Analysis Of James Baldwin s Sonny s Blues - 1366 Words

Discovering Light in The Darkness Darkness can be found everywhere in life. It is easy to be consumed by the struggles and forget one’s true self. That is why even in the darkness, light is often sought. Life has a strange way of teaching lessons that show that even in the darkest circumstances light can still always be found. The conflict between light and dark ultimately guides Sonny and the narrator in their journey to overcome their internal struggles. In the short story Sonny’s Blues, James Baldwin uses darkness and light to show struggles and, transformation as both brothers teeter between the different shades of the blues, using music as a way to bring them both to redemption. Often times, when light is used in stories, readers can very easily relate the idea to happiness and following the right path. Baldwin uses light to illustrate what could be the prospect of a brighter future for Sonny. The narrator in this story seems to be in the light. Even though he is a little uptight, the path his l ife is going is seemingly headed in the right direction. The narrator made choices that many would consider right. He enlisted in the army, he married Isabel, and he works at a local school teaching young kids algebra. To most readers, he comes across as a person who was succeeding in life. Darkness correlates with negativity which narrator has towards his brother, especially when it comes to his music choices. â€Å"Well, the word never before sounded as heavy, as real, as itShow MoreRelatedAnalysis Of James Baldwin s Sonny s Blues 916 Words   |  4 PagesJames Baldwin’s story â€Å"Sonny’s Blues† tells the tale of two African-American brothers trying to survive in 1950s America. Both struggle with darkness in their lives, from drugs to bottling up emotions. The following sources were found Literature Research Center’s website. Each of the four sources will be evaluated for the quality of their information, as well as their usefulness on the topic of darkness in â€Å" â€Å"Sonny’s Blues†. Flibbert, Joseph. Sonny s Blues: Overview. Reference Guide to ShortRead MoreAnalysis Of James Baldwin s Sonny s Blues 933 Words   |  4 Pagesstory. Blues is a genre of music that is often used to express a sad mood. The contradictory lives of the two brothers contribute to the theme of being safe and take risks. In this story, James Baldwin writes about two brothers who were raised together. As time passed, they separated from one another and lived completely different lives. â€Å"Sonny’s Blues† by James Baldwin addresses the themes of finding comfort in music, dangers of addiction and the suffering of two brothers. First, Baldwin uses theRead MoreAnalysis Of James Baldwin s Sonny s Blues 1578 Words   |  7 PagesJames Baldwin’s short story â€Å"Sonny’s Blues† was a great tale of the struggles shared between two brothers in Harlem in 1957. This story is about two African American brothers who, unfortunately, grew apart as the aged. The plot shows the struggles the two brothers faced as they grew up in Harlem, and in return, the two drastically different paths they perused. James Baldwin was an African American who grew up in Harlem in the 1930s and 40s. Baldwin was the oldest of nine children, and grew upRead MoreAnalysis Of James Baldwin s Sonny s Blues Essay2104 Words   |  9 PagesSeveral dialectics are at play in James Baldwin’s short story â€Å"Sonny’s Blues† including a dialectic between the narrator and his beloved brother Sonny involving their opposing responses to the sense of oppression and limitation that arises from living in Har lem. This dialectic and its resolution closely parallel Baldwin’s masterful use of Blues, Jazz, and Gospel music. We follow the narrator and his brother Sonny as they traverse the complexities of their individual and interconnected Harlem livesRead MoreAnalysis Of Sonny s Blue By James Baldwin Essay1004 Words   |  5 Pagesâ€Å"Sonny’s Blue† by James Baldwin is a story about two brothers who grew up in poverty. One brother went on to become a teacher, while the other pursued his dreams to become a musician and finds himself in prison due to drug use. The story begins with the narrator finding out about Sonny’s arrest. It’s easy to see his shock and almost disbelief. It takes the narrator a while to write to Sonny, but eventually he does, and they regain communication with one another after over a year of silence. Sonny is releasedRead MoreAnalysis Of James Baldwin s Sonny s Blues 995 Words   |  4 PagesJames Baldwin presents an emotional journey through Harlem in the 1950’s with his short story, â€Å"Sonny’s Blues.