DOCSLIB.ORG

Literature and Lives: a Response-Based, Cultural Studies Approach to Teaching English

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Literature and Lives: a Response-Based, Cultural Studies Approach to Teaching English DOCUMENT RESUME ED 454 522 CS 217 588 AUTHOR Carey-Webb, Allen TITLE Literature and Lives: A Response-Based, Cultural Studies Approach to Teaching English. INSTITUTION National Council of Teachers of English, Urbana, IL. ISBN ISBN-0-8141-2964-1 PUB DATE 2001-00-00 NOTE 236p. AVAILABLE FROM National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 29641: $21.95 members, $28.95 nonmembers). Tel: 800-369-6283 (Toll Free); Web site http://www.ncte.org. PUB TYPE Books (010) Guides Non-Classroom (055) Opinion Papers (120) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS *Classics (Literature); *English Instruction; Higher Education; *Literary Criticism; *Reader Response; Secondary Education; Thematic Approach; *World Literature IDENTIFIERS Controversial Topics; *Cultural Studies; Multicultural Literature; Response Centered Classroom; *Response to Literature ABSTRACT Telling stories from secondary and college English classrooms, this book explores the new possibilities for teaching and learning generated by bringing together reader-response and cultural-studies approaches. The book connects William Shakespeare, Charles Dickens, Mark Twain, and other canonical figures to multicultural writers, popular culture, film, testimonial, politics, history, and issues relevant to contemporary youth. Each chapter contains brief explications of literary scholarship and theory, and each is followed by extensive annotated bibliographies of multicultural literature, approachable scholarship and theory, and relevant Internet sites. Each chapter also contains descriptions of classroom units and activities focusing on a particular theme, such as genocide, homelessness, race, gender, youth violence, (post)colonialism, class relations, and censorship; and discussion of ways in which students often respond to such "hot-button" topics. Chapters in the book are:(1) A Course in Contemporary World Literature;(2) Teaching about Homelessness; (3) Genderizing the Curriculum: A Personal Journey;(4) Addressing the Youth Violence Crisis;(5) Shakespeare and the New Multicultural British and World Literatures; (6) "Huckleberry Finn" and the Issue of Race in Today's Classroom;(7) Testimonial, Autoethnography, and the Future of English; and (8) Conclusion. Contains approximately 350 references. Appendixes contain an email exchange between the author and a first year, inner-city teacher; a note to teachers on the truth of Rigoberta Menchu's testimonial; a brief account of philology; a 13-item annotated bibliography of readings in literary theory for English teachers; and lists of web sites exploring literary theory and cultural studies, supporting literature teaching, and for new teachers. (NKA) Reproductions supplied by EDRS are the best that can be made from the original document. N N C:=1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY % M if as TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy , ' III o 'I 00 00 I kr) N BEST COPY AVAILABLE U 2 Literature and Lives NCTE Editorial Board: Jacqueline Bryant, Kermit Campbell, Willie Mae Crews, Colleen Fairbanks, Andrea Lunsford, Gerald R. Oglan, Jackie Swensson, Gail Wood, Paul Bodmer, Chair, ex officio, Peter Feely, ex officio Literature and Lives A Response-Based, Cultural Studies Approach to Teaching English Allen Carey-Webb Western Michigan University National Council of Teachers of English 1111 W. Kenyon Road, Urbana, Illinois 61801-1096 Staff Editor: Tom Tiller Interior Design: Doug Burnett Cover Design: Barbara Yale-Read NCTE Stock Number: 29641-3050 © 2001 by the National Council of Teachers of English. