Analysis On Bharati Mukherjee English Literature Essay

Analysis On Bharati Mukherjee English Literature Essay In turn, Mukherjee lays claim to an America that is both constantly transforming, and transformed by, the new immigrant. As the title of her short stories collection The Middle Man and Other Stories (1988) suggests, each protagonist from a different part of the world functions as a mediator of cultures, negotiating the two-way transformation (Mukherjee, AUP 141) of either an expatriate or immigrant experience in America. That the collection won the National Book Critics Circle Award undeniably affirms the appeal of such a Maximalist narrative strategy professing to give an equal voice to each immigrant group. On further analysis, however, it is clear that Mukherjees representation of a fluid American (trans)national identity influenced by diversity is ultimately predicated on the foregrounding of differences. Despite Mukherjees call for America to go beyond multiculturalism in its treatment of new immigrants, her own postcolonial immigrant subjectivity-inevitably shaped by her elite British and American educational background-remains aligned with white hegemony, which continues to hierarchize its immigrants on the bases of ethnicity, class and gender. After all, Mukherjee specifically reveals in Jasmine that [e]ducated people are interested in difference (33). Keeping Mukherjees explicitly stated literary agendas in mind, this chapter will attempt to examine the ironies in Mukherjees postcolonial subjectivity in the novel Jasmine and the two short stories A Wifes Story and The Tenant, both from The Middleman and Other Stories collection. Radical alterity of India From the vantage point of a successful female intellectual in America, Mukherjee disavows India precisely because its repressive patriarchy severely limits womens opportunities in life, insofar as the sanctity of womens lives is largely disregarded and constantly endangered. However, feudal compliance was [precisely] what still kept India an unhealthy and backward nation (Mukherjee, Jasmine 77). This necessitates that Mukherjees heroines break the vicious cycle of being locked into arranged marriages that technically seal their fates with violent subjugation. In Mukherjees short story The Tenant, Mayas claim that [a]ll Indian men are wife beaters (99) may be an exaggeration, but the more disturbing revelation is that the grooms mother was absolute tyrant of the household (Mukherjee, Jasmine 147) in India. Indeed, generations of Indian women have also been physically abusing female subordinates deemed to have transgressed patriarchal norms. Yet, when meted out to any woman who defends or is interested in the pursuit of an education, such domestic violence is clearly a violation of basic human rights, unjustified to an America that champions the inalienable rights of every individual to life, liberty, and the pursuit of happiness. In Jasmine, Jyotis mother suffers strikes from her husband because she supports Jyotis aspiration to continue her studies and become a doctor. In the short story A Wifes Story, Pannas mother is beaten by her illiterate mother-in-law because she enrolled in French class at the Alliance Franà §aise. The fact that even these Brahmin wives are not spared the rod underscores that physical violence against women cuts across the entire caste system, denying all women personal and professional progress. These scenarios emphatically portray the radical alterity of India, insofar as it becomes utterly incomprehensible to Americans who privilege individualism and gender egalitarianism. Aligned with these values, Mukherjee attempts to consolidate her status approval from the American market by positioning herself not as [an] advantaged inside[r] of Asian culture but as similarly disadvantaged as [her] Anglo readers in finding that Asian component bizarre, distasteful, and difficult to comprehend (Shirley Lim, AG 161) as well. As Mukherjee reveals, it is necessary to give Jasmine a society that was so regressive, traditional, so caste-bound, genderist, that she could discard it (IMC 19) in exchange for a rebirth in America. In exposing the oppression inherent in Indias patriarchal structure, Mukherjee situates her decolonizing impulse as one that embraces emancipation in America, a land that seemingly affords women endless opportunities to attain self-actualization. Beyond pervasive domestic violence, even sectarian violence in post-independence India is targeted at women at some levels. In Jasmine, the Khalsa Lions are a Sikh fundamentalist group that conflates political and religious agendas to commit terrorist attacks against its detractors. Because Prakash does not believe that the