DOCSLIB.ORG

The Weaving of Female Selfhood Within Feminine Communities in Postcolonial Novels

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Weaving of Female Selfhood Within Feminine Communities in Postcolonial Novels NORTHWESTERN UNIVERSITY Tisseroman : The Weaving of Female Selfhood within Feminine Communities in Postcolonial Novels A DISSERTATION SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS for the degree DOCTOR OF PHILOSOPHY Field of Comparative Literary Studies By Gretchen Elizabeth Kellough EVANSTON, ILLINOIS June 2008 2 ABSTRACT Tisseroman : The Weaving of Female Selfhood within Feminine Communities in Postcolonial Novels Gretchen Elizabeth Kellough The central analytic concern of this dissertation is the problem of privileging one, true, unified, singular self as the essential focus or goal with respect to contemporary French- and English-language novels by women authors from Africa and the Caribbean. In the past, feminist critics, in particular, have read these texts through a Western lens that valorizes individualism and separateness, while subjectivity in these texts stresses a larger participation with family, society, and nation. My thesis offers a re-reading of these texts to argue that the women writers re-conceptualize the relationship between an individual and society through their depiction of local struggles against gender and racial oppression, particularly with reference to the female experience of self and feminine community. While my corpus is varied in terms of language and geography but unified in its genre and themes, I draw from different geographic locations to focus on how these black women writers problematize notions of development and female identity through their depiction of women and women’s experiences and women’s ways of knowing self and community. The intent of this dissertation is to examine how specific, unconventional communities can be used to explore notions of female subjecthood and authorship in postcolonial novels of development. Because of its intricate connections to communities of other subjects, this narrating “I” represents a denial of a totalized, self-contained subject. The title that I use to describe this set of novels is tisseroman because it more correctly places the importance of narrating the interplay of multiple voices rather than one singular voice. 3 Acknowledgements I want to express my sincere gratitude to the members of my committee, who each in their own way helped me to find my way through this project: Wendy Griswold for being there for me from the beginning and generously gave me feedback as I worked on draft after draft of the prospectus and chapters; Evan Mwangi who agreed to help after being faculty at Northwestern for only a few weeks; and Doris Garraway for her detailed reading and insightful questions. My gratitutde also goes to Andrew Wachtel, without whom this project never would have gotten started. Thank you for believing that I could write this dissertation and for helping make sure it did not fail before it had even begun. To Saul Morson for his mentoring, generosity, and encouragement. To the students, staff, and fellows of Willard Residential College who helped me feel connected to a larger community. My appreciation also goes to my friends and extended family who constantly encouraged me. A special thanks to Robert Alexander for supporting me through the various stages of prospectus- and dissertation-writing and for helping me stay motivated through times of doubt and discouragement. To Mick Cullen for encouraging me through the final stages. Finally, my deep gratitude to my parents for believing in me, for supporting me through the disheartening times, and for celebrating the successes along the way with me. 4 TABLE OF CONTENTS Chapter One: Introduction ………………………………………………………………..5 Methodology………………………………………………………………………8 Chapter Summaries………………………………………………………………13 Chapter Two: Community of the Exiled or the Loss of the Mother……………………..22 The Slave Girl ……………………………………………………………………25 Gwendolen ……………………………………………………………………….46 Le Quimboiseur l’avait dit ……………………………………………………….59 Chapter Three: A Community of Wives…………………………………………………71 The Joys of Motherhood …………………………………………………………71 Juletane …………………………………………………………………………..97 Chapter Four: Sisters in Prison…………………………………………………………131 Moi, Tituba, Sorcière… Noire de Salem ……………………………………….134 Hester Prynne…………………………………………………………...150 Tu t’appelleras Tanga …………………………………………………………..164 Chapter Five: Mythological and Fantastic Female Communities……………….……...182 Efuru ……………………………………………………………………………186 Moi, Tituba, Sorcière… Noire de Salem……………………………………….191 Breath, Eyes, Memory ………………………………………………………….201 Chapter Six: The Narrative Weave of Community or the Tisseroman ….……………...222 Conclusion……………………………………………………………………………...233 Bibliography……………………………………………………………………………239 Curriculum Vita………………………………………………………………………...260 5 CHAPTER ONE: Introduction James Olney writes in Tell Me Africa: An Approach to African Literature that African narartives differ from their western counterparts “because of the more than intimate relationship in Africa between individual existence and group existence” (43). African and Caribbean works of (auto)biographical fiction and novels of development differ from their Western-European counterparts by their treatment of the individual’s place within community. While the idea of the formation of the self within a collective runs counter to Western capitalist thinking that privileges and isolates the individual, the community’s role in the development of the self is a central aspect of novels from these African and Caribbean cultures. In Beyond Feminist Aesthetics, Rita Felski underlines the centrality of community in writings by women, particularly black women: “The notion of