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Stereotype in literature
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Perpetuation of Native American Stereotypes in Children's Literature
Caution should be used when selecting books including Native
Americans, due to the lasting images that books and pictures
provide to children. This paper will examine the portrayal of
Native Americans in children's literature. I will discuss
specific stereotypes that are present and should be avoided, as
well as positive examples. I will also highlight evaluative
criteria that will be useful in selecting appropriate materials
for children and provide examples of good and bad books.
Children will read many books as they grow up. They take
from these books visual images and these images are their
perceptions, which can last a lifetime. There are too many books
featuring painted, whooping Indians wearing feathers and
attacking forts, or maliciously scalping peaceful settlers.
There are also too many books in which white benevolence is the
only thing that saves the day for the incompetent childlike
Indian. Teachers, librarians, parents, baby-sitters, relatives,
and anyone else who buys a child a book must be aware of the
perceptions each book will provide a child. In her book Through
Indian Eyes: The Native Experience for Children, Doris Seale
states, "It is no longer acceptable for children both Native and
non-Native to be hurt racist ideologies which justify and
perpetuate oppression."
There are many books in children's libraries today that
perpetuate the stereotypical Native American. By definition, a
stereotype is a "fixed image, idea, trait, or convention, lacking
originality or individuality, most often negative, which robs
individuals and their cultures of human qualities and promotes no
real understanding of social rea...
... middle of paper ...
...ay as to be needlessly offensive, insensitive, or inappropriate?
10. Does the material contain much of value but require additional
information to make it more relevant or useful?
(Library Services Institute for Minnesota Indians, 1970, pp. iv-v)
Works Cited
Berkhoffer, Robert F. 'The White Man's Indian. Alfred A. Knopf
Publishers, New York: 1978.
Dowd, Frances Smardo. "Evaluating Children's Portraying Native
American and Asian Cultures". Childhood Education; (68
Summer 92), pp. 219-224.
Library Services Institutefor Minnesota Indians. Guidelines for
Evaluating Multicultural Literature: 1970, pp. iv-v.
Norton, Donna. 'Through the Eyes of a Child. Prentice Hall
Inc., Englewood Cliffes, New Jersey: 1995.
Seale, Doris. Through Indian Eyes: The Native Experience in
Books for Children. New Society Publisher, Philadelphia, PA:
1992.
King, Thomas. “Let Me Entertain You. The Truth About Stories: A Native Narrative. Minneapolis: University of Minnesota Press, 2005. 61-89. Print.
Neil Diamond reveals the truth behind the Native stereotypes and the effects it left on the Natives. He begins by showing how Hollywood generalizes the Natives from the clothing they wore, like feathers
Lliu, K., and H. Zhang. "Self- and Counter-Representations of Native Americans: Stereotypical Images of and New Images by Native Americans in Popular Media." Ebscohost. University of Arkansas, n.d. Web. 19 Apr. 2014
Dante Alighieri presents a vivid and awakening view of the depths of Hell in the first book of his Divine Comedy, the Inferno. The reader is allowed to contemplate the state of his own soul as Dante "visits" and views the state of the souls of those eternally assigned to Hell's hallows. While any one of the cantos written in Inferno will offer an excellent description of the suffering and justice of hell, Canto V offers a poignant view of the assignment of punishment based on the committed sin. Through this close reading, we will examine three distinct areas of Dante's hell: the geography and punishment the sinner is restricted to, the character of the sinner, and the "fairness" or justice of the punishment in relation to the sin. Dante's Inferno is an ordered and descriptive journey that allows the reader the chance to see his own shortcomings in the sinners presented in the text.
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In examination of Dante’s Inferno, I have found that all of these major monsters fulfill their vital role and function perfectly, and there are two substantial viewpoints concerning the involvement of the seven monsters. One viewpoint shows the monsters in their role of the custodians and tormentors of Hell which is a tool to create terrifying atmospheres of Hell. In other words, the narrator Dante presents the monsters as scary creatures for the character Dante, for he considers that this technique is significantly important for the development of the story. Another viewpoint shows the monsters as symbols which reinforce the narrator Dante’s narration, for these monsters directly reflect the human’s sins as they represent the concept of God’s retribution for classification of sins.
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“Early in the spring of 1300, "midway along the road of our life," Dante is lost and alone in a dark, foreboding forest. To survive this ordeal, he must visit the three realms of the afterlife, beginning with Hell.” (Smith) Dante’s Inferno, one of the great classical poems that have come out of literature that’s topic is hell. Dante’s Inferno, gives a descriptive look into hell, from the eyes of Dante. Dante goes into detail about every part of hell. The people, what it looks like, sins to go there, the whole shah-bang. Dante splits up hell into nine different parts. In which he sends different types of sinners to each part. Each hell is made up differently, each has different systems that make up that particular systems. For example, circle three, has Cerberus the three headed dog, and another circle is completely frozen over. There are three circles of hell in Dante’s Inferno that are the best in the book: Circle one, circle six, and circle three.
Based on conceptual framework, its best defined as a tool used in research to plan possible approaches to an idea or thought. As our class used this tool to learn about how society evolves around race and ethnicity, we came across important things we tend to ignore. Also, it taught us to expand our mind about learning about our culture and our diversity. The important thing we learned in class is “race”, which is defined as how people are identified by other groups. What we tend to ignore is that it distracts us from seeing who that person may really be by personality. According to race, it can identify a person by physical characteristics or biological. This cause a process through which our world build racial categories in which people are classified is called racialization. The issue is that society use race to view people with similar biological traits or physical characteristics to assume that everyone is considered the same. We use racial categories to apply to people to identify what to label them as.
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