† From the beginning, the story is in medias res when the unnamed narrator is informed of bad news concerning his younger, troubled brother, Sonny. Throughout the story there is an ocean of emotions witnessed between these two brothers as they battle hardships from their past and present time. The setting plays an important role in â€Å"Sonny’s Blues† to an extent where it is practically a characterRead MoreAnalysis Of James Baldwin s Sonny s Blues Essay1154 Words   |  5 Pagesntroduction: James Baldwin, author of Sonny s Blues, once said, I grew up with music...much more than with any other language. In a way, the music I grew up with saved my life (Session 3 Inquiry: Rudolfo Anaya and James Baldwin, 2015).   Blues becomes Sonny s drug and his addiction to it his salvation.       Even though the adults refrain from lamenting their sufferings directly to the children and telling them about the darkness, the child-narrator still intimates its marks in their facesRead MoreAnalysis Of `` Sonny s Blue `` By James Baldwin1474 Words   |  6 Pages Music can be the lead to freedom from darkness. The story â€Å"Sonny’s Blue† by James Baldwin takes places in Harlem around the 1950’s. The story is about two brothers. One of the brothers is the narrator of the story whose name is unknown. The narrator tells the story of the struggles in Harlem but mainly the struggles of his brother with drugs, and his passion for jazz music. Through out the story the narrator avoids giving a sense of his own struggles with himself. However, in the end the readerRead MoreAnalysis Of James Baldwin s Sonny Blues 1753 Words   |  8 Pagesiniquity, gloom, or without light. In the short novel Sonny Blues by James Baldwin, the word â€Å"darkness† ap peared frequently throughout the reading. I think the significance of darkness of this particular situation of this book that Baldwin is trying to present is fear and suffering. It shows how the characters are in the state of panic and fear, of the situation they are in and all the sufferings they have to go through. Connecting the Baldwin to the novel, Harlem; where the story takes place isRead MoreAnalysis Of James Baldwin s Sonny s Blues 1292 Words   |  6 Pages James Baldwin was raised in poverty in Harlem where, at the age of fourteen, he became a preacher in the Fireside Pentecostal Church. After high school he decided to become a writer and with the help of the black American expatriate writer Richard Wright, won a grant that enabled him to move to Paris, where he lived most of his remaining years. He wrote a variety of novels mostly about the intellectual trials of black men in a white, racist society and homosexual themes. James Baldwin wrote â€Å"Sonny’s

Microeconomics Principles Of Macroeconomics Essay

Macroeconomics 201 Principles of Macroeconomics Term Paper By Mitchell Wright I decided to write my paper on the economy America during the 1970s. I chose this time period because it seemed to really be a major shifting point in the country. Not only did the economy change drastically with a major recession, exports falling and interests rates sky rocketing, but it also changed the way Americans lived their lives. The oil crisis in the Middle East caused major gasoline shortages forcing Americans to drive less. This brought about the beginnings of the environmentalist movement and more organized efforts to conserve fossil fuels and protect the environment as Americans became aware that there was not a limitless supply of fossil fuels in the world. Finally, this decade in time set the stage for the election of Ronald Regan, arguably one of the greatest presidents in our time, and his theory of supply-side economics, slashing tax rates for investors and businesses in an effort to give more back to the consumer and stimulate job growth. Without the economic turmo il of the 1970s, the economic growth and prosperity might not have occurred in the following decade and the economic boom of the 1990s might also have been compromised. There were several major social and political issues that were emerging in the beginning of the 1970s that played a crucial role in shaping America as we know it today. The Women’s Rights movement, Affirmative Action, Roe v. Wade, Environmentalism, etc.Show MoreRelatedLaws of Supply and Demand1244 Words   |  5 Pages Microeconomics and the Laws of Supply and DemandECO/365October 13, 2014Professor CoulibalyComedian P.J. O’Rourke said it best when he said, â€Å"microeconomics concerns things that economists are specifically wrong about, while macroeconomics concerns things economists are wrong about generally. Or to be more technical, microeconomics is about money you don’t have, and macroeconomics is about money the government is out of† (Beggs, 2014). On a serious note however, macroeconomics and microeconomicsRead MoreSupply and Demand Simulation983 Words   |  4 Pages   ECO365 Supply and Demand Simulation Student Name ECO/365 – Principles of Microeconomics Instructor Name Date Introduction Supply and Demand is a phrase that every one hears in one way or another, Supply and demand phrase according to Colander, (2010) is the most used phrase by economist and the reason is because the phrase provides a good â€Å"off-the-cuff† answer for many question that have to do with economy. Example why are interest rates to Low? Because supply and demand. 