community emerges as an equally insistent theme in recent black writings, which explicitly relate the destiny of the individual subject to that of the group” (139). In Francophone Women Writers of Africa and the Caribbean , Renée Larrier also addresses how African and Caribbean women writers confer authority to community and how relationships with community can move female characters toward subjectivity (2). In Selfish Gifts , Lisa McNee’s field research on Senegalese culture and women’s autobiography leads her to conclude that “the life of a community provides the framework for individual experience” in West African society (16). McNee returns to Olney’s argument to disagree with his premise that African identities are always and only collective; instead, McNee argues that individual identities become visible through the individual’s “active negotiation of her relations to the whole community” (24). For 6 marginalized writers, particularly those who are female, selfhood remains inextricably linked to community. Though not necessarily exclusively autobiographical, the novels that my dissertation compares all reflect a search for individual identity through a series of experiences of feminine community. According to Irène Assiba D’Almeida, African women have always known “that they [are] members of a community… they always recognized that they [are] women and they have their own women’s world” (“African Literature,” 12). Using a comparative analysis of eleven novels by women writers from West Africa and the Caribbean, this dissertation will examine the interplay of the individual and her community to offer some perspectives on the representation of female community and the development of subjecthood within these feminine novels. In my study, I will evaluate the extent to which the category of “novel of development” works in these novels by assessing in what ways the notion of development implies a way of thinking about the subject. I will explore how these authors problematize the notion of “development” (development of the individual, development of the community, development of the text, development of the nation) by asking: are these narratives of development (in the sense of unwrapping or unfolding), or would they be more accurately described as narratives of weaving and braiding? I argue that the title tisseroman 1 would be more fitting for these novels, in order to correctly place the importance of multiple voices rather than the privileging of one singular voice. Because women’s selfhood has been traditionally constructed through family and gender and culture/community, the notions of self and community are continually complicated and 1 Tisser comes from the word “to weave” in French and roman means “novel.” By tisseroman , I refer to the “novel of weaving.” 7 redefined by the authors of the texts I have selected. My dissertation will explore answers to the following questions: How do these women authors write about selfhood in their novels? What kinds of collectivities support or impede the journey to self-awareness? Are the authors able to resist idealizing feminine community? I will also draw from the questions put forth by Françoise Lionnet in Postcolonial Representations : How does the female protagonist inscribe herself in her own narrative? How does she articulate the relationship within which her narrative is inscribed yet not fully contained? (Lionnet, 3). By singling out community as a central concern, I will articulate how these authors depart from privileging ‘one true, unified, singularly developed, and knowable self’ as the essential focus and/or goal of the black female postcolonial narrative. I will argue that these authors problematize the categories of development and female subjecthood, while simultaneously also problematizing the category of feminine community, by blurring the lines of individual and collectivity/ self and community. I will analyze how these women writers
Load more

Recommended publications
  • Afrocentric Education: What Does It Mean to Toronto’S Black Parents?
    Afrocentric Education: What does it mean to Toronto’s Black parents? by Patrick Radebe M.Ed., University of Toronto, 2005 B.A. (Hons.), University of Toronto, 2000 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Educational Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) October 2017 Patrick Radebe, 2017 Abstract The miseducation of Black students attending Toronto metropolitan secondary schools, as evinced by poor grades and high dropout rates among the highest in Canada, begs the question of whether responsibility for this phenomenon lies with a public school system informed by a Eurocentric ethos. Drawing on Afrocentric Theory, this critical qualitative study examines Black parents’ perceptions of the Toronto Africentric Alternative School and Afrocentric education. Snowball sampling and ethnographic interviews, i.e., semi-structured interviews, were used to generate data. A total of 12 Black parents, three men and nine women, were interviewed over a 5-month period and data analyzed. It was found that while a majority of the respondents supported the Toronto Africentric Alternative School and Afrocentric education, some were ambivalent and others viewed the school and the education it provides as divisive and unnecessary. The research findings show that the majority of the participants were enamored with Afrocentricity, believing it to be a positive influence on Black lives. While they supported TAAS and AE, the minority, on the other hand, opposed the school and its educational model. The findings also revealed a Black community, divided between a majority seeking to preserve whatever remained of (their) African identity and a determined minority that viewed assimilation to be in the best interests of Black students.