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the copyright holder. Printed in the United States of America. It is the policy of NCTE in its journals and other publications to provide a forum for the open discussion of ideas concerning the content and the teaching of English and the language arts. Publicity accorded to any particular point of view does not imply endorsement by the Executive Committee, the Board of Directors, or the membership at large, except in announcements of policy, where such endorse- ment is clearly specified. Although every attempt is made to ensure accuracy at the time of publication, NCTE cannot guarantee that all published addresses for electronic mail or Web sites are current. Library of Congress Cataloging-in-Publication Data Carey-Webb, Allen, 1957 Literature and lives : a response-based, cultural studies approach to teaching English/Allen Carey-Webb. p.cm. Includes bibliographical references and index. ISBN 0-8141-2964-1 (pbk.) 1. LiteratureStudy and teachingUnited States. 2. Pluralism (Social sciences) in literatureStudy and teachingUnited States. 3. English languageStudy and teachingSocial aspectsUnited States. 4. Reader- response criticismUnited States.I. Title. LB1631 .C39 2000 820'.71'073dc21 00-053293 Teaching is an act of love, and thus an act of courage. Paulo Freire, Pedagogy of the Oppressed vii Contents Acknowledgments ix Permissions xi Introduction xii 1. A Course in Contemporary World Literature 1 Reader Response 6 Cultural Studies 8 Resources 9 2. Teaching about Homelessness 13 New Criticism 21 Historical Criticism 23 Resources 26 3. Genderizing the Curriculum: A Personal Journey 33 Women's and Gender Studies 38 Gay and Lesbian Studies 46 The Women's Literature Canon 48 Multicultural Additions to the Women's Literature Canon 49 Resources 50 4. Addressing the Youth Violence Crisis 53 Multicultural Studies 59 Media Studies 65 Resources 71 5. Shakespeare and the New Multicultural British and World Literatures 79 New Historicism 82 Postcolonial Studies 92 Resources 99 6. Huckleberry Finn and the Issue of Race in Today's Classroom 106 Censorship and Teacher Freedom 109 Canons 123 Resources 124 7. Testimonial, Autoethnography, and the Future of English 131 Poststructuralism 134 Deconstruction 138 Postmodernism 143 viii Contents Post-Marxism 150 Resources 152 8. Conclusion 158 Appendices 161 A. Letter Exchange with a First-Year Teacher 161 B. A Note to Teachers on the Truth of Rigoberta Menchti's Testimonial 171 C. Philology 176 D. Readings in Literary Theory for English Teachers 178 E. Web Sites for Exploring Literary Theory and Cultural Studies180 F Web Sites to Support Literature Teaching 181 G. Web Sites to Support New Teachers 184 References 185 Index 203 Author 219 ix Acknowledgments This book emerges from twenty-five years of teaching and scholarship,and my debts are great and to many people. First, to those who guided me or collaborated with me in the teaching described in these pagesDiana Golden, David Hartleroad, Andrea Doxtader, Missy Deer, Tisha Pankop, Eva Kendrick, Melinda Dobson, RigobertaMenchu, and Jackie Johnsonthank you for making this book possible. I have learned so much from my high school and college students in Oregon and Michigan and have mentioned only a few by name. Yet overand over again, all of my students have facilitated my growth as a person and as a teacher. My thanks especially to students at Western Michigan University, aspiringand practicing English teachers themselves, who read and made suggestions ondrafts of this manuscript; this would be a lesser book without their help. So many of my teachers have shaped the ideas that guide this book. Robert Beery and Gene Persha at Jefferson Junior High School in Minneapolis madesocial issues important to me. Laura Perko at Lincoln High School in Portland, Oregon, inspired me to make literature part of my life. Harold Pagliaro, Susan Snyder,and Craig Williamson at Swarthmore College developed my passion for literary scholarship. Ken Sharp, Chuck Beitz, and Linda Lim made political theory meaningful. At Lewis and Clark College, Paul Magnussen taught me about writing and helped me make it through student teaching. Vernon Jones and Dan Duke sensitized me to classroom interactions. Susan Kirschner introduced me to women's literature. Deborah Lockwood and Steve Beckham offered encourage- ment and directed me toward doctoral study. Rick Hardt hasbeen a professional mentor for twenty-five years. At Lakeridge High School, Jo Wollensupervised a rank beginner. At the University of Oregon, Steve Rendall introduced me to literary theory, and Barbara Guetti, Irving Wolfarth, Wolf Solich, Linda Kintz, Elizabeth Davis, and Tres Pyle deepened my understanding. Bill Strange directed me to English education and modeled a Euro-American teacher who walked the walk in minority literature. Suzanne Clark reminded me thathowI teach tells more than whatI teach. Alan Wolfe nurtured me, supported my interest inpostcolonial literature, and offered a model of engaged thematic curriculumI miss him. I could not have survived in the teaching profession, or written thisbook, without fine colleagues all along the way. At Swarthmore College, Jean Sternlight, Ari Gabinet, and Immanuel Jinich befriended and supported a kid fromthe West Coast. At West Linn High School, fellow teachers Bob Hamm, Ward