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Right from the ancient times understanding and definition of the term dwelled on the issue of political economy. Nonetheless, developments by made scholars in the sector saw the formulation of newRead MorePolicy Review And The Lucas Criticisms Essay919 Words   |  4 Pagesthe inflation, only if the public trust that the monetary authorities will implement their monetary tightening policies. In addition, new classical macroeconomics further argues that political measures to improve the total output and reduce unemployment have to find ways in the supply part. Therefore, policies work only when they inspire the microeconomic units to provide more products and labors (Grabel, 2000). Under this background, the Luca critique drew attention from the world. Lucas (1976) arguedRead MoreSupply Demand Paper Eco/3651105 Words   |  5 PagesSupply and Demand Simulation University of Phoenix May 9, 2013 ECO/365 - Principles of Microeconomics The Supply and Demand Simulation consist of microeconomics and macroeconomics concepts. The concepts are explained and how they apply to the principle of microeconomics and macroeconomics. The simulations presents shifts in the supply and demand curve, the rationale for the shift is given. Each shift is analyzed showing the effects of the equilibrium price, quantity, and decision makingRead MoreEco 365 Supply and Demand Simulation Essay855 Words   |  4 PagesNovember 26, 2012 The purpose of this paper is to discuss the Supply and Demand simulation from the student website. The idea is to identify two microeconomic and two macroeconomic principles present in the simulation and to explain why these principles are categorized as macro or microeconomic. 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The difference between microeconomics and macroeconomics is analogous to the human body and the individual cell that makes up the human body. Macroeconomics is involved with the wide lens aspect of society. In other words, macroeconomics focuses on the broader large scale economy of a society. Macroeconomics focuses on larger economic issues such as national employment rates, gross domesticRead MoreEco/365 Ess ay example628 Words   |  3 PagesDemand simulation †¢ Identify two microeconomics and two macroeconomics principles or concepts from the simulation. Explain why you have categorized these principles or concepts as macroeconomic or microeconomic. Supply and demand was affected by decreasing the rent to lower the vacancy percentage and maximize revenue for the company. This process is considered a temporary fix on a month-to-month basis and a good example of microeconomics. Another example of microeconomics is when the new company came

Culture and Identity Free Essays

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BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 29 CHAPTER 2 Culture and Identity BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 30 Contents Key issues The meaning and importance of culture Dominant culture Subculture Folk culture High culture Mass, popular or low culture The changing distinction between high culture and mass culture Global culture The concept of identity Different types of identity The socialization process Primary socialization Secondary socialization Socialization and the social construction of self and identity Theoretical approaches to the role of socialization in the formation of culture and identity Structural approaches Social action approaches A third way: structuration Social class and identity Social class Life chances Objective and subjective dimensions of class Social class cultures Is social class of declining importance in forming identities? The continuing importance of social class Gender and identity Sex and gender Gender and biology The signi? cance of gender as a source of identity Gender stereotypes and hegemonic gender identities in Britain The social construction of hegemonic gender identities through socialization Changing gender identities 31 31 31 32 32 32 33 35 36 Is there a crisis of masculinity? Is gender still an important source of identity? 