ktmeng/mec huggingface dataset:
Topic: racism

The stereotypes, presented as cars in a showroom, are depicted through the Farm Worker, Johnny, and the Revolucionario characters. The negative connotation that Mexican American heritage carries can be examined in the beginning of the play. Miss Jimenez, who carries a hispanic surname, upon introduction of herself to Honest Sancho states ‘My name is Miss JIM-enez. Don’t you speak English? Whats wrong with you'(Valdez 959)? Miss Jimenez emphasized the Americanized word of her surname to sever association with the Mexican American community.
Topic: racism

Honest Sancho begins his showroom tour with the Farm Worker’s features, liking him to the most standard ‘model’ that is equipped with durable ‘Four ply Goodyear huaraches, made from the rain tire'(Valdez 959). The liking of the farm workers shoes to Goodyear tires is followed by a demonstration of his hard working, friendly persona, but then like a car buyer would mutter on a budget, Miss Jimenez asks ‘But is he economical'(Valdez 960)? This question prompts Honest Sancho to liken the Farm Worker to a Volkswagen car, dehumanizing the Farm Worker in a humorous simile.
Topic: racism

This simile portrays the Farm Worker’s ruggedness like a Volkswagen can be stored anywhere and can run on practically ‘pennies’. The examination of the Farm Worker gives way to a political cost analysis by Miss Jimenez, who ultimately passes because he did not speak English, therefore he would not appeal to the masses. The next stereotype Honest Sancho displays is Johnny, a ‘sophisticated’, bilingual, city dwelling Mexican American. Honest Sancho again humorously likens Johnny’s features to a sports car with desirable and aesthetically pleasing features.
Topic: racism

Miss Jimenez states ‘We need something that will attract the women voters, something more traditional and romantic'(Valdez 962). The depiction of Johnny humorously illustrates the common stereotype of Mexican Americans that live in cities during the late 1960’s. The final stereotype that is depicted is the Revolucinario, an adventurous, bilingual college educated rancher, who is also a movie and television actor, Much like Governor Regan. Honest Sancho states ‘As a matter of fact he is built like our Anglo models except that he comes in a variety of darker shades¦’ (Valdez 963). Honest Sancho continues ‘Yes seГ±orita, this model represents the apex of American engineering'(Valdez 963).
Topic: racism

The linking of the Revolucionario to the high achieving Angalo-Saxon American community is a bit of a social play on what American’s found desirable and admirable in the 1960’s. This description meets Miss Jimenez with great delight, a well accomplished and versatile immigrant that is clearly a political asset for Governor Regan’s administration. Miss Jimenez then begins to haggle with Honest Sancho forcing the ‘three models’ to approach her at which point she runs out of the store screaming, as if she is scared of them attacking her.
Topic: racism

This play is both humorous and educational, with the analogies to cars Honest Sancho utilizes to provoke a humorous tone where the reader can surmise the author and characters are in on the so called joke. The joke being the exaggerated stereotypes portrayed through car features that start out promising but then ultimately contain a flaw such as poor english or a criminal record. Even the character’s names Honest Sancho, the Farm Worker, and the Revolucionario contribute to these stereotypes. A one word representation of society’s bias towards Mexican Americans.
Topic: racism

The educational aspect in the play offers the reader insight into the racial profiling and exploitation that Mexican Americans had faced in the 1960’s. The secretary, acting on behalf of the governor, only weighs the political benefit they can bring in an election. The secretary to the reader does not separate act from essence, for example Johnny steals, that means he must be a thief. The act of stealing completely defines who Johnny is, rather than examining like Honest Sancho had, the environment and conditions that provoked him to steal. The stereotypes present in the play brings to the forefront the racist perception of most Mexican Americans that lived in farms, cities, and rural California.
Topic: racism

The play like most political satire aims to humorously examine the political exploitation and racist views held against Mexican Americans. Luis Valdez does an exemplary job portraying the negative and unfavorable views of minorities held by bigoted Californians. The reader may surmise that Luis Valdez faced many of these same prejudices during this period in California, and America for that matter. Works such as this play create an approachable way to examine the false compassion, political exploitation, and stereotyping in immigrant communities, and perhaps learn from this to create a more inclusive and compassionate society.
Topic: racism

The Reconstruction era was put into effect by Congress in 1866 and lasted until 1877. Reconstruction was aimed at reorganizing the Southern states after the Civil War. The reconstruction plan granted the means for readmitting the southern states into the Union, and tried to come up with the methods by which whites and blacks could live together in a non-slave society. America’s position as a country was established on principles of freedom but those beliefs were weakened by slavery. At the end of the Civil War, many blacks felt that they were entitled to start collecting the benefits that had been denied for so many years.
Topic: racism