Load more

Recommended publications
  • Literature, the Law of Obscenity, and the Constitution William B
    University of Minnesota Law School Scholarship Repository Minnesota Law Review 1954 Literature, the Law of Obscenity, and the Constitution William B. Lockhart Robert C. McClure Follow this and additional works at: https://scholarship.law.umn.edu/mlr Part of the Law Commons Recommended Citation Lockhart, William B. and McClure, Robert C., "Literature, the Law of Obscenity, and the Constitution" (1954). Minnesota Law Review. 2546. https://scholarship.law.umn.edu/mlr/2546 This Article is brought to you for free and open access by the University of Minnesota Law School. It has been accepted for inclusion in Minnesota Law Review collection by an authorized administrator of the Scholarship Repository. For more information, please contact [email protected]. MINNESOTA LAW REVIEW Journal of the State Bar Association Volume 38 March, 1954 No. 4 LITERATURE, THE LAW OF OBSCENITY, AND THE CONSTITUTION WILLIAm B. LOCKHART* AND ROBERT C. MCCLURE** Early in 1946 when Doubleday & Company, Inc., an old and very large and reputable publishing house,1 published Edmund Wilson's Memoirs of Hecate County, book reviewers and critics had a field day; for Edmund Wilson was then as now the nation's most distinguished literary critic, and this was his first book of fiction since I Was a Daisy, published in 1929.2 To Virgilia Peter- son in Commonweal the Memoirs was "a pathological joke," "a string of satiric stories which, in their aimlessly offensive vulgarity (aimless, unless the aim was in fact to offend) defy description." 3 Others went to the opposite extreme: Ralph Bates in the New York Times called it "a good, a distinguished book,"'4 and Time magazine said that "it was the first event of the year which can be described as 'literary,' " and that it was "pretty certainly the best contempor- ary chronicle, so far, of its place and period." 5 Most reviewers, *Professor of Law, University of Minnesota.
    [Show full text]
  • Amnesty International Communiqué De Presse
    AMNESTY INTERNATIONAL COMMUNIQUÉ DE PRESSE Embargo : 23 avril 2007 14h00 TU Des dirigeants, des célébrités et des journalistes appellent les gouvernements à établir un Traité sur le commerce des armes, pour sauver des vies humaines Campagnes Contrôlez les armes : Oxfam International, Amnesty International et le Réseau d’action international sur les armes légères (RAIAL) New York. Trois personnalités féminines soutenant la campagne pour contrôler le commerce international des armes --- la présidente libérienne, Ellen Johnson Sirleaf, l’actrice Helen Mirren, titulaire d’un Oscar et l’ancienne présidente irlandaise, Mary Robinson --- ainsi que 20 journalistes célèbres, ont demandé ce lundi 23 avril aux gouvernements d’établir un traité strict sur le commerce des armes, fondé sur le droit international humanitaire et relatif aux droits humains, afin de cesser les transferts d’armes qui entretiennent les conflits et la violence dans le monde. Les gouvernements ont officiellement jusqu’à la fin du mois pour soumettre leurs projets de traité au Secrétaire général des Nations unies. Si ces propositions ne mentionnent pas explicitement l’interdiction des transferts d’armes qui aggravent les conflits, la pauvreté et les atteintes aux droits humains, il existe un risque réel que le traité qui en résultera ne puisse sauver aucune vie, selon les partisans de la campagne. Il est à craindre que des gouvernements sceptiques, comme les États-Unis, tentent d’empêcher l’adoption d’un traité strict. L’actrice Helen Mirren a déclaré : « Du Kenya au Brésil et au Sri Lanka, il y a plus d’armes que jamais, plus faciles et moins chères à obtenir.