4 74 38 41 43 44 44 46 46 47 47 50 50 51 51 52 53 59 60 61 61 62 63 63 65 70 Sexuality and identity Gender, sexuality and ‘normal’ sex Changing sexual identities Stigmatized or spoiled sexual identities Gay and lesbian identities A note of caution Ethnicity and identity What is meant by an ethnic identity? Diaspora and globalization Changing ethnic identities: new ethnicities and hybrid ethnic identities Ethnicity as resistance Ethnic identities in Britain Nationality and identity What is nationality? Nationality as a source of identity What is meant by a British identity? Globalization and declining national identities A British identity crisis? Disability and identity The social construction of disability Disability, socialization and stereotyping Disability as a ‘master identity’ Disability – a stigmatized or spoiled identity: an identity of exclusion Age and identity The social construction of age Age groups and identity Leisure, consumption and identity Postmodernism and identity The creation of identity in a media-saturated society How much free choice is there in choosing identities and lifestyle? Conclusion on leisure, consumption and identity Chapter summary Key terms Exam question 76 76 76 77 77 78 79 79 80 81 82 82 87 87 88 88 91 92 93 93 94 95 95 96 96 97 100 100 101 103 109 110 111 112 BROWNE CH 1–4 (M1203). We will write a custom essay sample on Culture and Identity or any similar topic only for you Order Now qxp:John Q7 26/3/08 10:47 Page 31 CHAPTER 2 Culture and Identity K EY I SS U ES ? ? ? ? ? ? ? ? ? ? ? ? The meaning and importance of culture The concept of identity The socialization process Socialization and the social construction of self and identity Theoretical approaches to the role of socialization in the formation of culture and identity Social class and identity Gender and identity Sexuality and identity Ethnicity and identity Nationality and identity Disability and identity Age and identity Leisure, consumption and identity The meaning and importance of culture The term ‘culture’ refers to the language, beliefs, values and norms, customs, dress, diet, roles, knowledge and skills, and all the other things that people learn that make up the ‘way of life’ of any society. Culture is passed on from one generation to the next through the process of socialization. Although there are many aspects of everyday life which are shared by most members of societ y, there are di? erent conceptions and de? nitions of culture within this general approach. These are discussed below. The dominant culture of a society refers to the main culture in a society, which is shared, or at least accepted without opposition, by the majority of people. Dominant culture The dominant culture of a society refers to the main culture in a society, which is shared, or at least accepted without opposition, by the majority of 31 BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 32 32 | Culture and Identity people. For example, it might be argued that the main features of British culture include it being white, patriarchal and unequal, with those who are white and male having things they regard as worthwhile rated as more important than those who are female or from a minority ethnic group. Similarly, those who are rich and powerful (who are mainly also white and male) are in a position to have their views of what is valuable and worthwhile in a culture regarded as more important, and given higher status, than those of others. Subculture When societies are very small, such as small villages in traditional societies, then all people may share a common culture or way of life. However, as societies become larger and more complicated, a number of smaller groups may emerge within the larger society, with some di? erences in their beliefs and way of life. Each group having these di? erences is referred to as a subculture. Folk culture Folk culture is the culture created by local communities and is rooted in the experiences, customs and beliefs of the everyday life of ordinary people. You read "Culture and Identity" in category "Essay examples" It is ‘authentic’ rather than manufactured, as it is actively created by ordinary people themselves. Examples include traditional folk music, folk songs, storytelling and folk dances which are passed on from one generation to the next by socialization and often by direct experience. Folk culture is generally associated with pre-industrial or early industrial societies, though it still lingers on today among enthusiasts in the form of folk music and folk clubs, and the Morris dancing which features in many rural events. A subculture is a smaller culture held by a group of people within the main culture of a society, in some ways different from the main culture but with many aspects in common. Examples of subcultures include those of some young people, gypsies and travellers, gay people, different social classes and minority ethnic groups. Folk culture is the culture created by local communities and is rooted in the experiences, customs and beliefs of the everyday life of ordinary people. High culture High culture is generally seen as being superior to other forms of culture, and refers to aspects of culture that are seen as of lasting artistic or literary value, aimed at small, intellectual elites, predominantly upper-class and middleclass groups, interested in new ideas, critical discussion and analysis and who have what some might regard as ‘good taste’. High culture is seen as something set