sovereignty of modern India should be jeopardized by religious differences, and because Jasmine is deemed whorish (Mukherjee, Jasmine 65) for being Prakashs modern Hindu wife, they both become victims of the Khalsa Lions bombing. The death of Prakash, a progressive Indian man who serves as Mukherjees mouthpiece for rejecting feudalism, is significant. It convinces Jasmine that there is nothing else redeeming about strife-ridden and regressive India, and that her only alternative is to go alone to America, without job, husband, or papers (Mukherjee, Jasmine 97) to complete Prakashs mission. Jasmines conception of this mission is to commit sati, the traditional but now illegal Hindu ritual of widow self-immolation, at the Florida International Institute of Technology where Prakash had earned a place to study. However, Gurleen Grewal points out that despite Jasmines apparent antipathy toward Indian cultural life, her commitment to the extreme practice of sati ironically suggests otherwise (Born Again American 189). This contradiction is unfathomable even to Indian readers, let alone American ones. After all, Prakashs respectful and relatively egalitarian treatment of Jasmine does not necessitate that she make such a violent sacrifice. This calls into question Mukherjees purpose for narrativizing Jasmines single-minded resolve to commit sati and make America the place [she] had chosen to die, on the first day if possible (Jasmine 120). Compared to mere domestic violence against Indian women, sati symbolizes a classic instance of Orientalism that depicts Indian cultural inscrutability in a more sensationalistic manner to justify Mukherjees disavo wal of the old country. Jasmines intended transplantation of this archaic practice to modern America is thus a powerful juxtaposition that exposes the cultural incongruity in her nascent immigrant subjectivity. In order to effectively negotiate the crossing over from India to America, this incongruity undeniably requires ironing out. Violence in America Ironically, rape marks Jasmines entry into America, indicating that violence is never far from the threshold of the postcolonials consciousness (Dayal 78) regardless of her physical location. In terms of identity politics, the rapist Half-Face, a Vietnam War veteran, represents a masculine America whose aggression toward a feminized Asia presupposes the latters passive submission. Yet, Jasmines incarnation as Kali-a Hindu goddess possessing destructive violence-to murder Half-Face epitomizes the paradigm, as Rita DasGupta Sherma notes, that the female subjects alignment with a powerful goddess can serve to subvert conventional power structures (cited in Kafka 94). Importantly, that Jasmine decidedly aborts the mission of self-immolation only after she kills Half-Face is Mukherjees narrative strategy to reinforce the necessity of annihilating disempowering cultural practices associated with the old country in order to remake oneself (Jasmine 29) in the new world. With the killing of H alf-Face, as Timothy Ruppel argues, Jasmine passes from innocence and enacts a radical break, suggesting a form of resistance that is contingent, disruptive, and strategic (187). Indeed, this violent initiation rite has effectively bestowed upon Jasmine an assertive self-agency and self-reliance necessary for survival in America. Recalling that back in India Jasmine could only beseech the policeman to kill Prakashs murderer, her phenomenal capability to kill the perpetrator of her rape in America is an irrevocable transformation. In the end, Jasmine only executes a symbolic sati, burning the suitcase containing Prakashs suit and her own white widow sari in the trash bin. The completion of this ritual signifies Jasmines desire of traveling light in America, in spite of its apparent violence, to wholeheartedly attune herself to the speed of transformation, the fluidity of American character and the American landscape (Mukherjee, Jasmine 121, 138). American Orientalism Although the Orientalism that Edward Said posits does not deal with an Other situated in the West, Yasuko Kase suggests that the Asian American functions as the Other in what she calls American Orientalism (795). Mukherjee also portrays her female protagonists as Asian objects (of desire) subjected to the white gaze, although each of them responds to this exoticization differently. In A Wifes Story, Panna Patels immediate reaction to the line-[Patel women] look like theyve just been fucked by a dead cat (26)-in David Mamets play Glengarry Glen Ross is to leave and write the playwright a letter. With her people and, in particular, her gender made the butt of a racist joke in America, Panna confronts the ambivalence of her visible minority status: Its the tyranny of the American dream that scares me. First, you dont exist. Then youre invisible. Then youre funny. Then youre disgusting. Insult, my American friends will tell me, is a kind of acceptance. No instant dignity here. A play like this, back home, would cause riots. Communal, racist, and antisocial. The actors wouldnt make it off stage. (Mukherjee, AWS 26) Recognizing that she is an Asian female, Panna understands that American Orientalism manifested in cultural productions, even at its crudest, is best taken with a pinch of salt. In comparison, the violent intolerance expected in India toward such derogatory remarks seems to reflect a Third World barbarism and lack of restraint. Having successfully, albeit only temporarily, broken free from the oppressions in India to pursue a doctorate degree in America, Panna assumes that postcolonialism has made her the[] referee (Mukherjee, AWS 27) of both worlds because of her transnational mobility. However, to believe that this is an achievement great enough for David Mamet to be a little afraid (Mukherjee, AWS 29) of South Asians in America, instead of being condescending in his Orientalist representation of the latter, is overly delusional on Pannas part. Mukherjee is evidently being ironic here, but it is perhaps necessary for Panna to dismiss American Orientalism in order to recuperate the dignity of her Indian identity, considering that she is only an expatriate for whom the return to India remains a very real possibility. However, Jasmine, the illegal immigrant in the novel Jasmine, responds to the hegemonic exertion of American Orientalism in a strikingly different manner. To be sure, Yasuko Kase suggests that critics should not be too quick to accuse Asian American writers who appear to accommodate American Orientalism of being unauthentic or selling out (797, 797) without first evaluating how this may be a survival strategy for minority groups. Significantly, Jasmine realizes that Orientalist binaries deployed to stereotype her are assets, rather than liabilities, that facilitate her transition into American life: Bud courts me because I am alien. I am darkness, mystery, inscrutability. The East plugs me into instant vitality and wisdom (Mukherjee, Jasmine 200). Empowered by her exotic sexuality that successfully mesmerizes the white American male, Jasmine quickly gains entry into the American middle class. Jasmines foreign femininity serves to domesticate racial difference (Bow, Betrayal 30) in th e Ripplemeyer household, where the wheelchair-bound Bud is physically and emotionally reliant on her, inasmuch as Jasmine astutely panders to Buds desires by facilely switching her role between caregiver and temptress (Mukherjee, Jasmine 36). Indeed, Gurleen Grewal highlights that Jasmine readily complies as the exotic Other [because] this compliance is her ticket to the American Dream (Born Again American 191). More importantly, however, this compliance entails the conscious silencing of aspects of the old country that unsettle the American. As a quick stud[y] (Mukherjee, Jasmine 29) of the process of assimilation, Jasmine recognizes that America ultimately has the upper hand in deciding what it finds fascinatingly or frighteningly exotic about the Asian female, in turn dictating which fragments of her Indian identity she should discard. While this (re)affirms the hegemony of the metropolitan center in which Jasmine now finds herself, it is also Mukherjees means of asserting unapologetically that any form of lingering entanglement with the old world is tantamount to the immigrants betrayal of America. Effectively, then, Mukherjee strategically resorts to Orientalism to prove how un-Oriental she is (Ma 14) and how the immigrant ought to embrace America wholeheartedly. Just as Bud and Mrs. Ripplemeyer are uncomfortable with Jasmines stories of poverty and backwardness in India, so Jasmine also remains uncritical of Bud assuming the white mans burden-originally the Wests rationalization for colonizing and civilizing the backwaters of the East-to save Asia. It is ironic that Jasmine seems genuinely unaware of Buds Orientalist impulse in adopting Du, a Vietnamese refugee. If Bud symbolizes an American nation whose foreign policy is indicative of its positioning as the current imperium of the world, then his interventionist act clearly enacts the extension of Americas neocolonial grasp to an Asia-as represented by Du-that is in need of social uplift by American standards. This is evident from Bud feeling gratified, but not that impressed (Mukherjee, Jasmine 155) when Du exhibits a creative affinity with the American technology made available to him. However, Jasmines idealistic naÃÆ' ¯vetà © leads her to believe