Former slaves wanted to be able to continue to live on the land their ancestors had farmed. African american’s lives were improved in many ways during the era of Reconstruction; one way their lives were enhanced was the establishment of the Freedmen’s Bureau. The Freedmen’s Bureau was an organization developed by Congress that assisted African-Americans to acquire an education and provided necessities of life such as food and clothing. It was important for African-Americans to become educated, because it would prevent them from being dominated by white supremacists and helped them obtain well-suited jobs.
Topic: racism

During the years after the war, white teachers who were mostly from the North, missionary organizations, churches and schools worked hard to give the emancipated population the opportunity to learn. Former slaves of every age took advantage of the opportunity to become literate. Grandfathers and their grandchildren sat together in classrooms seeking to obtain the tools of k to gain their freedom. During Reconstruction, blacks were often seen not heard. It was usually the white man’s word over the black man’s word. Even if there was a crowd of people that saw what happened, unless they were black, the people sided with the white man.
Topic: racism

However, when the situation involved a white man getting hurt or killed for supporting the black community, that’s when the government stepped in to put an end to it thus leading to the Civil R A of 1875. Many regulations were passed to help blacks during this period. The Civil Rights Act of 1875 prohibited segregation in public facilities and various government amendments, which gave African-Americans even more guaranteed rights. With government guidelines, the newly dubbed freedmen were still discriminated against by most people and were soon to be segregated once again under government decisions.
Topic: racism

The Reconstruction, although short-lived, showed the first real attempts of inclusive freedom for African-Americans. Gains were taking place, for instance, in citizenship, voting, education and politics. Consequently, the failure of Johnson’s reconstruction caused the Congress to propose its own plan, the 14th Amendment. The Amendment was designed to prohibit state governments from restricting the rights of former slaves after the Civil War. However, it had been used to grant all the personal liberties and rights conveyed in the Bill of Rights.
Topic: racism

Among other things, this prohibited ex-Confederate leaders from holding political office, and also gave the freedmen their citizenship. The rejection of the 14th Amendment paved the way for the Reconstruction Act of 1867; this dismantled all Southern governments and launched military control over the South. The Reconstruction Act guaranteed freedmen the right to vote under new state constitutions and required the Southern states to approve the 14th A With the addition of African American votes in the southern elections and the help of “Carpet Baggers” and “Scalawags,” the Republican Party gained almost complete control over the South.
Topic: racism

By 1870, the 15th Amendment had been added to the Constitution, which gave blacks the right to vote. The 15th Amendment forbids the states from denying the right to vote to any person on account of race, color, or previous condition of servitude. Whites both wealthy and poverty-stricken were ruthlessly and completely against the emancipation. The poor people feared the competition in the labor force, and the rich encouraged an attitude to keeping a strong separation in the blacks and the whites. In the early years after the Reconstruction started, there was some violence towards blacks.
Topic: racism

As the years went on the violence increased, and Terrorist groups were formed. One such group known as the Ku Klux Klan better known as the KKK, surfaced to torment and commit violent acts against blacks and strong white Republicans. Because of the ratification of the 13th Amendment ending slavery in the south, the KKK emerged with a cause that has yet to be put to rest…the rise of white power. The KKK was formed mostly to restore slavery to America and to reinstate the Caucasian race as the most superior race in the world.
Topic: racism

A former Confederate general and Freemason, Nathan Bedford Forrest, founded the KKK in 1866 because Negroes were being allowed to enter the brotherhood of freemasonry. He held this office while he was simultaneously Sovereign Grand Commander of Scottish rite, Freemasons, and Southern Jurisdiction. Members of the KKK were very violent and used harsh actions to get their point across, but their actions were supported by their strong belief in their religion and the culture in which they were brought up in.
Topic: racism

The KKK did things based on what they believed according to their culture and how they were raised; Which, at that period of time made them extremists. Although slavery was abolished, racism was not. Because the government started recognizing African-Americans as more than just slaves, the KKK decided they would have to take matters into their own hands. They began their protest by lynching, taring and feathering, whipping, beating, and killing African-Americans in the south. Since Blacks had been given rights, the KKK felt it was their duty to prevent the former slaves from using them.
Topic: racism

Racist Groups such as the KKK operated mainly in the South; however, discrimination against the African Americans was also an issue of a smaller degree in northern cities. The KKK would destroy any black polling booth and shoot, intimidate, and kill any black person trying to vote; especially in Mississippi. KKK members went on “night rides. ” On “night rides,” the KKK members dressed in white robes and went to houses belonging to empowered blacks and used threats toward family and loved ones to instill fear into their hearts has a means of control.
Topic: racism

The KKK would threaten these blacks with what would happen if they voted or took positions of power. At the end of the 19th century and the Reconstruction era, many of the whites used violent behavior to scare the African-Americans from white neighborhoods. The Whites organized protective associations, so homes in white neighborhoods could never be sold to a black man. This was also very noticeable in the makeup of many of the northern cities; these cities had well-known residential neighborhoods for African Americans.
Topic: racism

