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Issues of cultural identity
Exploring cultural identity 1.3
Exploring cultural identity 1.3
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More handpicked essays just for you.
Issues of cultural identity
Exploring cultural identity 1.3
Exploring cultural identity 1.3
Don’t take our word for it - see why 10 million students trust us with their essay needs.
In the article of the Creek Indians, Christina Snyder portrays her thoughts on slavery and how Europeans, Natives, and African Americans all had their different point of view on slavery. Some traditions included holding captives then sending them free after their laboring was done. While others used captives as rewards or punishment because of the kinship system they tried to tie into slavery. Throughout the article Creek Indians went into rebellion with the Americans to fight for lands while starting new traditions into slavery mixing up political views and religious views all around the South.
Prior to St. Lucy’s Home Claudette, Jeanette, Mirabella, and the rest of the pack only worried about things like food and survival, as well as the pack as a whole. Then all of the sudden, they are forced to leave their families and come live with the nuns at St. Lucy’s Home for Girls Raised by Wolves so they may become civilized human girls. Their ability to adapt determines whether or not they are successful and are able to function in society. Each member of the pack must focus on their
There are many literary devices used across stories. Color imagery is one of these literary devices that is used when colors give objects a symbolic meaning. In the short story “St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell, girls who have been raised as wolves are thrust into the unknown as they are forced to adapt to human society. Their childhood was spent living with wolves, however they are taken in by nuns of St. Lucy’s who attempt to assimilate them into the human world through different phases. Throughout the story, color imagery is used to emphasize the key theme of unity, establish the conflicted tone, and metaphorically develop Claudette’s character.
It is a normal day in fourth grade. I am continuously stumping my classmates academically; however, students also make fun of my accent and unbreakable pattern of defeat in my Physical Education, P.E class. I have come to accept my lack of athleticism, and am giving up on my dream to become an athlete. Yet deep down inside, it still matters to me that no one wants me on their team. I disguise my dreadful athleticism from my classmates by acting careless and uninterested in the game.
During the boarding schools, the children were stripped of their indigenous culture. Their hair was cut short, and they were forced to dress “proper.” The students were forbidden to speak their native tongue (Carlisle Indian School). Students could only speak English. It did not matter if the children were from the same tribe or opposing tribe.
The oil painting “Temptation of Saint Hilarion” by Octave Tassaert was painted in 1857. When examining this art for the first time, the viewer is thrown into a world of color and emotion. As our eyes grow accustomed to the image, we start to understand the message behind the madness. In the next few paragraphs, we will analyze Tassaert work by looking in depth at the form, technique of the subject matter and the historical elements behind them.
“The significance of Native American boarding school was that Americans were trying to assimilate their culture and their way of living.” Many Native Americans today have very different opinions to how their people were placed in Indian boarding school. “Many Native Americans think that it helped their people be more civilized and help them live in american ways. ”While other Native Americans think that boarding schools were a place where they were torchered and a place where they lost their freedom and their culture. “Most people agree that Indian Boarding schools were just trying to help indians be more civilized, but others can see the wrong in the schools.”
The nature of these boarding schools was to assimilate young Native Americans into American culture, doing away with any “savageness” that they’re supposedly predisposed to have. As Bonnin remembers the first night of her stay at the school, she says “I was tucked into bed with one of the tall girls, because she talked to me in my mother tongue and seemed to soothe me” (Bonnin 325). Even at the beginning of such a traumatic journey, the author is signaling to the audience the conditioning that she was already under. Bonnin instinctively sought out something familiar, a girl who merely spoke in the same “tongue” as her. There are already so few things that she has in her immediate surroundings that help her identify who and what she is, that she must cling to the simple familiarities to bring any semblance of comfort.
At her deathbed I stood weeping, as a paleface woman sat near her moistening the dry lips (Calloway, 430).” Zitkala-Sa describes the death of one her classmates at the Carlisle boarding school in 1921 while still very young (Calloway, 428). The boarding schools started a chain reaction of the Native children not learning their own language or traditions, cutting hair, and the gender roles reflecting the Anglo-Americans. These
Indian Boarding schools were created in the 1800s to “Kill the Indian, Save the Man.” They achieved this by transforming the natives looks, culture, language, and teaching them a certain way so they would be able to function in a “european society”. Indian boarding schools taught students both academic and “real world” skills, but they did so while ripping the indians from their culture. Most indian boarding schools were the same with their tactics in transforming the native man into a white one.
In Karen Russell’s short story, “St. Lucy’s Home for Girls Raised by Wolves”, she develops the progression of the characters in relation to The Jesuit Handbook on Lycanthropic Culture Shock. The characters, young girls raised as if they were wolves, are compared to the handbook with optimism that they will adapt to the host culture. The girls’ progression in the five set stages are critical to their development at St. Lucy’s. The author compares Claudette, the narrator, to the clear expectations the handbook sets for the girls’ development. Claudette’s actions align well with the five stages, but she has outbursts that remind her of her former self.
Neither were the parents allowed to visit their children so the time the kids were finally able to go back with their family they started to become practically like strangers to each other because they knew very little about each other especially since many of the children were younger and had spent most of their lives in these school. The lack of communication between the Native American parents and children was another reason many parents weren’t aware of the trauma the kids were suffering in the homes. The kids were so affected they remember that even at night when they were left alone to sleep they were all so quiet and no one talked about what was happening to them. The native children didn’t have normal childhoods they didn’t play or interact with each other this alone shows how affected they were with the boarding
Karen Russel’s narrator, Claudette in the short story “St. Lucy’s home for girls raised by wolves” has a guilty hope that she fails to adapt to her new human culture and exhibits her instinctive wolve traits showing that Claudette has not successfully adapted to the human culture. Claudette wishes to adapt to the human culture but has a difficult time accepting it. The St. Lucy’s home for girls raised by wolves is for girls to learn the human culture. The faster the girls go through the stages, the faster they have adapted and accepted their new culture and can be released. While Claudette acts as if the human culture is growing on her
“A Narrative of the Captivity and Restoration of Mary Rowlandson”: The Influence of Intercultural Contact on Puritan Beliefs “A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson” by Mary Rowlandson gives a first person perspective into the circumstances of captivity and cultural interaction and an insight to Rowlandson 's attitude towards the Indians, both before and after she was held captive. Rowlandson displays a change in her perception of "civilized" and "savage", in spite of the fact that her overall world view does not alter. It should be covered below that in the following Essay, since the author and the narrator are the same person, will not be individually distinguished. For one thing, Mary Rowlandson provides all the conventions typical of a Puritan perspective.
Helena, one of the main characters of this Shakespearean comedy, expresses her thoughts on love through a soliloquy. This soliloquy is written in verse and in “iambic pentameter” - five unaccented syllables, each followed by an accented one - as the rest of the play is, but with the characteristic that it rhymes. The soliloquy is composed of “heroic couplets” - rhyming verse in iambic pentameter- in opposition to “blank verse” - unrhymed iambic pentameter- which is the predominant type of verse in the play. Helena’s soliloquy, formed, as mentioned before, by heroic couplets, follows the rhyme scheme AABBCC as can be seen in this extract: “Things base and vile, folding no quantity, (A) Love can transpose to form and dignity: (A) Love looks not with the eyes, but with the mind; (B) And therefore is wing 'd Cupid painted blind: (B)