that it is [e]xtravagant love tugging at Buds conscience to atone (Mukherjee, Jasmine 228) for his comfortable American life that Asia is deprived of. Jasmine romanticizes Buds altruism in part because her tumultuous immigrant experience makes her envy the straightforwardness of Buds middle-class life. Nevertheless, Rajini Srikanth is perplexed that Mukherjee finds it necessary for American writers to probe into the severity of global injustices simply because she is complacently confident that American institutions can effectively redress these injustices (211). This idealistic view of America explains why Mukherjee ultimately skirts around the political implications of Buds humanitarian deeds, leaving Jasmine to celebrate the impacted glories of individual consciousness (Mukherjee, OBAW) instead. Consequently, Mukherjees unquestioning appropriation of (American) Orientalism reveals her complicit alignment with an i mperialist attitude that continues to view the West and the East in the Manichean allegory of binaristic oppositions. Further, through deploying the trope of abject suffering in the old country to accentuate the validity of the Asian immigrants self-actualization in the United States, Mukherjee over-valorizes the recuperative and salvific modernity (Walter Lim 10) of America. In A Wifes Story, Charity Chins uncle is a first-generation Chinese American who escapes the Wuchang Uprising of 1911 into the safety of America. Yet, the ellipses between his initial arrival and his eventual success as a gift store owner in New York can hardly be satisfactorily accounted for by Pannas reductive evaluation that though he doesnt speak much English, he seems to have done well (Mukherjee, AWS 31). Just as Amy Tan has elided the first-generation Chinese American mothers adaptation in America in the novel The Joy Luck Club, Mukherjee is also silent about the conditions of successful assimilations (Grewal, Indian-American Literature 100) in her portrayal of some Asian immigrants. It seems that Mukherjees idealization of the American Dream supersedes any critical need to examine how the underclass immigrant without the relevant symbolic and cultural capital copes with the demands of America. Similarly, Jasmines explanation that Dus doing well [in America] because he has always trained with live ammo, without a net, with no multiple choice [in Vietnam] (Mukherjee, Jasmine 214) also postulates an assumed cultural superiority that the First World abundance of America is a panacea for Third World deprivations. Yet, Mukherjee fails to address how suffering in the Third World, in effect, transnationally translates into the form of racial discrimination in America. Rather, Jasmines claim that prior suffering must count for something (Mukherjee, Jasmine 32) seems to imply that suffering is a prerequisite for the immigrants civic legitimacy in America. While Rajini Srikanth contends that this is a dangerous and morally untenable position of endorsing discriminatory practices as aà ¢Ã¢â€š ¬Ã‚ ¦rite of pa ssage to share in the nations founding ideals (212-3), the trope of abject suffering in the Third World helps Mukherjee ratify the narrative of Asian immigrant desire that America offers salvation and unlimited opportunities for the Third World immigrant seeking liberation. Repudiating Purity of Culture In her short story Two ways to Belong in America published in the New York Times in 1996, Mukherjee highlights the crucial difference between herself and her sister Mira. While both of them have lived in America for decades, Miras retention of Indian citizenship is a clear sign that she is in America to maintain an identity, not to transform it (Mukherjee, TWBA). Mukherjees quarrel with such resistance toward assimilation finds vivid expression in Jasmine through her portrayal of the Vadhera household, Jasmines initial host family in the Punjabi ghetto of Flushing, Queens. The self-sufficient ethnic enclave constructs an artificially maintained Indianness for the immigrant to comfortably bunker oneself inside nostalgia (Mukherjee, Jasmine 145, 85) in order to safeguard Indian culture. Such conscious alienation illustrates a coping strategy to mitigate the underlying difficulty of immigrant life in ethnic ghettoes that Mukherjee, however, chooses to overlook in favor of foregrounding Jasmines transformations in America. Significantly, the revelation that Devinder Vadhera, once Prakashs professor in India, now depends on the menial labor of sorting imported human hair for a living elicits not sympathy, but shame, from Jasmine. It convinces Jasmine all the more that the green card is her passport to the pursuit of happiness, and that if she remains stuck in this neighborhood, she will