    [Show full text]
  • The Archaeologist 59
    Winter 2006 Number 59 The ARCHAEOLOGIST This issue: ENVIRONMENTAL ARCHAEOLOGY Submerged forests from early prehistory p10 Views of a Midlands environmental officer p20 Peatlands in peril p25 Institute of Field Archaeologists SHES, University of Reading, Whiteknights The flora of PO Box 227, Reading RG6 6AB Roman roads, tel 0118 378 6446 towns and fax 0118 378 6448 gardens email [email protected] website www.archaeologists.net p32 ONTENTS .%7 -! IN !RCHAEOLOGICAL &IELD 0RACTICE &ULL AND 0ART TIME $EVELOP YOUR CAREER BY TAKING A POSTGRADUATE DEGREE IN ARCHAEOLOGICAL PRACTICE C 4HE 5NIVERSITY OF -ANCHESTER IS LAUNCHING AN EXCITING AND UNIQUE COURSE WHICH SEEKS TO BRIDGE THE GAP BETWEEN THEORY AND PRACTICE )T COMBINES A CRITICAL AND EVALUATIVE APPROACH TO ARCHAEOLOGICAL INTERPRETATION WITH PRACTICAL SKILLS AND TECHNICAL EXPERTISE4AUGHT THROUGH CLASSROOM AND FIELDWORK BASED SESSIONS A PLACEMENT WITHIN THE PROFESSION 1 Contents AND A DISSERTATION ITS EMPHASIS IS UPON FOSTERING A NEW CRITICALLY INFORMED APPROACH TO THE PROFESSION 2 Editorial 4HE 5NIVERSITY OF -ANCHESTER IS AN INTERNATIONALLY RECOGNISED CENTRE FOR SOCIAL ARCHAEOLOGY /UR RESEARCH 3 From the Finds Tray THEMES INCLUDE POWER AND IDENTITY LANDSCAPE ARCHITECTURE AND MONUMENTALITY HERITAGE AND CONTEMPORARY 5 Finishing someone else’s story Michael Heaton, Peter Hinton and Frank Meddens SIGNIFICANCE OF THE PAST RITUAL AND RELIGION THEORY PHILOSOPHY AND PRACTICE OF ARCHAEOLOGY7E ARE A COHERENT 6 IFA and Continuous Professional Development Kate Geary AND FRIENDLY COMMUNITY WITH AN
    [Show full text]
  • Tales of Adversity and Triumph in Collection
    c/o Katina Strauch 209 Richardson Avenue MSC 98, The Citadel Charleston, SC 29409 REFERENCE PUBLISHING ISSUE TM volume 28, NUMBER 4 SEPTEMBER 2016 ISSN: 1043-2094 “Linking Publishers, Vendors and Librarians” Emerging from the Dark(room): Tales of Adversity and Triumph in Collection Development by Lindsey Reno (Acquisitions Librarian, Liaison to Fine Arts, Film Theatre, and Music, University of New Orleans, Early K. Long Library) <[email protected]> ollection development can be one of the in the face of adversity. My inspiration for ship in the library. Her article, “Censorship most contentious areas of a library. Ev- this issue came from my own experiences at- in the Library: The Dark Side of Dystopia” Ceryone in the library, as well as patrons tempting to start a leisure reading collection in provides us with the perspectives of both parent and other stakeholders, has an opinion about my library at the University of New Orleans. and librarian. Her recommendations on how to what a particular library should hold. Librari- It took three years of struggle, and countless approach challenges to literature are valuable ans and patrons alike can be fiercely protective meetings, to gain approval. Another story indeed. Everyone wants to read literature that of library collections. Throw in related issues, that inspired me to put together this issue was they can identify with and finding books with like budget cuts and space, and things can get that of LOUIS Consortium colleague Megan characters who mirror ourselves is important. awfully messy. The resulting Lowe, from the University of Unfortunately, the challenge of finding multi- conflicts are many and various.
