In chapter 5, it gives differentiations of story lines and testimonies. Story lines are socially shared tales that are fable-like and incorporate a common scheme and wording. The concept of storylines is they are based on impersonal arguments with little narrative content. Storylines are social products and are seen as factual the more people tell their stories. Story lines are also used to justify and defend current racial arrangements. Testimonies are accounts in which the narrator is a central participant in the story or is close to the characters in the story. The concept of testimonies is that these stories accumulate sympathy from their listeners. Testimonies are filled with more details and personal investments than story lines. They are …show more content…
When whites thought of the past, they interpreted it as slavery. “I didn’t own slaves” phrase is an indication that allows people to understand present generations are not involved or responsible for what happened during slavery. Carol, a SU students, says she has the “what happened, happened” attitude. She feels this way because people who were involved in slavery are gone and her suggestions would not make an impact on blacks today. The concept of “If other ethnic groups have made it, why can’t blacks” is a way people use excuses to say they were not admitted into a college or not able to get a job because of a minority. Whites does not stop and think maybe they were not qualified for the job or attend that particular college. This phrase is built upon the frustrations of whites towards minorities. Testimonies are classified into three categories such as: stories of interactions, stories of disclosure, and residential category of sui generis. Stories of interactions can be positive or negative. Positive interactions is a display of something positive in which are good experiences with
Them CRR: Question One Whites are “trapped in a history which they do not understand” because they cannot fully understand it without personally experiencing the hardships of slavery and or its enduring aftermath. Thus, they cannot be “released from it” because they never (and will never) understood the detrimental limitations of inequality and racism, even if in their hearts they sympathize (not empathize) with blacks. In Nathan McCall’s novel, Them, a white couple, Sean and Sandy, who were believed to be “firmly grounded in their social stands” lost touch with their “firm” beliefs when they moved to the Old Fourth Ward in Atlanta, Georgia.
Danielle L. McGuire’s At the Dark End of the Street, “an important, original contribution to civil rights historiography”, discusses the topic of rape and sexual assault towards African American women, and how this played a major role in causing the civil rights movement (Dailey 491). Chapter by chapter, another person's story is told, from the rape of Recy Taylor to the court case of Joan Little, while including the significance of Rosa Parks and various organizations in fighting for the victims of unjust brutality. The sole purpose of creating this novel was to discuss a topic no other historian has discussed before, because according to McGuire they have all been skipping over a topic that would change the view of the civil rights movement.
When history is whitewashed, it is filtered to hide marginalized groups and oppression. Recently on the news, textbook company McGraw-Hill stated that the company will rewrite a portion of their book which referred to African American slaves as workers and immigrants (McAfee, 2015). I was offended by the fact that McGraw-Hill even published a book that slaves were called workers and immigrants. To say that African Americans were workers and not slaves changes the whole fundamental history of enslaved populations; workers implies a willingness, when in fact, African American slaves were not willing participants. When you change the wording in textbooks, you change people’s views and perspectives of historical events and their everlasting effects on cultures.
In fact, around 18th century slaves where not accepted into free public school’s due to the white people fearing that the slaves will become a threat. For example, Douglass was not allowed to possess books nor to be taught how to read and write unless instructed by his master. Moreover, Douglass at one point found that learning to read and write was more of curse than a blessing because of all the things that he learned about slavery. On the other hand, X was allowed to read as many books he wanted and was also allowed to learn to read and write. In fact, he described it as being more free than he has ever been in his life and that reading and writing completely changed the course of his life.
In reading Why Are All the Black Kids Sitting Together in the Cafeteria, by Beverly Tatum, I have found myself identifying with the six steps which Helm’s believes to model the development of white racial identity, and realize I have yet to complete these steps. While I have not experienced exactly what Tatum says is included in each step, my experiences do closely mirror the steps which I have gone through. Most of my childhood can be described as white. I grew up in a small white town, went to a small white school, and have a small white family; for a while, I even lived in a small white house.