be doomed to die from unnamed, unfulfilled wants (Mukherjee, Jasmine 148). Here, the allusion to Betty Friedans 1963 social commentary The Feminine Mystique, in which she diagnoses the sense of emptiness and entrapment felt by suburban housewives across postwar America as [the] problem that has no name (20), is clear. By conflating Jasmines underclass predicament with that of middle-class American women, Mukherjee seems to suggest that Jasmine, at this point just a newly arrived illegal immigrant, possesses the same sensibility that stands her in good stead to achieve the kind of lib eration that her American sisters have enjoyed since the success of the womens movement. Jasmines decision to leave the Vadheras conveniently eschews any serious debunking of the American Dream, which discriminates on the basis of social class. Jasmines dramatic elevation from a village girl to a professional (Mukherjee, Jasmine 175) caregiver is unquestioningly celebrated as the miracle of the American Dream. In stark contrast, Mukherjees representation of the Vadheras bears no empathetic critique of the grim reality of deprofessionalization plaguing many South Asian immigrants, whose professional credentials acquired back home are either not translatable to or devaluated in the American context. Instead, Mukherjees disavowal of India is fleshed out equally, if not more strongly through her dismal portrayal of the Vadheras as cowardly Indian immigrants resistant to change. Effectively, then, the Vadheras are scapegoats for Mukherjee to emphasize that honorable survival requires res ilience, curiosity, and compassion, a letting go of rigid ideas about the purity of inherited culture (BM 456), harkening back to her conviction that immigrants ought to embrace their American identity. On the other hand, living on the cutting edge of suburbia (103) but similarly bunkered inside nostalgia are the Chatterjis in Mukherjees short story The Tenant. Immune to the deprofessionalization which debases Devinda Vadheras American life, Rab Chatterji is a Physics professor while his wifes nephew Poltoo is a postgraduate student at Iowa State University. Their personal success makes them Americas model minority from which other lesser minority groups are expected to learn, but Grewal points out that [a]mong the insidious effects of this pronouncement are the stereotyping of an Asian character' (Indian-American Literature 98) that, I posit, does not extend beyond the Asian immigrants economic value, or the lack thereof, to America. The notion of model minority already presupposes the hyphenated identity of the Indian immigrant, even if s/he is already a naturalized American. This clearly runs counter to Mukherjees identification of herself as an American without hyphens (Mukherje e, BM 460). For this reason, Mukherjee satirically exposes all the Chatterjis Indian traits that make them undeserving American citizens. Mukherjee first repudiates Dr. Chatterji, who only wants to live and work in America but give back nothing except taxes (Mukherjee, TT 106). Dr. Chatterjis valorization of Indian Standard Time and criticism of Americans constant race against time further exemplifies an absurd sense of Indian superiority that puts him on a pedestal of three thousand years plus civilization, sophistication, moral virtue, over people born [in America] (Mukherjee, TT 102). In line with Mukherjees own distaste for the uneasy aggregate of antagonistic them and us' (Mukherjee, BM 459), Maya, the female protagonist, cannot relate to Dr. Chatterjis ridiculous rhetoric. In turn, the Chatterjis retention of Brahmin demeanor precludes them from embracing American multiculturalism and hybridity at any meaningful level. Although they live in a middle-class neighborhood accommodating people of different colors (Mukherjee, TT 103), the only sign of multicultural interaction is Mrs. Chatterji perfunctorily playing ball with a Korean or Cambodian child next door at best. Beyond that, the Chatterjis have neither the open-mindedness nor desire for any more intimate interethnic mingling. That Poltoo is contemplating marriage outside the Brahminic pale-to a Negro Muslim (Mukherjee, TT 103, 106) at that-thus threatens to contaminate the purity of the lineage. Mrs. Chatterji is counting on divine intervention to avert this disaster, while leaving the locked-up Poltoo feeling crazy, thwarted, [and] lost (Mukherjee, TT 105). The perverse repression of Poltoos desires is both antithetical to the American ideal of free will and anachronistic in the American modernity of progress. Mukherjees representation of how this so-called model minority functions in America thus easily makes the Chatterjis a more dishonorable bunch of Indian immigrants