    [Show full text]
  • An Afrocentric Case Study Policy Analysis of Florida Statute 1003.42(H) CHIKE AKUA Georgia State University
    Georgia State University ScholarWorks @ Georgia State University Educational Policy Studies Dissertations Department of Educational Policy Studies Fall 1-6-2017 The Life of a Policy: An Afrocentric Case Study Policy Analysis of Florida Statute 1003.42(h) CHIKE AKUA Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/eps_diss Recommended Citation AKUA, CHIKE, "The Life of a Policy: An Afrocentric Case Study Policy Analysis of Florida Statute 1003.42(h)." Dissertation, Georgia State University, 2017. https://scholarworks.gsu.edu/eps_diss/155 This Dissertation is brought to you for free and open access by the Department of Educational Policy Studies at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Educational Policy Studies Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, THE LIFE OF A POLICY: AN AFROCENTRIC CASE STUDY POLICY ANALYSIS OF FLORIDA STATUTE 1003.42(H), by CHIKE AKUA, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree Doctor of Philosophy in the College of Education and Human Development, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chair, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. _________________________________ _________________________________ Joyce E. King, Ph.D. Janice Fournillier, Ph.D. Committee Chair Committee Member _________________________________ _________________________________ Kristen Buras, Ph.D. Akinyele Umoja, Ph.D. Committee Member Committee Member _________________________________ Date _________________________________ William Curlette, Ph.D.
    [Show full text]
  • Kizzy (Entertainer)
    Kizzy (entertainer) Kizzy Yuanda Constance Getrouw is a Dutch actress, singer-songwriter, poet and television host who performs under her stage name Kizzy. She became a household name in the Netherlands Antilles with a hit songs and TV shows. In the United States she presented TV shows on both The Gossip Swapp on XY TV and CN8. Her best known poems are Supervrouwen and Cel Voor Cel. For faster navigation, this Iframe is preloading the Wikiwand page for Kizzy (entertainer). Home. News. Kizzy Yuanda Constance Getrouw (born 14 March 1979) is a Dutch actress, singer-songwriter, poet and television host who performs under her stage name Kizzy. She became a household name in the Netherlands Antilles with a hit songs and TV shows. In the United States she presented TV shows on both The Gossip Swapp on XY TV and CN8. Her best known poems are Supervrouwen and Cel Voor Cel. Kizzy currently presents kids tv shows. Kizzy (entertainer). Kizzy Yuanda Constance Getrouw (born 14 March 1979) is a Dutch actress, singer-songwriter, poet and television host who performs under her stage name Kizzy. She became a household name in the Netherlands Antilles with a hit songs and TV shows. In the United States she presented TV shows on both The Gossip Swapp on XY TV and CN8. Her best known poems are Supervrouwen and Cel Voor Cel. Kizzy currently presents kids tv shows. Kizzy. Kizzy in Manhattan. Born. Kizzy Yuanda Constance Getrouw (born 14 March 1979) is a Dutch actress, singer-songwriter and television host. She performs under her first name and artist name Kizzy .
    [Show full text]
  • Haiti Unbound a Spiralist Challenge to the Postcolonial Canon H
    HAITI UNBOUND A SPIRALIST CHALLENGE TO THE POSTCOLONIAL CANON H Both politically and in the fields of art and literature, Haiti has long been relegated to the margins of the so-called ‘New World’. Marked by exceptionalism, the voices of some of its AITI most important writers have consequently been muted by the geopolitical realities of the nation’s fraught history. In Haiti Unbound, Kaiama L. Glover offers a close look at the works of three such writers: the Haitian Spiralists Frankétienne, Jean-Claude Fignolé, and René Philoctète. While Spiralism has been acknowledged by scholars and regional writer- intellectuals alike as a crucial contribution to the French-speaking Caribbean literary tradition, the Spiralist ethic-aesthetic has not yet been given the sustained attention of a full-length U study. Glover’s book represents the first effort in any language to consider the works of the three Spiralist authors both individually and collectively, and so fills an astonishingly empty NBO place in the assessment of postcolonial Caribbean aesthetics. Touching on the role and destiny of Haiti in the Americas, Haiti Unbound engages with long- standing issues of imperialism and resistance culture in the transatlantic world. Glover’s timely project emphatically articulates Haiti’s regional and global centrality, combining vital ‘big picture’ reflections on the field of postcolonial studies with elegant analyses of the U philosophical perspective and creative practice of a distinctively Haitian literary phenomenon. Most importantly, perhaps, the book advocates for the inclusion of three largely unrecognized ND voices in the disturbingly fixed roster of writer-intellectuals who have thus far interested theorists of postcolonial (francophone) literature.