It is also said that having an understanding of race and slavery, does not stop racial oppression.
When forced into a situation, some people crush under the pressure, but others prevail through it. This is proven in the story The Rights to the Streets of Memphis when a boy, the narrator, overcomes his fear. In the beginning of the short story, the narrator’s family is not able to provide food to put on the table. When the mother finally gets a job, she sends the narrator to the store to get food where he is attacked by a gang of boys. After being attacked multiple times, the narrator’s mother sends him back again, but this time he fights back against the boys.
Identity formation is one of the most fundamental tasks in life span development, particularly for adolescence and emerging adulthood (Arnett, 2000; Erikson, 1968). Since its conception in Erikson’s ego psychoanalytic theory, a growing literature and significant advances have been made in identity development research (Schwartz, Zamboanga, Luyckx, Meca, & Ritchie, 2013). However, as existing studies with young people were mainly conducted in the high-school and college settings, there is still a call to give attention to the special populations (Luyckx, Schwartz, Goossens, Beyers, & Missotten, 2011) and one of such groups would be the children in conflict with the law (CICL). The deviant behaviors during adolescence play the role of double
Storytelling can be described as a powerful tool, with the ability to reach many different individuals and affect their perspectives through the messages they are conveying. Narratives in a similar sense can have perverse effects on human consciousness, leaving impacts of how we think, feel, imagine, remember and relate. Mitchell states that popular fiction is important to society as it contains many important messages that can be disguised as social transformation or ideological revisioning due to the large and diverse audience that it is able to reach (Mitchell, 2012). The focus will be to examine four different popular fiction narratives from this term and the important messages within them that aid or encourage some aspect of social transformation.
Story is an integral element in human life. Stories are the way humans have shared and learned for thousands of years. Storytelling is different from story writing. When a story is told, the original content lingers as long as the storytellers maintain that content. Once the story is retold it takes on different details and meaning.
Narrative point of view can express a different perspective to the reader by presenting experience, voice, and setting. Perspective is a particular way or attitude of considering events, by whatever character’s point of view the narrator takes. A character’s background and experiences in their life is a key to help the reader relate to the character. Culture may provide more insight about the circumstances, and can change a reader’s perspective, as well as the voice of the narrator - sophisticated or naive.
Blacks economic freedom was taken from them solely because of their skin color. In a graduation speech, a young African American said,” Why should I thrive hard and acquire all the constituents of a man if the prevailing genius of the land admit me not as such, or but in an inferior degree! Pardon me if I feel insignificant and weak... Where are my prospects? To what shall I turn my hand?
Three of the most important aspects of any story are the point of view, characterization and plot. In the short stories “Geraldine Moore the Poet,” “The Story-Teller,” and “Enemy Territory” this statement proves to be true. With a good analysis, all of these things can be found in the stories. Additionally, the point of view, characterization and plot can relate to the theme. The point of view needs to be scrutinized throughout the whole story.
Characterization in literary fiction that has special importance, and authors develop their sense of responsibility for full and effective character development. Character is everything in literary fiction. Characters can also be animals or whatever the writer chooses to act in his/her story. Simply, characters literally make things happen in a story. This essay will describe and give a broader picture of how the characterization is developed in the short stories and how would the story look like without characters by supporting with examples of some short stories.
Question Discuss Toolan’s view that storytelling is a ‘core human activity’ which is directly connected to the ‘making and remaking of our identity and our relationships’ (2006, p. 76 & p. 54). Storytelling is a core human activity related to identity and relationships Para 1 Discussion of the nature and importance of spoken narrative in general. Every day, we speak and communicate with others through the act of telling story. Toolan (2006) says narrative or story is a ‘core’ structuring form, found in major literary genres, such as novels and short stories, folk tales, fairy tales and epics, as well as in other art forms, both verbal and non-verbal, such as pictures and film, ballet and mime, etc.