than the Vadheras, at the same time that it makes a highly charged statement of her own rejection of a hyphenated American identity. Beyond Multiculturalism Moving beyond her harsh critique of Indian immigrants who resist assimilation, Mukherjee attempts to consolidate her status as an America writer by strategically expanding the scope of her literary project to wage a crusade against multiculturalism. Rather than encouraging unhyphenated assimilation, multiculturalism, as Mukherjee argues, emphasizes differences between racial heritages (Mukherjee, BM 459) and discounts how the experiences of new Americans from non-traditional immigrant countries (Mukherjee, IW 28) also constantly contribute to the American socio-cultural fabric. The ambition to create a postethnic America culminates in Mukherjees assertion: To reject hyphenization is to demand that the nation deliver the promises of the American Dream and the American Constitution to all its citizens. I want nothing less than to invent a new vocabulary that demands, and obtains, an equitable power-sharing for all members of the American community. (BM 460) There is, first and foremost, no question about Mukherjees representation of the United States as the ultimate end of Asian immigrant desire. Yet, despite Mukherjees high-flown rhetoric of eradicating multiculturalism, her literary representation of immigrants who are not of South Asian origins only further reinforces this hegemonic structure and reaffirms the existence of an immigrant hierarchy where differences are emphasized and [identities are] fixed into a static notion of alterity (Ponzanesi 47). This jarring discrepancy is vividly highlighted in Jasmine when Jasmine is quick to set her own Americanization apart from Dus, in spite of their common desire to assimilate. Jasmine claims that [her] transformation has been genetic; Dus was hyphenated (Mukherjee, Jasmine 222), as though this is validated just because she is pregnant with Bud Ripplemeyers child, whereas Du is merely an adopted Vietnamese refugee. More importantly, it implies Jasmines identification with the hegemonic Orientalist inclination to be so full of wonder at how fast [Du] became American, only to marginalize him as a hybrid (Mukherjee, Jasmine 222, 222) whose assimilation into American society can never legitimately be considered full-fledged. As Verhoeven posits, the politics of ethnic representation is ultimately no more and no less than the privileging of the ethnic self over the ethnic other (n. pag.). Given that Mukherjees immigrant subjectivity is inextricably tied to her own elite background as a Brah min and as an intellectual in American academe, it is perhaps inescapable that ethnocentricity also features in her depiction of immigrants who are not from South Asia. At the expense of Du, then, Jasmine gets away as a very special case (Mukherjee, Jasmine 135), considering that other characters readily validate her full assimilation. The unqualified relegation of Du to the peripheries as a Vietnamese-American underscores Mukherjees double standard in the treatment of both characters. By simply using the word hyphenated (Mukherjee, Jasmine 222) to conclude the formation of Dus American identity and by referring to Chinese Americans as Orientals (Mukherjee, AWS 29) in her short stories, Mukherjee thus posit[s] a system of easily recognizable forms of identity and difference' (Roy 129) that precisely reflects and endorses the exclusionary underpinnings of multiculturalism. Indeed, such a position from which Mukherjee entertains the immigrant issues of class and ethnicity renders her quest for an equitable power-sharing for all members of the American community (Mukherjee, BM 460) untenable. Ultimately, then, Mukherjees Maximalist approach toward the immigrant experience in American literature is self-defeating. The difficulty undeniably involved in representing all immigrant groups accurately and authentically makes the credibility of Mukherjees following claim suspect: Perhaps it is [my] history-mandated training in seeing myself as the other that now heaps on me a fluid set of identities denied to most of my mainstream American counterparts. That training, in our ethnic- and gender-fractured world of contemporary fiction, allows me without difficulty to enter lives, fictionally, that are manifestly not my own. Chameleon-skinned, I discover my material over and across the country, and up and down the social ladder. (IW 29) Albeit apparently inclusionary, Mukherkees Maximalist credo merely inherits the exclusionary connotations (Chanadry 434, 434) of multiculturalism as far as her literary representation of non-South Asian immigrants is concerned. Even with the best of intentions to