5: Writing about Racial, Ethnic, and Cultural Identity
- Page ID
- 14819
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- Examine the concerns of scholars working with African American, ethnic, and postcolonial theories.
- Apply various cultural theories to works of literature.
- Review works of poetry and fiction that explore issues of racial, ethnic, and cultural identity.
- Learn how to respectfully disagree with other scholars within an academic argument.
- Draft and revise a critique of a work of literature based on racial, ethnic, or cultural issues within the work.
- 5.1: Literary Snapshot- "Alice’s Adventures in Wonderland"
- This page examines Lewis Carroll's "Alice's Adventures in Wonderland" and "Through the Looking-Glass," highlighting themes of identity and cultural encounters through Alice's interactions, especially with the Caterpillar. It critiques Alice's perceived superiority as reflective of colonial attitudes linked to the British Empire. The Caterpillar challenges her assumptions, symbolizing exoticism.
- 5.2: Postcolonial, Racial, and Ethnic Theory- An Overview
- This page explores the evolution of English and literary studies, emphasizing the historic focus on Western literature and the exclusion of minority voices. It highlights ongoing debates over representations in literature, particularly in works like Twain's "Huckleberry Finn" and Conrad's "Heart of Darkness." Authors like Phillis Wheatley and Chinua Achebe exemplify the struggle against racial prejudice, urging a re-examination of literary merit and cultural impact.
- 5.3: Writing about Race, Ethnic, and Cultural Identity- A Process Approach
- This page explores the integration of race, ethnic, and cultural identity theory into literary analysis and writing. It highlights the significance of multiple readings for deeper understanding and presents a ten-step plan for the writing process, which includes formulating a central question, developing a thesis, gathering evidence, outlining, drafting, seeking feedback, and revising.
- 5.4: Student Writer at Work- Ashley Eckhardt’s Postcolonial Paper in Action
- This page analyzes Joseph Conrad's "Heart of Darkness," exploring themes of imperialism, racism, and social Darwinism in 19th-century Europe. Ashley Eckhardt argues that while Conrad critiques colonial brutalities and the hypocrisy of civilizing missions, he also reflects the racial ideologies of his era. The novella emphasizes the moral decay of imperialism and its psychological effects on both colonizers and the colonized, despite its Eurocentrism and problematic racial attitudes.
- 5.5: Student Writer at Work- Stefanie Jochman’s African American Studies Paper in Action
- This page analyzes the character Dodie Carteret in Charles Chesnutt’s "The Marrow of Tradition," symbolizing potential racial equality amid the racial tensions of Reconstruction. Dodie's struggles and near-death experiences highlight the societal impact of white supremacy and racial prejudices, particularly during the Wellington riot. The narrative critiques the consequences of racism on both oppressors and the oppressed, advocating for intercultural cooperation.
- 5.6: Student Writer at Work- Hannah Schmitt’s Ethnic Studies Paper in Action
- This page examines Pauline's internal conflict in Louis Erdrich's "Tracks," highlighting her struggle with her Native American identity amid her desire for assimilation through Catholicism. It discusses the historical context of forced assimilation, contrasting Pauline's denial of her Ojibwe heritage with Nanapush's acceptance of his culture. Pauline's rejection leads to self-destructive behaviors and mental decline, illustrating the destructive nature of cultural disconnection.
- 5.7: Student Sample Student Paper- Alyce Hockers’s “The Slavery Metaphor of Moby-Dick”
- This page analyzes the metaphor of whaling in Herman Melville's *Moby-Dick* as a critique of mid-19th century African American slavery. It emphasizes the dehumanization and commodification of both whales and enslaved individuals, highlighting economic motivations and the brutal treatment inherent in both industries.
- 5.8: Strategies for Starting Your Cultural Identity Paper
- This page discusses the relationship between authors, characters, and readers in literature, focusing on identity and power dynamics. It uses case studies, like colonialism and minority experiences, to illustrate how cultural and political contexts influence literary works.
- 5.E: Writing about Racial, Ethnic, and Cultural Identity (Exercises)
- This page provides writing exercises and activities designed to enhance students' analysis of culturally diverse texts. It includes freewriting comparisons of character groups, encourages critical engagement with secondary sources, and promotes collaborative discussions to improve arguments.
- 5.S: Writing about Racial, Ethnic, and Cultural Identity (Summary)
- This page discusses the interplay between literature and cultural biases, demonstrating how Western literature often portrays nonwhite characters in a way that upholds imperialistic views. It emphasizes the need to analyze group descriptions to understand racial and cultural implications, advocating for the use of diverse sources, particularly within the New Historicism framework.
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