    [Show full text]
  • Information Design Theories
    IIID Public Library Information Design Information Design Theories Rune Pettersson Institute for infology IIID Public Library The “IIID Public Library” is a free resource for all who are interested in information design. This book was kindly donated by the author free of charge to visitors of the IIID Public Library / Website. International Institute for Information Design (IIID) designforum Wien, MQ/quartier 21 Museumsplatz 1, 1070 Wien, Austria www.iiid.net Information Design Theories ID A1 ID A2 Rune Pettersson * Institute for infology Information Design Theories ISBN 978-91-85334-34-6 © Rune Pettersson Tullinge 2016 All illustrations are my own. 2 Preface Information design is a multi-disciplinary, multi-dimensional, and worldwide consideration with influences from areas such as art and aesthetics, behaviour and cognition, communication, design, informa- tion, and language. Information design has practical and theoretical components. As an academic discipline we may view Information Design (ID) as a “theoretical practice” or as a “practical theory.” Information Design has incorporated facts, influences, methods, practices, principles, pro- cesses, strategies, theories, or parts of theories, and tools from a large number of supporting sciences. In this book I present one internal information design theory, and six external information design theories with more than hundred facts, hypotheses, and postulates. The internal theory, called infology theory, is based on research within the academic discipline Information De- sign. The six external information design theories are based on research in supporting sciences. These theories are called Aesthetics theory for ID, Facilitating theory for ID, Communication theory for ID, Provid- ing theory for ID, Information theory for ID, and Language theory for ID.
    [Show full text]
  • Blacklist100 E-Book 14JUL2020 V2.3
    Table of Contents 04: Curatorial Note 10: Open Letter on Race 19: Short Essay: Celebrating Blackness on Juneteenth 25: Artist Statement & Works (Elizabeth Colomba) 28: Short Essay: Who sets the standards for equality (E’lana Jordan) 31: Category 1: Cause & Community 58: Category 2: Industry & Services 85: Spoken Word Poem: A-head of the School 86: Category 3: Marketing, Communication & Design 113: Spoken Word Poem: Culture Storm 114: Category 4: Media, Arts & Entertainment 141: Category 5: STEM & Healthcare 168: Full 2020 blacklist100 171: Closing Acknowledgements 2 Curatorial Note This e-book originated as a post on LinkedIn the week following the death of George Floyd. The post included an 8-page document entitled an “Open Letter on Race." The letter was released as a 25-minute video, also. The central theme of the letter was a reflection on Dr. Martin Luther King’s critical question: “Where do we go from here?" Leading into the week of Juneteenth, the Open Letter on Race received over 30,000 views, shares, and engagements. Friends were inspired to draft essays sharing their stories; and this book represents their collective energy. In the arc of history, we stand hopeful that we have now reached a long-awaited inflection point; this book is a demonstration that the People are ready to lead change. This e-book features 100 Black culture-makers & thought-leaders whose message is made for this moment. The theme of this book is “A Call for Change.” This interactive book will never be printed, and has embedded hyperlinks so you can take action now.