In conclusion, during this time, a country that was so well-known for its freedom, opposed in large the very definition of the word. After the Civil War, America saw a great many changes regarding civil rights and black suffrage. Many laws were passed to give African Americans more rights. Since the Reconstruction era, we as a country have come a long way. With the utilization of great leadership like Lincoln, education and recognizing our shared humanity, we could decrease the gap of equality.
Topic: racism

During the Civil Rights Motion, a man named name Dr. Martin Luther King Jr. stepped up as a leader in order to assist end racial partition. Throughout this time and the numerous years before it, African Americans suffered significantly. Dr. King’s “I Have A Dream” speech made a substantial pivotal moment in the Civil liberty Movement and unlocked to equality. On August 28, 1963, King offers his speech for liberty. He starts by specifying the emancipation of the servants, provided by Abraham Lincoln and mentions that blacks are still not free.
Topic: racism

After stating his demands, he carries on to what many individuals would call the most remarkable part of the speech, which is his “I have a dream” part. Because part he laid out his vision and wishes for the Civil liberty movement. The supreme message from his speech is equality amongst all people not simply African Americans. Forty-nine years has passed because this legendary speech, which pleads the question; Did Dr. King’s dreams come to life? This is not an ideal world and there will always be some sort of dispute or imperfection when it concerns true equality, however that being said, I believe that his dream has actually come to life.
Topic: racism

Segregation is kept out of school and communities so the children of today are able to have better lives. His dream was that everyone could be free. It seems clear that life in the South has improved for African- Americans. African-Americans have become professionals and teachers and even Mayors of cities and towns throughout the South. Black Congressmen and women have been elected from the South. In the North, Blacks have also progressed in all walks of life. One African-American of mixed heritage grew up to be elected to the Illinois State House and the United States Senate and made it all the way to the White House. The ability of Barack Obama to become President was made possible by Dr. King and his comrades who brought the Civil Rights movement to all of our doorsteps. There will always be some form of racism out there, but at this point it’s just regarded simply as ignorance. Right now, racism isn’t even close to how it was nearly fifty years ago.
Topic: racism

For the most part, people treat each other equally. Any opportunity for a white man is the same opportunity for a black man. There are no limitations to anyone based on race. Equality has definitely gotten a lot better ever since Dr. King’s speech. Dr. King’s dream has certainly come true in many ways. Take President Obama for example; the first African American president in U.S. history after all the bad that’s happened like slavery and unfair treatment against blacks. We have come from being in the slave house to the white house. The Civil Rights Movement definitely helped the progression of African American’s rights in America.
Topic: racism

With public demonstrations, rallies, boycotts and freedom rides, the African American race was given the right to ride on the same public transportation, eat at the same restaurants, and go to the same schools as the white race. The Civil Rights Movement also gave African Americans the right to register to vote. Since Martin Luther King’s time, there have emerged many African Americans who have become very successful and influential like Oprah Winfrey, Sean “P. Diddy” Combs, and Shawn “Jay-Z” Carter to name a few.
Topic: racism

We have accomplished and are doing so many good things and have become very proud people. There are still many people out there who are racist, make racist remarks, and feel like other races are different in a bad way. That being said, the level of significance in racism is nowhere near how it was before. As previously stated, this isn’t a perfect world and there will always be ignorance everywhere. If that disparity in behavior can’t be completely eradicated, will the Black man ever be truly free? Dr. King initiated a huge improvement in the freedom for many and he was definitely successful, but at this point it is up to the individuals to make a difference for themselves whenever they face ignorance.
Topic: racism

The two novels, Christopher Marlowe’s ‘The Jew of Malta’ and William Shakespeare’s ‘The Merchant of Venice’, the main characters are Jews, a characteristic that makes the comparison of the books easier. However, the way the characters are presented has made the two stories have deep and active anti-Semitic notions and messages. Right from the beginning of the play, we can see some clear negative stereotypes towards Jews. Barabbas is undoubtedly portrayed as a man who loves money to an extent that he seems addicted to them.
Topic: racism

In the opening, we see a merchant, counting his money with passion, and later on complaining about not having made enough by his recent business activities. Marlowe straightly defines his whole character and attitude by this portrayal, showing us that Barabbas is nothing more than a greedy Jew. As the story progresses and the plot unfolds, the character of Barabbas also unfolds, showing us how he doesn’t even hesitate doing unethical and heartless things just so that he can protect himself from losing money.
Topic: racism

He doesn’t hesitate using his daughter to retrieve the gold and jewels he has hidden in his house, and it is meaningful to see how he reacts after Abigail throws him the bags of gold out of the window and he embraces them while ignoring his own daughter. Although this is not the only example of how he puts money over more important things, the fact that he seems to place money above Abigail, his own daughter, shows his general attitude.
Topic: racism