    [Show full text]
  • Redgrove Papers: Letters
    Redgrove Papers: letters Archive Date Sent To Sent By Item Description Ref. No. Noel Peter Answer to Kantaris' letter (page 365) offering back-up from scientific references for where his information came 1 . 01 27/07/1983 Kantaris Redgrove from - this letter is pasted into Notebook one, Ref No 1, on page 365. Peter Letter offering some book references in connection with dream, mesmerism, and the Unconscious - this letter is 1 . 01 07/09/1983 John Beer Redgrove pasted into Notebook one, Ref No 1, on page 380. Letter thanking him for a review in the Times (entitled 'Rhetoric, Vision, and Toes' - Nye reviews Robert Lowell's Robert Peter 'Life Studies', Peter Redgrove's 'The Man Named East', and Gavin Ewart's 'The Young Pobbles Guide To His Toes', 1 . 01 11/05/1985 Nye Redgrove Times, 25th April 1985, p. 11); discusses weather-sensitivity, and mentions John Layard. This letter is pasted into Notebook one, Ref No 1, on page 373. Extract of a letter to Latham, discussing background work on 'The Black Goddess', making reference to masers, John Peter 1 . 01 16/05/1985 pheromones, and field measurements in a disco - this letter is pasted into Notebook one, Ref No 1, on page 229 Latham Redgrove (see 73 . 01 record). John Peter Same as letter on page 229 but with six and a half extra lines showing - this letter is pasted into Notebook one, Ref 1 . 01 16/05/1985 Latham Redgrove No 1, on page 263 (this is actually the complete letter without Redgrove's signature - see 73 .
    [Show full text]
  • Literature As History; History in Literature
    MEJO The MELOW Journal of World Literature February 2018 ISSN: Applied For A peer refereed journal published annually by MELOW (The Society for the Study of the Multi-Ethnic Literatures of the World) Facts, Distortions and Erasures: Literature as History; History in Literature Editor Manpreet Kaur Kang 1 Editor Manpreet Kaur Kang, Professor of English, Guru Gobind Singh IP University, Delhi Email: [email protected] Editorial Board: Anil Raina, Professor of English, Panjab University Email: [email protected] Debarati Bandyopadhyay, Professor of English, Viswa Bharati, Santiniketan Email: [email protected] Himadri Lahiri, Professor of English, University of Burdwan Email: [email protected] Manju Jaidka, Professor of English, Panjab University Email: [email protected] Neela Sarkar, Associate Professor, New Alipore College, W.B. Email: [email protected] Rimika Singhvi, Associate Professor, IIS University, Jaipur Email: [email protected] Roshan Lal Sharma, Dean and Associate Professor, Central University of Himachal Pradesh, Dharamshala Email: [email protected] 2 EDITORIAL NOTE MEJO, or the MELOW Journal of World Literature, is a peer-refereed Ejournal brought out biannually by MELOW, the Society for the Study of the Multi-Ethnic Literatures of the World. It is a reincarnation of the previous publications brought out in book or printed form by the Society right since its inception in 1998. MELOW is an academic organization, one of the foremost of its kind in India. The members are college and university teachers, scholars and critics interested in literature, particularly in World Literatures. The Organization meets almost every year over an international conference.
    [Show full text]
  • Hitler's Doubles
    Hitler’s Doubles By Peter Fotis Kapnistos Fully-Illustrated Hitler’s Doubles Hitler’s Doubles: Fully-Illustrated By Peter Fotis Kapnistos [email protected] FOT K KAPNISTOS, ICARIAN SEA, GR, 83300 Copyright © April, 2015 – Cold War II Revision (Trump–Putin Summit) © August, 2018 Athens, Greece ISBN: 1496071468 ISBN-13: 978-1496071460 ii Hitler’s Doubles Hitler’s Doubles By Peter Fotis Kapnistos © 2015 - 2018 This is dedicated to the remote exploration initiatives of the Stargate Project from the 1970s up until now, and to my family and friends who endured hard times to help make this book available. All images and items are copyright by their respective copyright owners and are displayed only for historical, analytical, scholarship, or review purposes. Any use by this report is done so in good faith and with respect to the “Fair Use” doctrine of U.S. Copyright law. The research, opinions, and views expressed herein are the personal viewpoints of the original writers. Portions and brief quotes of this book may be reproduced in connection with reviews and for personal, educational and public non-commercial use, but you must attribute the work to the source. You are not allowed to put self-printed copies of this document up for sale. Copyright © 2015 - 2018 ALL RIGHTS RESERVED iii Hitler’s Doubles The Cold War II Revision : Trump–Putin Summit [2018] is a reworked and updated account of the original 2015 “Hitler’s Doubles” with an improved Index. Ascertaining that Hitler made use of political decoys, the chronological order of this book shows how a Shadow Government of crisis actors and fake outcomes operated through the years following Hitler’s death –– until our time, together with pop culture memes such as “Wunderwaffe” climate change weapons, Brexit Britain, and Trump’s America.