apart from everyday life, something special to be treated with respect and reverence, involving things of lasting value and part of a heritage which is worth preserving. High culture products are often found in special places, like art galleries, museums, concert halls and theatres. Examples of high culture products include serious news programmes and documentaries, classical music like that of Mozart or High culture refers to cultural products seen to be of lasting artistic or literary value, which are particularly admired and approved of by elites and the upper middle class. An elite is a small group holding great power and privilege in society. BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 33 Culture and Identity Morris dancing is an example of traditional folk culture | 33 Mass culture, sometimes called popular culture or low culture, refers to cultural products produced for sale to the mass of ordinary people. These involve massproduced, standardized, short-lived products of no lasting value, which are seen to demand little critical thought, analysis or discussion. Beethoven, the theatre, opera, jazz, foreign language or specialist ‘art’ ? lms, and what has become established literature, such as the work of Charles Dickens, Jane Austen or Shakespeare, and visual art like that of Monet, Gauguin, Picasso or Van Gogh. Mass, popular or low culture Mass culture, sometimes called popular culture or low culture, is generally contrasted with high culture. This refers to everyday culture – simple, BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 34 34 | Culture and Identity Video games are an example of popular culture undemanding, easy-to-understand entertainment, rather than something ‘set apart’ and ‘special’. Mass culture is seen by many as inferior to high culture. Such aspects of culture are a product of industrial societies. They are aimed at the mass of ordinary people, but lack roots in their daily experiences as in folk culture, and are manufactured by businesses for pro? t rather than created by the community itself re? ecting its own experiences of daily life. Popular culture involves mass-produced, standardized and short-lived products, sometimes of trivial content and seen by some as of no lasting ‘artistic’ value, largely concerned with making money for large corporations, especially the mass media. Popular culture might include mass circulation magazines, extensive coverage of celebrities, ‘red top’ tabloid newspapers like the Sun or the Mirror, television soaps and reality TV shows, dramas and thrillers, rock and pop music, video games, blockbuster feature ? lms for the mass market, and thrillers bought for reading on the beach. Such culture is largely seen as passive and unchallenging, often fairly mindless entertainment, aimed at the largest number of people possible. Some Marxists argue that mass culture maintains the ideological hegemony (or the dominance of a set of ideas) and the power of the dominant social class in society. This is because the consumers of mass culture are lulled into an uncritical, undemanding passivity, making them less likely to challenge the dominant ideas, groups and interests in society. BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 35 Culture and Identity | 35 The changing distinction between high culture and mass culture Some now argue that the distinction between high culture and mass culture is weakening. Postmodernist writers, in particular, argue that mass markets and consumption now make the distinction between high and popular culture meaningless. There has been a huge expansion of the creative and cultural industries, such as advertising, television, ? lm, music, and book and magazine publishing. This means there is now a huge range of media and cultural products available to all. Technology in industrial societies, such as mass communication technology like the internet, music downloads, cable, satellite and digital television, ? lm and radio, printing for both mass production and personal use in the home, the global reach of modern mass media technology, the mass production of goods on a world scale and easier international transportation, make all forms of culture freely available to everyone. Such technology enables original music and art and other cultural products to be consumed by the mass of people in their own homes without visiting specialized institutions like theatres or art galleries. High culture is no longer simply the preserve of cultural elites. People now have a wider diversity of cultural choices and products available to them than ever before in history, and can ‘pick and mix’ from either popular or high culture. High culture art galleries, like Tate Modern in London, are now attracting very large numbers of visitors, from very diverse backgrounds. Live opera is now available to the masses, through popular ? gures like the OperaBabes, or