    [Show full text]
  • Dayton Women's Basketball Team Volunteers With
    THIS IS DAYTON BASKETBALL Dayton Women’s Basketball Success .......... 4 CREDITS Flyer Facilities .......................................... 5 The 2013-14 University of Dayton Women’s Basketball Guide is a publication by the University Italy Tour ................................................. 6 of Dayton Athletics Communication Office. Content was written by Krystal Warren, Assistant Jim Jabir ................................................. 7 Andrea Hoover ........................................ 8 Director of Athletics for Media Relations. Assistance from Amy Brown. Photography by Erik Ally Malott .............................................. 9 Schelkun / Elsestar Images, Leon Chuck, Mitch Leff, Mickey Shuey and UD Archives. Printed by Amber Deane ........................................ 10 Ed Grant - Graphics Terminal/Digital Shorts in Dayton, Ohio. Kelley Austria ........................................ 11 Cassie Sant ........................................... 12 Jodie Cornelie-Sigmundova ..................... 13 Tiffany Johnson ...................................... 14 2013-14 Freshmen ................................. 15 NCAA Experience .............................16-17 UD Arena Atmosphere ........................18-19 First-Class Facilities .............................20-21 Iconic UD Arena ................................22-23 Flyer Strength ....................................24-25 Flyer Family .......................................26-27 Flyers In The Community .....................28-29 Dayton Academics .............................30-31
    [Show full text]
  • African Names and Naming Practices: the Impact Slavery and European
    African Names and Naming Practices: The Impact Slavery and European Domination had on the African Psyche, Identity and Protest THESIS Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts in the Graduate School of The Ohio State University By Liseli A. Fitzpatrick, B.A. Graduate Program in African American and African Studies The Ohio State University 2012 Thesis Committee: Lupenga Mphande, Advisor Leslie Alexander Judson Jeffries Copyrighted by Liseli Anne Maria-Teresa Fitzpatrick 2012 Abstract This study on African naming practices during slavery and its aftermath examines the centrality of names and naming in creating, suppressing, retaining and reclaiming African identity and memory. Based on recent scholarly studies, it is clear that several elements of African cultural practices have survived the oppressive onslaught of slavery and European domination. However, most historical inquiries that explore African culture in the Americas have tended to focus largely on retentions that pertain to cultural forms such as religion, dance, dress, music, food, and language leaving out, perhaps, equally important aspects of cultural retentions in the African Diaspora, such as naming practices and their psychological significance. In this study, I investigate African names and naming practices on the African continent, the United States and the Caribbean, not merely as elements of cultural retention, but also as forms of resistance – and their importance to the construction of identity and memory for persons of African descent. As such, this study examines how European colonizers attacked and defiled African names and naming systems to suppress and erase African identity – since names not only aid in the construction of identity, but also concretize a people’s collective memory by recording the circumstances of their experiences.
    [Show full text]
  • 2020 NCTE Annual Reports
    NCTE Annual Reports 2020 NCTE Annual Reports 2020 The National Council of Teachers of English—a professional association of educators in English Studies, literacy, and language arts—annually compiles reports from its volunteer leadership to chronicle the Council's extensive activities. The Annual Reports volume to the NCTE Board of Directors is a central document of record for NCTE activities for the year and includes written reports submitted by officers, editors, and leaders of NCTE's many active subgroups. It provides a rich record of the Council's work, carried out in line with NCTE's constitutional mission: to improve the quality of instruction in English at all educational levels; to encourage research, experimentation, and investigation in the teaching of English; to facilitate professional cooperation of the members; to hold public discussions and programs; to sponsor the publication of desirable articles and reports; and to integrate the efforts of all those who are concerned with the improvement of instruction in English. We invite your review of the Annual Reports to celebrate the work of colleagues, to identify gaps or potential needs, and to offer suggestions to Council leaders and headquarters staff as together we work to serve our mission. Please select a group from the menu below: Presidents Section Steering Committees Conferences Standing Committees Committees Publication Editors Assemblies In Memoriam 2019 Annual Business Meeting Minutes No Reports Submitted This page is traditionally included in this document. It is
    [Show full text]
  • Kizzy “The American Dream Is De Survival of the Fittest” Kizzy (1979) Is Geboren in Schiedam En Groeide Op in Curaçao
    Kizzy “The American dream is de survival of the fittest” Kizzy (1979) is geboren in Schiedam en groeide op in Curaçao. Ze speelde van jongs af aan in musicals en theaterproducties en won als jongere meerdere prijzen als acteur en zangeres. Ze won het Nationaal Songfestival. Het talent van de zeventienjarige viel op en ze kreeg een studiebeurs aangeboden om te studeren aan het prestigieuze Berklee College of Music in Boston. Aanvullend volgde ze acteer- en balletlessen. Om alles te kunnen financieren werkte ze keihard en pakte ze alles op. The American dream was zo verslavend dat Kizzy elf jaar bleef hangen in de VS. Tot ze de keerzijde van de medaille ontdekte en het verschil ervoer tussen leven en geleefd worden. “Er is veel muzikaal talent te vinden, maar om in deze harde wereld succesvol te zijn en gelukkig te blijven, moet je prettig in de omgang zijn, lef hebben en slim zijn. Het zijn de wijze woorden van mijn oom Jan die me veel heeft bijgebracht over het belang van je persoonlijkheid. Hoe je moet openstaan voor anderen, voor nieuwe initiatieven, hoe je respectvol moet zijn en dat je moet durven ondernemen. Fame Drie jaar was ik toen Fame op de televisie was. Ik zag dansers en dat wilde ik ook. Dansen! Ik was niet te houden en mijn moeder bracht me naar balletles bij de balletschool van Tosca Balm. Muzikaliteit en creativiteit zit bij mij in de familie. Mijn oma, die honderd jaar wordt, draagt nog steeds gedichten. voor en zingt nog steeds. Mijn oom Jan speelde veel instrumenten, was een geweldige performer en steunde me daarin.