His plan consists mainly of taking revenge from the man who took away the most precious thing he has, his wealth. That man of course is Ferneze, the governor of Malta. So, Barabbas decides to kill Ferneze’s son, Lodowick, that way taking the revenge he so passionately seeks. Once again he uses his own daughter as decoy, to execute his plan, showing that she has mainly a functional purpose for him. After he completes his plan and kills not only Lodowick but also Mathias, the man that his daughter loves, he feels betrayed by his daughter, as she converts to Christianity.
Topic: racism

I believe that this is where the insanity and sickness of Barabbas reaches a peak. He is determined to kill his own daughter, because he feels that she disrespects her family’s name. The epilogue to this madness comes when finally Barabbas gets killed by his own evil plots. In the end of the story we can easily identify the negative characteristics that Barabbas has, which are also strongly connected to the fact that he is Jewish. His elitist nature, his illogical actions that are all driven by his avarice, and his lack of sentiments towards other people, make him fit ideally the stereotypes of Jews that existed at the time. So, every single part of his hateful and insane being, is justified by the fact that he is Jewish, and thus it is natural that he is unstable and inferior to Christians. The next example of anti-Semitic portrayals comes from ‘The Merchant of Venice’. The main character, Shylock is portrayed as a greedy Jewish moneylender that is just like Barabbas, when it comes to hate towards Christians and other people in general. He is also a heartless man, not feeling pity for anyone, showing a rather sadistic nature.
Topic: racism

The hate he feels for Antonio is so immense that makes us question to what extent he is actually rational at all. Throughout the development of the plot he seems to hold so many negative values that it is impossible not to make a connection between his character and the fact that he is a Jew. Just like Marlowe, Shakespeare makes the fact that he is Jewish the root of all evil, as from that very fact all the other negative traits arise. As Bloom mentions in his essay, Shylock is a walking nightmare, and that should be the only way that anyone portrays him. As we can see from his speeches, he clearly has a great love for his wealth and he is not jeopardizing his financial position for any reason. It is not a coincidence that when Jessica runs away with his money, he mostly worries about his wealth and not so much about his daughter. Also, the fact that Jessica had to run away shows that Shylock is far from an ideal father. His speeches also show that he has an extremely negative attitude towards Christians that he justifies as the retaliation for all the anti-Semitism he has faced. He seems very resentful towards the people that have acted in a bad way towards him and as I mentioned earlier, especially Antonio. So, his actions are mainly driven by his rage and what he thinks as retribution.
Topic: racism

By the portrayal of Barabbas and Shylock, a logical question approaches. Are the two writers inspired and influenced by racism and the anti-Semitic ideas of their time? In ‘The Jew of Malta’ it is hard not to recognize all the negative Jewish stereotypes presented in the form of a very unappealing character, Barabbas. Barabbas is not just an unethical and evil man, he is the typical money-loving Jew, with all the disgusting characteristics that the racist society of the two writers has attributed to Jews.
Topic: racism

Such a racist society had created all these negative stereotyping for Jews, making them seem like greedy monsters. So I find it impossible that Marlowe as an author hasn’t been affected and influenced by the stereotypes of his time. That is mainly because in societies that racism towards a specific religion is so acceptable, there is very high tolerance for reproduction of such ideas and thus such a portrayal would not arise any questions or hate. Such situation reminds me of what happens with many fictional evil characters like the devil.
Topic: racism

Although in our days the Jew of Malta can be viewed as a cynical work, I seriously doubt that Marlowe has such an intention, as he characterized it atragedy.  It is clear to me that no matter how anti-Semitism is viewed today after many important events like the Holocaust, the play was influenced by a lot of religious racism and prejudice, and Barabbas’ characteristics were nothing but the actual portrayal of ‘evil Jews’ as the English at the time viewed them. Consequently, Barabbas seems like the epitome of a real ‘Jew’, the epitome of evil, greed and lack of conscience. The case is similar in ‘The Merchant of Venice’, as Shylock is also portrayed like a perfect example of a Jew, as stereotyped in the Elizabethan times.
Topic: racism

I personally feel that Shakespeare was also influenced by the general anti-Semitic environment he lived in. Although a verdict of whether he was actually racist in his story is hard to be reached, I find it impossible that a play meant for Christians would not follow the trends of the time. The examples in the story are numerous and clear, straightforwardly proving the position of the Jews. From the fact that the Jews are presented the way they are, up to the point that they are forced to convert to Christianity or give up a part of their wealth, it is evident how negative the Jewish religion was as a characteristic.
Topic: racism

The fact that it was the same thing for the government to gain wealth and convert a Jew, show the deep-rooted hatred against this religious group, and the fact that Christians simply wanted to get rid of them as they viewed them like parasites. Such sort of treatment reminds us, newer generations, of the Nazis and their monstrous acts but at the time of the original play, as aforementioned, racism was perfectly fine! Nevertheless, Shakespeare does act in a racist way, if we assume that a writer is judged by what he actually writes.
Topic: racism