concerts in the park. Strinati (1995) argues that elements of high culture have now become a part of popular culture, and elements of popular culture have been incorporated into high culture, and that there is therefore no longer any real distinction between high and popular culture, and it is ever more di? cult for any one set of ideas of what is worthwhile culture to dominate in society. For example, artist Andy Warhol painted thirty pictures of Leonardo da Vinci’s Mona Lisa in di? erent colours, arguing that ‘thirty was better than one’, turning high culture art into popular culture. Although Warhol’s work has been marketed to millions through postcards and posters, at the same time it is widely admired by the supporters of high culture. In 2007 there was some controversy in Britain when the Victoria and Albert Museum in London, generally seen as an institution of high culture, held ‘Kylie: The Exhibition’ – an exhibition of costumes, album covers, accessories, photos and videos from the career of the then 38-year-old pop singer Kylie Minogue. This drew widespread accusations from critics that high culture was being ‘dumbed down’. High culture art forms are themselves increasingly being turned into products for sale in the mass market for consumption by the mass of BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 36 36 | Culture and Identity ordinary people, and there is no longer anything special about art, as it is incorporated into daily life. Technology now means mass audiences can see and study high culture products, such as paintings by artists like Van Gogh, on the internet or TV, and have their own framed print hanging on their sitting-room wall. The originals may still only be on show in art galleries and museums, but copies are available to everyone. High culture art like the Mona Lisa or Van Gogh’s Sun? owers are now reproduced on everything from socks and t-shirts to chocolates and can lids, mugs, mouse mats, tablemats, jigsaws and posters. (Visit or for some bizarre images and uses of the Mona Lisa. ) Classical music is used as a marketing tune by advertisers, and literature is turned into TV series and major mass movies, such as Jane Austen’s Pride and Prejudice. Global culture Global culture refers to the way globalization has undermined national and local cultures, with cultural products and ways of life in di? erent countries of the world becoming more alike. The same cultural and consumer products are now sold across the world, inspired by media advertising and a shared mass culture spread through a media-generated culture industry, and they have become part of the ways of life of many di? erent societies. For example, television companies sell their programmes and programme formats like Big Brother and Who Wants to be a Millionaire? globally. Companies like McDonald’s, Coca Cola, Vodaphone, Starbucks, Nescafe, Sony and Nike are now symbols that are recognized across the world, along with the consumer lifestyles and culture associated with them. As Ritzer (2004) shows, using the example of the American food industry, companies and brands now operate on a global scale. For example, McDonald’s is a worldwide business, with 26,500 restaurants in more than 119 countries (in 2007), Pizza Hut and Kentucky Fried Chicken operate in 100 countries, and Subway in 72 countries, with Starbucks growing at a colossal speed. It is now possible to buy an identical food product practically anywhere in the world, promoting a global culture and also weakening local cultures, as local food outlets close in the face of competition and local diets change. Combined with global marketing of ? lms, music, computer games, food and clothes, football and other consumer products, these have made cultures across the world increasingly similar, with people watching the same TV programmes and ? lms, eating the same foods, wearing the same designer clothes and labels, and sharing many aspects of their lifestyles and identities. Global culture refers to the way cultures in different countries of the world have become more alike, sharing increasingly similar consumer products and ways of life. This has arisen as globalization has undermined national and local cultures. Globalization is the growing interdependence of societies across the world, with the spread of the same culture, consumer goods and economic interests across the globe. BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 37 The Mona Lisa †¦ Leonardo da Vinci’s Mona Lisa, c. 1503–1507, oil on poplar, The Louvre, Paris †¦ now has a spliff to relax and a mobile to keep in touch Mona Stoner, c. 2006, posted on internet: Fine art is now available on cubes to play with Source: The Mona Lisa is transformed into a window blind In what ways do these pictures illustrate the erosion of the distinction between high culture and popular culture? Try to think of other examples of this BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 38 38 | Culture and Identity Activity 1 Refer to the pictures on this page, and explain in what ways they illustrate global culture. Try to think of other consumer products that are also global. 