    [Show full text]
  • Annotated Selected Bibliography & Index for Teaching African
    DOCUMENT RESUME ED 437 478 UD 033 273 AUTHOR Hilliard, Asa G. TITLE Annotated Selected Bibliography & Index for Teaching African-American Learners: Culturally Responsive Pedagogy Project. SPONS AGENCY American Association of Colleges for Teacher Education, Washington, DC.; Philip Morris Inc., New York, NY. PUB DATE 1997-00-00 NOTE 766p. PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MF04/PC31 Plus Postage. DESCRIPTORS *African Culture; African History; Annotated Bibliographies; Black Dialects; *Black Students; Blacks; *Cultural Awareness; Cultural Differences; Cultural Pluralism; Curriculum; Elementary Secondary Education; Higher Education; Linguistics; Literature; Mass Media; Political Science; Popular Culture; Preservice Teacher Education; Psychology; *Racial Bias; Racial Differences; School Administration; Special Education; Teaching Methods; Teaching Styles; United States History IDENTIFIERS *African Americans; Criminal Justice; Rites of Passage ABSTRACT This annotated bibliography and index presents nearly 2,000 references that are substantially unique to African or African American teaching and learning. Designed to support teacher education, the bibliography features references that were chosen if they were culturally relevant, recognized the African or African American experience, and drew from the cultural experience of African and African American people. References also had to contribute to the enhancement of teaching and learning, had to be based on empirical research, and had to employ rigorous scholarly analysis,
    [Show full text]
  • Meeting the Unique Needs of All Learners Purpose 3
    Meeting the Unique Needs of All Learners Purpose 3 The Master of Science Degree in Education AUDREY COHEN SCHOOL FOR HUMAN SERVICES AND EDUCATION SPRING 2012 ©Metropolitan College of New York 431 Canal Street, New York, NY 10013 All rights reserved. No part of this publication may be reproduced without prior permission by Metropolitan College of NY. MEETING THE UNIQUE NEEDS OF ALL LEARNERS Purpose 3 PAGE POLICIES 3 DEFINITIONS 5 THE PURPOSE-CENTERED EDUCATOR PROFICIENCIES 7 ASSESSMENT SYSTEM 17 THE PURPOSE DIMENSION® 21 Meeting the Unique Needs of All Learners THE VALUES & ETHICS DIMENSION® 44 The Power of Technology in the Learning Process THE SELF & OTHERS DIMENSION® 51 Exploring Cultural Diversity through the Arts THE SYSTEMS DIMENSION® 61 Science Methods and Curriculum in Elementary School THE SKILLS DIMENSION® 70 Inclusion: Teaching Strategies and Classroom Management THE COMMUNICATIONS DIMENSION® 75 Diagnostic and Enrichment Techniques in Reading LESSON PLAN OUTLINE 80 ACADEMIC CALENDAR 83 2 POLICIES Attendance: Students are required to arrive on time and attend all scheduled classes, to complete all assignments by the due date, and to actively participate in class discussions. Additionally, students are responsible for knowing missed material. Faculty need not offer make-ups or extensions for missed work. Students who miss multiple classes may jeopardize their good standing. Students who accumulate excessive absences or lateness may be recommended for withdrawal. Grading System A 4.000 A- 3.667 B+ 3.333 B 3.000 B- 2.667 C+ 2.333 C 2.000 F 0.000 FNS 0.000 Fail, No Show - Student never appeared in the course FWD 0.000 Fail, Withdrawal - Student stopped attending the course I 0.000 Incomplete – instructor must submit Incomplete Grade Notification with Grade Roster to give an Incomplete W 0.000 Student officially withdrew from the course Please note: At the graduate level, the lowest passing grade a student may receive is a C.
    [Show full text]