, unreasonable, ladylike, delicate, supporting Gender Roles Reinforced by social foundations ( Family – School – Media – Literature)

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III. Investigating artistic writings III.a. Sex generalizations in The Chronicles of Narnia – The Lion, the Witch and the Wardrobe by C. S. Lewis III.a.i. Minor characters: Mrs. Beaver Mr. Beaver III.a.ii. Significant Characters: Peter – Susan – Lucy

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III. Investigating artistic writings III.a.i. Minor characters III.a.i.1. Mrs. Beaver - sustaining & minding stays in the Private Sphere of the house She plays out the conventional undertakings ladies are relied upon to complete: She sews: "The primary thing Lucy saw as she went in was a burring sound, and the principal thing she saw was a kind-looking old she-beaver sitting in the corner with a string in her mouth working hectically at her sewing machine" p. 81. She is accountable for the kitchen: "The potatoes are bubbling and the pot\'s singing" p. 81. She gets the young ladies\' help when the time has come to set up the sustenance: "In the interim the young ladies were helping Mrs. Beaver to fill the pot and lay the table and cut the bread and put the plates in the stove to warmth and draw an enormous container of lager for Mr. Beaver from a barrel which remained in one corner of the house" p. 82. She is the person who begins pressing sustenance for the gathering when they are getting away from the mystery police: "When Mr. Beaver said, \'there\'s no opportunity to lose," everybody started packaging themselves into coats, with the exception of Mrs. Beaver, who began getting sacks and laying them on the table. (… ) "What are you doing Mrs. Beaver?" shouted Susan. "Pressing a heap for each of us, dearie," said Mrs. Beaver coolly. "You didn\'t think we\'d set out on a voyage with nothing to at, did you?" p110. She even has a rocker. She laments not having taken a few pads when they are going to have a rest in their refuge. Nonetheless, she has recalled to take some kind of mixed drink so that everybody is warm and drowsy in the wake of taking a touch of it.

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III. Investigating artistic writings III.a.i. Minor characters III.a.i.2. Mr. Beaver - Active Public Sphere He is the Man of the house. He goes outside the house to discover the kids, while Mrs. Beaver stays in the protection of the home. He drinks lager and smokes channel. He is actually the provider, the one accountable for getting the sustenance for this "momentary" family: "… and I daresay, Mr. Beaver, you\'ll get us some fish." (… ) "Pretty much as the griddle was murmuring, Pete and Mr. Beaver came in with the fish which Mr. Beaver had effectively opened with his blade and got out in the outdoors." p. 82. He secures the gathering at the sudden indication of peril: "Mr. Beaver was out of the hole like a glimmer the minute he heard it." p.115. He is the chief of the family, the pioneer of the group: "Yet much sooner than they had got done with having a good time Mr. Beaver said, \'Time to proceed onward now\'." p. 120.

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III. Investigating abstract writings III.a.ii. Significant Characters III.a.ii.1. Diminish He gets a shield and a sword from Father Christmas. Aslan discloses to him his methodology in the war and how to lead the operations. He battles against the witch and shakes hands with Aslan toward the end of the fight. III.a.ii.2. Susan She gets a bow and a bunch of bolts and an ivory horn, to request help : "You should utilize the bow just in extraordinary need," he said, "for I don\'t mean you to battle in the fight. (..) And when you put this horn in your lips and blow it, then, wherever you are, I think help about some kind will come to you." p. 119. III.a.ii.3. Lucy She gets a knife and a little jug loaded with a mending genial which she ought to utilize when any of her companions are cottage. She offers imperviousness to the uninvolved part that has been forced on her: ""Why, sir?" said Lucy. "I think I – I don\'t know-however I think I could be overcome enough." p. 119. Be that as it may, Father Christmas answers in a convincing and grave tone: "That is not the point," he said. "be that as it may, fights are monstrous when ladies battle." p. 119.

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III. Investigating scholarly messages III.b. Class/Race generalizations in Harry Potter by J. K. Rowling Social stratification: -Upper Class – Only Purebloods -Middle Class + Mudbloods -Lower Class +Trolls & different animals -Under Class - Servants & house mythical people

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Final contemplations If we give our understudies instruments to be basic… to investigate their own suspicions… to question class/race/sexual orientation generalizations… to know dialect –and writings are ideological… to consider reality to be a build… … then they will have the chance to wind up mindful residents focused on their general public and to their reality.

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Bibliography Althusser, L. (1971), Essays on belief system , New Left Books. Fields, J. (2007), "Harry Potter, Benjamin Bloom, and the Sociological Imagination" in International Journal of Teaching and Learning in Higher Education , Volume 19, Number 2, pages 167-177. Foucault, M. (2002), The Archaelogy of Knowledge , Cornwall, Routledge Classics. Freire, P. (1970), Pedagogía del Oprimido , Montevideo, Tierra Nueva. Sear, K. (2005), "No more a companion of Narnia: Gender in Narnia" in The Chronicles of Narnia and Philosophy , Bassham and Walls (ed.), Illinois, Open Court. Geertz, C. (2000), Interpretation of Cultures , USA, Basic Books. Hancock, S. (2005), "Dream, Psychology and Feminism: Jungian Readings of Classic British Fantasy Fiction" Modern Children\'s Literature: An Introduction, Reynolds, K. (ed.), USA, Palgrave Macmillan. Kramsch, C. (1998) Language and Culture , China, Oxford University Press. Lewis, C. S. (2001), The Chronicles of Narnia , London, Harper Collins. Nodelman, P. what\'s more, Reimer, M. (1992), The Pleasures of Children\'s Literature , Allyn & Bacon. Rowling, J. K. (1999), Harry Potter and the Sorcerer\'s Stone , USA, Scholastic.

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