2 In what ways do you think consuming these products also involves lifestyle choices? For example, what’s the difference between having a coffee in Starbucks and in the local cafe (apart from the coffee itself)? Explain what lifestyle you think is identi? ed with your selected products. Identify and explain, with examples, three differences between high culture, mass culture and folk culture. 4 Identify and explain three reasons why the distinction between high culture and popular culture might be weakening. Globalization means that many of the same product brands are now fo und in many countries of the world. The concept of identity Identity is about how individuals or groups see and de? ne themselves, and how other individuals or groups see and de? ne them. Identity is formed through the socialization process and the in? uence of social institutions like the family, the education system and the mass media. The concept of identity is an important one, as it is only through establishing our own identities and earning about the identities of other individuals and groups that we come to know what makes us similar to some people and di? erent from others, and therefore form social connections with them. How you see yourself will in? uence the friends you have, who you will marry or live with, and the communities and groups to which you relate and belong. If people did not have an identity, they would lack the means of identifying with or relating to their peer group, to their neighbours, to the communities BROWNE CH 1–4 (M1203). qxp:John Q7 3/4/08 1 5:49 Page 39 Culture and Identity | 39 in which they lived or to the people they came across in their everyday lives. Identity therefore ‘? ts’ individuals into the society in which they live. The identity of individuals and groups involves both elements of personal choice and the responses and attitudes of others. Individuals are not free to adopt any identity they like, and factors like their social class, their ethnic group and their sex are likely to in? uence how others see them. The identity that an individual wants to assert and which they may wish others to see them having may not be the one that others accept or recognize. An Asian woman, for example, may not wish to be identi? ed primarily as an Asian or a woman, but as a senior manager or entertainer. However, if others still ‘Look, don’t identify me by the size and shape of my body, my social class, y job, my gender, my ethnicity, my sexuality, my nationality, my age, my religion, my education, my friends, my lifestyle, how much money I earn, the clothes I wear, the books I read, where I go shopping, the way I decorate my house, the television programmes and movies I watch, my leisure and sports ac tivities, the car I drive, the music I listen to, the drinks I like, the food I eat, the clubs I go to, where I go on holiday, the way I speak or my accent, the things I say, the things I do, or what I believe in. I’m just me. OK? ’ continue to see her primarily in terms of her ethnic and gender characteristics, she may ? nd it di? cult to assert her chosen identity. Similarly, the pensioner who sees him or herself as ‘young at heart’ may still be regarded as an old person by others. Individuals have multiple identities, asserting di? erent identities in di? erent circumstances. An individual may, for example, de? ne herself primarily as a Muslim in her family or community, as a manager at her work, as a lesbian in her sexual life, or as a designer-drug-user in her peer group. While the example of the Muslim, lesbian, drug-taking manager might seem a somewhat unlikely mix of identities, it does suggest that it is possible for people to assert di? erent identities or impressions of themselves in di? erent social situations. Identities may also change over time. For example, as people grow older they may begin to see themselves as di? erent from when they were younger, How to cite Culture and Identity, Essay examples

The Scarlet Ibis and Sucker Comparison Essay Example For Students