I would strongly doubt that Shakespeare intended to make his play anything similar to a parody or a criticism of stereotypes, and I believe that he expresses what he purely thinks. As we have seen from the two plays, the Jewish protagonists, Barabbas and Shylock have a very negative and unethical personality. Their vile and evil acts, paired with their appalling characters, seem to be the actual description of a negative stereotype towards the Jews.
Topic: racism

Although it may seem ambiguous whether these portrayals are actual and literal or simply ironic, it is clear to me that the answer is simple. The two authors have no intention at all of criticizing racism and simply portray Jews just as a normal Elizabethan would. So, the two stories, although politically incorrect and really prejudiced, are the result of truthful portrayals and honest approaches of the description of characters with a Jewish religion. No matter how wrong and inaccurate, these descriptions were made with complete seriousness by writers living in an environment were such sort of prejudice was rooted from many years ago and continued to bloom.
Topic: racism

In “Racial Attitudes and Relations at the Close of the Twentieth Century,” Lawrence Bobo discusses the concept of laissez-faire racism. Laissez-faire racism describes how racial attitudes in America have shifted from the overtly racist policies of Jim Crowe racism to more subtle forms. As opposed to during the Jim Crowe era when African-Americans faced blatant racism like segregation, they now face underlying racism educationally, socially, and politically.
Topic: racism

The most prominent example of laissez-faire racism is our country’s education system. Although clearly our country does not still have overtly racist policies such as the separate but equal doctrine, there is still a clear disparity between the education received by white Americans and African-Americans and other minorities. The fact of the matter is, African-Americans and other minorities are still living in poorer neighborhoods, in which the quality of schools simply does not compare to those in richer neighborhoods.
Topic: racism

The textbooks and curriculum are outdated, and job resources are not available to these students. The drop out rates are much higher for African-Americans and minorities, SAT scores are much lower, and overall success rates simply cannot compare to those of white Americans living in richer neighborhoods with better schools. A second example of laissez-faire racism lies within our criminal justice system. There is a huge disparity in the death penalty between African-Americans and minorities as compared to whites.
Topic: racism

The chances of receiving the death penalty are much higher if an individual is African-American and convicted of murder than if that same individual was white. The facts are even more repulsive when analyzing victimology. If a white person kills a black person, the odds of them getting the death penalty are slim. If a black person kills a white person, the odds are significantly higher. The disparity lies in how we value a life, depending on the color of an individual’s skin. Bobo came to two conclusions based on data collected throughout his research.
Topic: racism

How can these problems be addressed to achieve greater racial equality? In order to address the issue of education, our country must create a way to fund all schools equally. Although the federal government does give money to public schools across the country, schools in each district are mostly funded by the taxpayers living in that district through property taxes. This leads to a small amount of money that is dedicated to schools in poorer districts, and a larger amount of money dedicated to schools in richer districts.
Topic: racism

Either way, a policy needs to be put into place in order to get more money to the schools in these poorer districts, which need the money the most. In order to address the issue of the death penalty, our criminal justice practices must be analyzed. There must be a solid standard for what type of crime receives the death penalty, so that minorities do not face the death penalty at higher rates than white Americans. There should be strict guidelines for who receives the death penalty, with no subjectivity.
Topic: racism

For example, if Congress passed a law that required the death penalty for all premeditated first-degree murders, the law could not be applied broadly based on the biased judgments of a jury. A white man who commits first-degree murder would be subject to the death penalty, just like an African-American man, or any other minority individual for that matter. And this is just an example. Laws must be concrete and inflexible, that is, unable to be bent by a jury in order to hold minorities to stricter standards than that of white Americans.
Topic: racism

Essentially, to white people, race is something that has been dealt with as seen by the “level playing field” that supposedly exists today. To African-Americans, race is a constant reality that they must face every day. This idea continues to be reemphasized through our laissez-faire racist policies in education and our criminal justice system. By eliminating this subtle discrimination and other policies like it, our country will be able to fully move on from our discriminatory past and achieve greater racial equity.
Topic: racism

Despite her at times belittling language, Moodie does express some respect and appreciation of the Natives’ characteristics, an interest that is non-existent in “History Lesson”, however despite her fair mindedness, her opinions are still tinged with racism and an overbearing white –supremacist sentiment. Writing about her experiences in the 1830’s in Canada, Susanna Moodie’s Roughing it in the Bush is an account of life as a female settler at the time.
Topic: racism

” As her first utterance relating to the Natives, this opinion serves to be rather disparaging and surprising. As she believes they have received too much “poetical interest”, and their apparent positive qualities “overrated”. Moodie goes on to write, “Their honesty and love of truth are the finest traits in characters otherwise dark and unlovely. ” Despite an attempt at complimentary writing, her Language here is highly belittling toward the Natives, and in their encounter it is clear she sees herself superior to them.
Topic: racism