    [Show full text]
  • The Impact of Internal Migration on Population Redistribution: an International Comparison
    The Impact of Internal Migration on Population Redistribution: An International Comparison MARTIN BELL* PHILIP REES MAREK KUPISZEWSKI DOROTA KUPISZEWSKA PHILIPP UEFFING AUDE BERNARD ELIN CHARLES-EDWARDS JOHN STILLWELL *Corresponding Author. School of Geography, Planning and Environmental Management, The University of Queensland, Queensland, Australia 4072. Phone 61-7-33657087. [email protected] MARTIN BELL is Professor of Geography, Queensland Centre for Population Research, School of Geography, Planning and Environmental Management, University of Queensland, Australia. PHILIP REES is Professor Emeritus, School of Geography, University of Leeds, UK. MAREK KUPISZEWSKI is Professor, Institute of Geography and Spatial Organization, Polish Academy of Sciences. DOROTA KUPISZEWSKA is an Independent Consultant, Warsaw, Poland, formerly Principal Research Fellow, International Organization for Migration. PHILIPP UEFFING is Research Associate, Queensland Centre for Population Research, School of Geography, Planning and Environmental Management, University of Queensland, Australia. AUDE BERNARD is Postdoctoral Research Fellow, Queensland Centre for Population Research, School of Geography, Planning and Environmental Management, University of Queensland, Australia. ELIN CHARLES-EDWARDS is Lecturer in Geography, Queensland Centre for Population Research, School of Geography, Planning and Environmental Management, University of Queensland, Australia. JOHN STILLWELL is Professor of Migration and Regional Development, School of Geography, University
    [Show full text]
  • A Study of Similarities Between Dalit Literature and African-American Literature
    A STUDY OF SIMILARITIES BETWEEN DALIT LITERATURE AND AFRICAN-AMERICAN LITERATURE J. KAVI KALPANA K. SARANYA Ph.D Research Scholars Ph.D Research Scholars Department of English Department of English Presidency College Presidency College Chennai. (TN) INDIA Chennai. (TN) INDIA Dalit literature is the literature which artistically portrays the sorrows, tribulations, slavery degradation, ridicule and poverty endured by Dalits. Dalit literature has a great historical significance. Its form and objective were different from those of the other post-independence literatures. The mobilization of the oppressed and exploited sections of the society- the peasants, Dalits, women and low caste occurred on a large scale in the 1920s and 1930s,under varying leaderships and with varying ideologies. Its presence was noted in India and abroad. On the other hand African American writing primarily focused on the issue of slavery, as indicated by the subgenre of slave narratives. The movement of the African Americans led by Martin Luther King and the activities of black panthers as also the “Little Magazine” movement as the voice of the marginalized proved to be a background trigger for resistance literature of Dalits in India. In this research paper the main objective is to draw similarities between the politics of Caste and Race in Indian Dalit literature and the Black American writing with reference to Bama’s Karukku and Alice Walker’s The Color Purple. Keywords: Dalit Literature, African American writings, marginalized, Slave narratives, Black panthers, Untouchable, Exploitation INTRODUCTION In the words of Arjun Dangle, “Dalit literature is one which acquaints people with the caste system and untouchability in India.
    [Show full text]
  • La Ola Película
    Publicado en ARTIUM - Biblioteca y Centro de Documentación (https://catalogo.artium.eus) Inicio > Exposiciones > La letra filmada: del libro a la gran pantalla > Selección de títulos > O > La ola La ola Película Título: La ola Título original: Die welle Director: Dennis Gansel Guión: Dennis Gansel, Peter Thorwarth Año: 2008 País: Alemania Actores: Jürgen Vogel, Frederick Lau, Jennifer Ulrich, Max Riemelt, Christiane Paul, Elyas M'Barek Argumento: En otoño de 1967 Ron Jones, un profesor de historia de un instituto de Palo Alto en California, no tuvo respuesta para la pregunta de uno de sus alumnos: ¿Cómo es posible que el pueblo alemán alegue ignorancia a la masacre del pueblo judío? En ese momento Jones decidió hacer un experimento con sus alumnos: instituyó un régimen de extrema disciplina en su clase, restringiéndoles sus libertades y haciéndoles formar en unidad. El nombre de este movimiento fue The Third Wave. Ante el asombro del profesor, los alumnos se entusiamaron hasta tal punto que a los pocos días empezaron a espiarse unos a otros y a acosar a los que no querían unirse a su grupo. Al quinto día Ron Jones se vió obligado a acabar con el experimento antes de que llegara más lejos. Datos de interés: La Tercera Ola fue el nombre que el profesor de historia Ron Jones dio a una recreación experimental de la Alemania Nazi que él mismo dirigió con alumnos de secundaria. Convenció a sus estudiantes de que el movimiento eliminaría la democracia. El hecho de que la democracia enfatiza el individualismo fue considerado como un defecto de la democracia, y Jones hizo hincapié en ello a través de su lema: "Fuerza mediante la disciplina, fuerza mediante la comunidad, fuerza a través de la acción, fuerza a través del orgullo".