The Scarlet Ibis and Sucker Comparison Essay The short stories The Scarlet Ibis and Sucker are very similar stories to each other. Each story contains similar themes, conflicts, and metaphors in the short stories. The two short stories deal will similar conflicts between characters, themes used by the author, and metaphors to portray each character. These are the reasons why the two short stories share such a close similarity. In the short story Sucker and The Scarlet Ibis the main characters seem to have a constant conflict between each other in the story. For example, in The Scarlet Ibis Doodle and his brother never seem to get along well as they never had a good brother-to-brother relationship. Doodles brother would always be angry because he would have to drag Doodle along with him. He felt that Doodle should do things on his own and be able to do what he would do for Doodle. (Hurst, p. 91) If I so much as picked up my cap, hed start crying to go with me and Mama would call from wherever she was, Take Doodle with you. He was a burden in many ways. Doodle was a pain to his brother and they never seemed to bond well together because of Doodles physical problems and they never were happy with each other. Doodles brother tried to persevere the in capabilities of his brother by having him exercise and try to learn to swim, run, or walk. (Hurst, p. 95) Once I had succeeded in teaching Doodle to walk, I begin to believe in my own infallibility and I prepared a terrific development program for Doodle. I would teach him to run, to swim, to climb trees, and to fight. So we set the deadline for these accomplishments less than a year away, when, it had been decided, Doodle could start to school. Although Doodle and his brother may have thought that they had solved their problem it was only the beginning. In Sucker there was also a friend-to-friend conflict as well but it was over a girl and had caused anger between the two main characters. Sucker and Pete had constant fights over a girl and Pete felt embarrassed almost to have a friend like Sucker who hung around with Pete all the time. Pete would discourage Sucker if the girl, Maybelle, were not pleased with Pete. Pete would say things to Sucker that he did not mean but could never take back. (McCullers, p. 109) Why do you always hang around me? Dont you know when youre not wanted? No you dont know when youre wanted. Youre too dumb. Just like your name- a dumb Sucker. Maybelle would drive Pete to say these horrible things just like Doodles brother being pushed to have Doodle be able to run and swim. Some outside force such as a physical disability or a new girlfriend pushed both of the boys into causing conflict. Themes of each short story were also similar to each other. Each short story used the main theme change. In The Scarlet Ibis Doodle changes because he knows he will die soon after touching the coffin and because he pushed himself so hard he ended up dying. Doodles brother also found out how he regrets for pushing Doodle too hard and for even having the feelings he had for Doodle before he mad him exercise. (Hurst, p. 100) I began to weep and the tear- blurred vision in red before me looked very familiar. Doodle! I screamed above the pounding storm and threw my body to the earth above his. I lay there crying, sheltering my fallen scarlet ibis from the heresy of rain. The changes that occurred in Sucker were the relationship between Pete and Sucker after Maybelle became Petes boyfriend and the way Pete feels at the end of the story showing how he regrets ever saying those things to Sucker. Pete is so shaken that he feels Sucker would kill him if he had the opportunity. (McCullers, p. 111) More than anything I want to ease my mind again. And I miss the way Sucker and I were for a while in a funny, sad way that before this I never would have believed. .u2503f8f894610bce3280d0e03e510cd3 , .u2503f8f894610bce3280d0e03e510cd3 .postImageUrl , .u2503f8f894610bce3280d0e03e510cd3 .centered-text-area { min-height: 80px; position: relative; } .u2503f8f894610bce3280d0e03e510cd3 , .u2503f8f894610bce3280d0e03e510cd3:hover , .u2503f8f894610bce3280d0e03e510cd3:visited , .u2503f8f894610bce3280d0e03e510cd3:active { border:0!important; } .u2503f8f894610bce3280d0e03e510cd3 .clearfix:after { content: ""; display: table; clear: both; } .u2503f8f894610bce3280d0e03e510cd3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2503f8f894610bce3280d0e03e510cd3:active , .u2503f8f894610bce3280d0e03e510cd3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2503f8f894610bce3280d0e03e510cd3 .centered-text-area { width: 100%; position: relative ; } .u2503f8f894610bce3280d0e03e510cd3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2503f8f894610bce3280d0e03e510cd3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2503f8f894610bce3280d0e03e510cd3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2503f8f894610bce3280d0e03e510cd3:hover .ctaButton { background-color: #34495E!important; } .u2503f8f894610bce3280d0e03e510cd3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2503f8f894610bce3280d0e03e510cd3 .u2503f8f894610bce3280d0e03e510cd3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2503f8f894610bce3280d0e03e510cd3:after { content: ""; display: block; clear: both; } READ: Personal Statement On Facebook And Facebook Essay Ive sometimes thought if we could have it out in a big fight that would help. But I cant fight him because he is four years younger. Sometimes this look in his eyes makes me almost believe that if Sucker could he would .