Her use of “dark” refers to their mysterious personality as well potentially their complexion. The air of white settler superiority present in Roughing it in the bush is drastically magnified in Jeannette Armstrong’s poem “History Lesson”, however the Whites are portrayed as inferior in terms of actions. In contrast to Moodie, Armstrong is writing from the Native’s point of view, recounting the invasion of the white invaders following Christopher Columbus’s initial expedition to the Americas.
Topic: racism

Her writing serves as a counter-history, providing a version of events from the Natives view that have throughout history been seen as savage enemies of civilization. It is argued, “Throughout recorded time, empowered groups have been able to define history and provide an explanation of the present. A good example of this is the portrayal of wars between Indians and White by Canadian historians. ” It is this notion of white dominating history that Armstrong challenges in “History Lesson”. In the first stanza, Armstrong writes;
Topic: racism

Out of the belly of Christopher’s ship a mob bursts Running in all directions Pulling furs off animals Shooting buffalo Shooting each other left and right Armstrong ironically depicts the white invaders as savages in this stanza, with little to tell between them and animals such as the buffalo referred to in line 5. Christopher Columbus’s “discovery” of the Americas is whittled down to one line. Using very informal language, “belly” and “Christopher’s ship” denotes a particularly non-impressive image unlike most depictions of his voyage in white histories.
Topic: racism

The use of the word “mob” conjures brutish connotations again often attributed to Native Americans. As well as depicting the encounter between Natives and white invaders, Armstrong also indicates the oncoming results of colonizing on the Natives’ land. “Pulling off furs” as well as literally graphically depicting the savage nature of the whites when hunting animals, also refers to the fur trade set up following colonization of Canada. The senseless barbarism continues with the shooting of buffalo as well as shooting of each other.
Topic: racism

The lack of definition between the two, and the casual nature of the lines highlights the whites animalistic and savage nature, as well as the lack of unity between the European settlers. In this stanza “Jeannette Armstrong conveys the violence of abstraction of “Colonialism” by telescoping it into a vivid caricature of mad physical activity”. In contrast to “History Lesson” where the whites are judged on their actions, in Roughing it in the Bush Moodie initially analyses the Natives appearance and common traits. Moodie states, “The men of this tribe are generally small of stature, with very coarse and repulsive features.
Topic: racism

” Following this wholly belittling description, there is a continuation of animal like comparisons “the observing faculties large, the intellectual ones scarcely developed; the ears large, and standing off from the face; the eyes looking towards the temples, keen, snake-like” In both literary texts, the opposing group is represented as animalistic, albeit metaphorically in “History Lesson” and much more literally in Roughing it in the Bush. Using authoritative language throughout, Moodie seems to be talking down to the Native peoples.
Topic: racism

Her incessant insistence on referring to the Native peoples, within which there were fifty-five different languages and numerous tribes, as “Indians” also shows a clear lack of desire in learning the culture, a white attitude typical of “History lesson” as well. Although being an advocate of peace, her understanding of the nature of white- native relations seems somewhat off. Representing the taking of Native land as being “Passed into the hands of strangers”, suggests it was peaceful and not questioned, due to the passive verb “passed”.
Topic: racism

However this is wholly contrasting with “History Lesson” in which the truer nature of the conflict is depicted. Religion plays a crucial role in both depictions of the encounter between white settlers and the natives. Christianity, and the way in which it was thrust upon the Natives is mocked in “History Lesson”, whilst Moodie finds the Natives’ understanding of the religion lacking, despite her total lack of knowledge of the Natives’ spirituality. Armstrong writes, “Father mean well? waves his makeshift wand forgives saucer-eyed Indians”.
Topic: racism

Referring to a Priest as “Father mean well” is a sarcastic simplification of English terms, suggesting his intentions are good but little else. “Waves his makeshift wand” is a particularly strange way of describing a crucifix, with “wand” suggesting its magical as opposed to religious. Writing from a Native point of view however it is clear meaning given to such objects mean little to those that do not connote such meanings, and Armstrong instills in the reader the understanding that Christianity in the eye of the Natives is almost farcical.
Topic: racism

In the self-deprecating line “forgives saucer-eyed Indians” Armstrong twists racism around, with her fellow Natives the abused in order to show its true ignorance. Moodie in comparison, writing for her home countrymen, reacts angrily in what she perceives as too much of a fascination with a man made sword, “For several days they continued to visit the house, bringing along with them some fresh companion to look at Mrs. Moodie’s god! –until, vexed and annoyed by the delight they manifested at the sight of the eagle-beaked monster, I refused to gratify their curiosity by not producing him again.
Topic: racism