propose an alternative model to multiculturalism, Mukherjee, by virtue of her own elite immigrant status, is not exempt from the tendency to reinscribe the minority group immigrant back into the hegemonic rhetoric of difference and otherness. Conclusion Finally, the spotlight is ultimately focused on the individuality of the Indian immigrant in fashioning her own life, liberty, and the pursuit of happiness in the free country' (Mukherjee, Jasmine 239). The immigrant subjectivity that each female protagonist advantageously adopts is aptly encapsulated by Jasmines declaration: I am not choosing between men. I am caught between the promise of America and old-world dutifulness (Mukherjee, Jasmine 240). While Mukherjee justifies the disavowal of the old world by means of the Manichean allegory that juxtaposes India and America in binaristic oppositions, the more important revelation is that the postcolonial immigrant is also free to reject aspects of America exemplifying failed idealism (Mukherjee, TT 108). If the female immigrants search for a fluid yet empowering American (trans)national identity depends partly on the (white) male with whom she is romantically involved, then wheelchair-bound Bud and armless Fred symbolize a freak (Mukh erjee, TT 112) America that must be abandoned as well. Maya is sure that Freds world will not end with her departure, while Jasmine feels potent (Mukherjee, Jasmine 12) in saving Bud by not marrying him. Through this reversal of power, Mukherjee aligns her female protagonists with a sense of hegemonic benevolence toward the inferior. With Jasmine choosing Taylor for his world, its ease, its careless confidence and graceful self-absorption (Mukherjee, Jasmine 171) and Maya choosing Ashoke Mehta for his adoration of idealism and abhorrence of smugness, passivity, caste system (Mukherjee, TT 109, 109), it is evident that Mukherjees literary agenda is ultimately underwritten by her inclination to embrace and valorize an ideal America that is capacious of fulfilling the immigrants desires. (4682words, excluding subheadings (18))

Teachers Being Obliged to Teach Morality

Teachers are obliged to develop children’s morality as a part of their education. Children observe and informally learn life skills from an array of sources throughout their lifetime; these influences can affect the physical, cognitive and social-emotional aspects of a child’s development. The standards of a child’s morals are predominantly shaped by the morals of those around them such as peers, adults and teachers; this in many cases can prove undamaging, however some may unintentionally adopt a preconventional morality.In order to prevent undesirable moral traits within a child should it be the obligation of their teachers to educate the children in an internal behavioural context? Will this solve the issue? Social theologist’s propose that mental and moral standards have no objective reality, they are derived from ones subjective opinion (Miller, 2007). However it is also argued that a child’s environment is directly linked to changes in the pre frontal cortex of the brain, subsequently affecting the child’s cognitive mental development (Hansen, 2012).Teacher Cadet EssayIt can be justified to say that children can and will be affected morally by their surroundings, conversely the degree of impact will be determined by the child’s internal response. The process of moral advancement is linked to an individual’s three developmental domains, physical, cognitive and social-emotional; all of these domains are interrelated among each other and in some way represented within the educational curriculum (McDevitt, 2004).Physical abilities, neurological capabilities and the acquisition of motor skills are all taught and practiced throughout schooling, the obligation teachers have in assisting physical development manifests into an appropriate platform for moral development within the other two domains. Children begin to conceptualise abstract and analytical thought patterns as they learn and follow their teacherâ €™s rules which differ from their social and home rubrics. According to Piaget (1932) children at their earliest stages of moral development begin to analyse behaviours based on the resulting consequences (McDevitt, 2013).Kohlberg’s theory of moral development, where a child’s moral fortitude is defined by what they believe is emotionally right or wrong (McDevitt, 2013), poses as another form of moral evolution. At school, these two forms of moral development arise from teachers whom are individually obligated to teach their students a broad range of moral behaviours and base their teaching on their own moral values; however this creates room for error and discrimination.The