    [Show full text]
  • The Speculative Fiction of Octavia Butler and Tananarive Due
    CORE Metadata, citation and similar papers at core.ac.uk Provided by Digital Commons@Wayne State University Wayne State University DigitalCommons@WayneState Wayne State University Dissertations 1-1-2010 An Africentric Reading Protocol: The pS eculative Fiction Of Octavia Butler And Tananarive Due Tonja Lawrence Wayne State University, Follow this and additional works at: http://digitalcommons.wayne.edu/oa_dissertations Recommended Citation Lawrence, Tonja, "An Africentric Reading Protocol: The peS culative Fiction Of Octavia Butler And Tananarive Due" (2010). Wayne State University Dissertations. Paper 198. This Open Access Dissertation is brought to you for free and open access by DigitalCommons@WayneState. It has been accepted for inclusion in Wayne State University Dissertations by an authorized administrator of DigitalCommons@WayneState. AN AFRICENTRIC READING PROTOCOL: THE SPECULATIVE FICTION OF OCTAVIA BUTLER AND TANANARIVE DUE by TONJA LAWRENCE DISSERTATION Submitted to the Graduate School of Wayne State University, Detroit, Michigan in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY 2011 MAJOR: COMMUNICATION Approved by: __________________________________________ Advisor Date __________________________________________ __________________________________________ __________________________________________ __________________________________________ © COPYRIGHT BY TONJA LAWRENCE 2011 All Rights Reserved DEDICATION To my children, Taliesin and Taevon, who have sacrificed so much on my journey of self-discovery. I have learned so much from you; and without that knowledge, I could never have come this far. ii ACKNOWLEDGMENTS I am deeply grateful for the direction of my dissertation director, help from my friends, and support from my children and extended family. I would like to express my deepest gratitude to my dissertation director, Dr. Mary Garrett, for exceptional support, care, patience, and an unwavering belief in my ability to complete this rigorous task.
    [Show full text]
  • 6. from Vietnam to Iraq: Negative Trends in Television War Reporting
    THE PUBLIC RIGHT TO KNOW 6. From Vietnam to Iraq: Negative trends in television war reporting ABSTRACT In 1876, an American newspaperman with the US 7th Cavalry, Mark Kellogg, declared: ‘I go with Custer, and will be at the death.’1 This overtly heroic pronouncement embodies what many still want to believe is the greatest role in journalism: to go up to the fight, to be with ‘the boys’, to expose yourself to risk, to get the story and the blood-soaked images, to vividly describe a world of strength and weakness, of courage under fire, of victory and defeat—and, quite possibly, to die. So culturally embedded has this idea become that it raises hopes among thousands of journalism students worldwide that they too might become that holiest of entities in the media pantheon, the television war correspondent. They may find they have left it too late. Accompanied by evolutionary technologies and breathtaking media change, TV war reporting has shifted from an independent style of filmed reportage to live pieces-to-camera from reporters who have little or nothing to say. In this article, I explore how this has come about; offer some views about the resulting negative impact on practitioners and the public; and explain why, in my opinion, our ‘right to know’ about warfare has been seriously eroded as a result. Keywords: conflict reporting, embedded, television war reporting, war correspondents TONY MANIATY Australian Centre for Independent Journalism N 22nd December 1961, the first American serviceman was killed in Saigon. By April 1969 a staggering 543,000 US troops occupied OSouth Vietnam, with calls from field commanders for even more.
    [Show full text]