” Moodie represents the natives as ignorant and naive, however her anger at their interest shows her close-mindedness in terms of faith. This can be seen again when Moodie writes “Their ideas of Christianity appeared to me vague and unsatisfactory. They will tell you that Christ died for men, and that He is the Saviour of the World, but they do not seem to comprehend the spiritual character of Christianity, nor the full extent of the requirements and application of the law of Christian love.
Topic: racism

” Both literary texts are alike in that Native comprehension of Christianity is lacking, however it is of course not they’re chosen faith and so this is understandable. References to the Garden of Eden can be found in both texts, as Armstrong writes “Somewhere among the remains of skinless animals is the termination? to a long journey and unholy search for the power glimpsed in a garden forever closed forever lost” Armstrong likens the new world to the Garden of Eden, another form of Utopia disturbed by human action.
Topic: racism

Despite clear attempts at bringing Christianity to the Natives, she refers to the whole ordeal as “unholy”, owing to the terrible actions of the settlers. Moodie’s discovery of the areas natural beauty and naming of already known rocks and other objects is also similar to the biblical story. Yet Moodie sees herself as Eve, as opposed to the destroyer of it. In “History Lesson” there are several acknowledgements of the failings of Colonization and Capitalism that are to come following the encounter between whites and Natives. As Armstrong writes “Pioneers and traders bring gifts Smallpox, Seagrams and rice krispies”.
Topic: racism

She again references the Bible, with the likeliness to the birth of Christ and the three Kings. However the gifts are terrible, illness, alcoholism and particularly unsubstantial modern food that of no use and no need to the Native with their established diet. Typifying her argument, she states “Civilization has reached the promised land” like the unashamed nature of advertising, Armstrong ironically includes the tagline “snap, crackle and pop” to illustrate the uselessness to Natives White/US culture has become.
Topic: racism

The devastation continues as in stanza 7 she writes “The colossi? in which they trust while burying breathing forests and fields beneath concrete and steel stand shaking fists waiting to mutilate whole civilizations ten generations at a blow” The encounter between the whites and Natives is represented as doomed, for the natural wonder of the nation is buried “beneath concrete and steel”, with “whole civilizations, ten generations at a blow” ready to be mutilated.
Topic: racism

As Moodie states, “The affection of Indian parents to their children, and the deference which they pay to the aged, is another beautiful and touching trait in their character. ” Her encounters with them are represented as peaceful and humbling, as she notes their humility in receiving food “The Indians are great imitators, and possess a nice tact in adopting the customs and manners of those with whom they associate. ” However despite her kind rhetoric, her superior racist attitude often prevails, “During better times we had treated these poor savages with kindness and liberality”.
Topic: racism

Often too happy to return to the use of “savages”, she certainly does not give the Natives much respect as is due, much like the encounter in “History Lesson”. As J R Miller writes, “the ethnographic approach to the study of indigenous peoples was problematic because it was a descriptive portrayal that rendered Natives static and unchanging. ” This is the case with Moodie’s portrayal of the natives, as it is clear their way of life is seen as backward in her writing. Much of this however is to do with the provenance surrounding Roughing it in the Bush.
Topic: racism

Nevertheless the encounter between the different groups in her writing is peaceful, intriguing and certainly not as disastrous as in “History Lesson”. In both texts the common themes of misunderstandings, religion and racism arise and help to shape the representation of the encounter between the white and native groups, with two very different depictions of the encounter and its consequences. Bibliography Susanna Moodie, Roughing it in the bush, The wilderness & Our Indian Friends, Canada, 1851.
Topic: racism

James S Fridered, Native Peoples in Canada- Contemporary Conflicts, Canada, 1988 Jeannette C Armstrong & Lally Grauer, Native Poetry in Canada- A Contemporary Anthology, Canada, 2001 J R Miller, Reflections on Native Newcomer Relations-Selected Essays, 2004, Canada Jeannette C Armstrong, History Lesson Native Poetry in Canada- A Contemporary Anthology, Canada, 2001 I was able to gain further insight into the topic of white settler/Native relations using the book ‘Native peoples in Canada-contemporary conflicts”.
Topic: racism

I was able to learn more of the way in which the history between these two groups has been documented, and this in turn enabled me to further understand the representation of the encounter between them in the two literary texts. I found this book in the library. Native poetry in Canada enabled me to better understand the meaning of Armstrong’s initial stanza, I found this using Google books. J R Miller’s book, Reflections on Native Newcomer Relations again enabled me to better understand the historical documentation of native/white relations in Canada.
Topic: racism

In this essay I will argue that the media representation of Indigenous Australian’s is stereotypical and distorted. Far from a true reflection of Aboriginal life and practice, the media manipulates the interpretation of what white Australia view as the life of an Indigenous Australian. I aim to show that cultural stereotyping, and cultural sensationalist reporting exists within the media, and therefore the general public. I will provide a basis for this argument starting with the views and cultures prevalent in the origins of Australian media.
Topic: racism

Meadows (2001, p.1) refers to colonial literature perpetrating racial stereotyping and racist treatment of native Australians. This is a concept also approached by Hall (cited in Ewart, 1997, p. 109) showing how media is part of the formation of race and cultural identity in the Australian landscape. This shows that the very fabric of indigenous representation in the creation of Australian media has been influencing the country’s views from day one. If this is the case, and has been since the creation of Australian media, how does the average Australian recognise stereotyping when reading a story or watching the news? , they won’t.
Topic: racism

People generally place their faith in the media, and believe what they are viewing to be free of prejudice. This belief works in unison with the view that in the modern politically correct world, racism no longer has an influence on the media, and racial stereotyping is a thing of the past. This belief does have merit with the extinction of blatant racism, but the undertones are still influencing the media. Jakubowicz (cited in Bullimore, 1999, p. 73) refers to the point that overt racism may not be as prevalent as it previously was, but covert racism in stereotypical representation of the Indigenous still exists.
Topic: racism

These covertly racist influences were exposed in 1991 in a National Inquiry into racism, and the Human Rights Commission (cited in Bullimore, 1999, p. 73) found that the Australian media has a tendency for the fuelling and promotion of racial stereotyping, not to mention sensationalism reporting on the issues of race. A perfect example of this stereotyping is a recent article by The Australian in March 2010 titled, ‘Parents stopping kids going to school. ’ This article offers a 26 photo picture gallery with text below.
Topic: racism

The story is based around Indigenous kids not wanting to attend school; apparently some parents say this is due to schoolyard violence. The story offers no insight or analysis into the violence or even any explanation of the children’s issues; it simply stereotypes Indigenous families and communities via the visual and written content. Initial pictures show barefoot children playing in a park with text making it very clear that it is 11:10am on a school day, and the children are not at school. The next set show children at 11:20am on a school day sitting around on dirty mattresses in squalor.
Topic: racism

The text continually drives in here that the children are at home, and the pictures show family members sitting around in a circle not seeming to care. The story then moves on to children on a school bus, and eventually sitting on the floor in class. So are they at school or not? Is it the children that don’t want to go or is it the parents not wanting them to. Here is my point regarding this story. There are no facts, just a focus on Indigenous children not at school, and a focus on their families sitting around doing nothing also.
Topic: racism

The story ends with photos of children running around kicking a football, throwing up gang signs, and sticking their middle finger up at the camera. With no clear structure or evidence, the story whether directly or indirectly, sets out to show Indigenous children having a great time missing school while their families sit around in squalor. As King (2009, p. 21) deliberates, with this sort of pre-empted vision of an Aboriginal family, how can such a family actually be portrayed as ordinary within the media?
Topic: racism

Did the journalist set out to capture such cliches, or was it this societal view that this is how an indigenous family is best portrayed within the media? I believe it to be the latter. The issue surrounding this article can be explained by Gandy (cited in Meadows, 2001, p. 7) who refers to the media playing a role in providing simplistic and commonsense explanations for questions and events. It is then common sense for this routing being the basis for reinforcing and reproducing racial structures.
Topic: racism

This may explain why the article shows such cliche images of Aboriginal children, and families with no information regarding the story itself. This can be a reference to how the media and in this case “The Australian,” portray Indigenous people to the Australian public via their print and visual media. The stereotypical undertone is clearly prevalent. To develop a proper understanding of the stereotyping issue within the Australian media, one has to incorporate the first hand views of the Indigenous people. How do they view their representation? Waller (2010, p. 19) refers to a telephone meeting involving Walpiri elders from Yuendumu.
Topic: racism

The elders consider that because journalists don’t listen or take an interest in Indigenous issues then their ideas must not be heard in public discussion or indigenous affairs. Meadows (1994, p. 64) refers to elders from Torres Strait Island communities aiming to restrict the involvement of non-Islander journalists in the area. He goes on to explain that the ideal outcome for the Elders would be to control incoming and outgoing information via journalists, due to the disillusionment surrounding mainstream representation.
Topic: racism

To further enforce Aboriginal views on their representation, Meadows (1994, p. 64) advises that certain Aboriginal communities in the Northern Territory established a visitor permit system that require community-generated guidelines and rulings be followed. This clearly show’s that the indigenous communities view their representation as stereotypical and racially underlined. They feel their issues and thoughts are ignored. These concerns formed the basis for the implementation of larger Indigenous run media outlets to take precedence in the media landscape.
Topic: racism

An article in The Australian on April 26th 2010 titled ‘Indigenous media goes under the microscope,’ explores Indigenous media in regards to government funding. The story explains that the government will be reviewing all directly funded Indigenous Media organisations. The apparent focus of the review is to ascertain whether public funding was providing the best possible outcomes for the Indigenous. From reading the story, I can identify the racial stereotyping not only from the content, but from the story structure also.