obligations some teachers have to educate students on morals is both self-motivated and an honourable attribute, teachers within the public schooling system however have a fine line they must abide by. Religion, is banned in the public school curriculum by the Board of Studies, many people such as Humanists have the perspective that in order to guide children in establishing ‘proper’ morals one must reference a form of religion, whether it be directly or indirectly, however if it creates a happier, healthier child by all means teach moral education in school (Schafersman, 1991).Liberals see the education of morals and ethics to children not as a means of teaching and developing children socially and emotionally, but as a manifestation of religious views (Miller, 2007). This idea is not unfair, many parents have a range of views they predict superior to the idea of religion and any link to it. These restrictions nevertheless must coincide with a teacher’s code of conduct, the anti-religion extremist must understand the difference, and teachers should not have to ignore any moral transgressions by a child.Many parents of young children aged from 4-7 years old, which is when they first start to understand moral and immoral behaviour(2012, 09), can find th emselves too busy to instil their own morals and ethics onto their children and rely solely on their child’s other surrounding attributes to provide the developmental avenues necessary. Children who are not taught morals and appropriate behaviour prove to be more disruptive within a class setting (McDevitt, 2013).In these circumstances a child may struggle to develop socially and emotionally. A teacher educating morals will never replace a parent, however if the child is not receiving an ample amount of moral education at home, perhaps it is in the best interest of the parent, teacher and child if they were taught some moral standards at school. An obligated teacher, before enforcing moral standards, must assess a child’s physical, social-emotional and cognitive domains as there is a great diversity within each child’s moral development.Identify family conditions such as family structure, cultural background, family livelihood, parenting styles, disruptive influ ences and maltreatment (McDevitt, 2013). Gender also plays a role in moral diversity, females are more likely to inherit a care orientation, whilst males are more justice orientated (McDevitt, 2013). Different ethnicities too have varying understandings on what is right, and what is wrong.A child’s exposure to moral disputes and crisis beyond their years will have a great impact on their overall development, in these cases it is applauded for a teacher to feel obliged to not teach, but help a child through a moral issue. Children grow and adapt to their surroundings, they take moral values from all avenues and mould them to coincide within their own lifestyle, and therefore a teacher should feel obliged to contribute a level of moral fortitude, depending on the child’s circumstances.A teacher may encourage morals indirectly by creating learning and social groups for children with a preconventional morality, this enhances their social-emotional development giving the pu pil more peers to converse and follow suit (Bredekamp, 2009). A teacher may enforce moral standards cognitively if they believe the child is bullying or acting in a hostile manner. When a child is growing it can be a very fragile process, any altercations to a single progressive domain may throw off the entire balance, as all the developmental domains are similarly linked.Schooling systems are created to assist a child to develop and learn in an environment that appeals to a child’s every growing need, according to the Board of Studies. For an institution to advertise this degree of growth in a child it must have teachers going above and beyond the curriculum to impel children to mature and understand societal transgressions as well as the standard schooling subjects. Children will learn from teachers, teachers are seen as a source of information, they are the hierarchy outside of home, and they are interpreted as unquestionable (Daniels, 2002).If a teacher can use his or her s’ authority, with an educated opinion as to the child’s stability within its three domains, and help children advance their moral standards, then the teacher should welcomely feel obliged to educate morality, without scrutiny. (1,080 words) References Dave Miller. Can’t Teach Morals in School, Scholarly Blog. 2007. D. H. Daniels, L. Shumow. Child development and classroom teaching: a review of the literature and implications for educating teachers, 2002. J. L. Hansen, M. K. Chung, B. B. Avants, K. D. Rudolph, E. A,Shirtcliff, J. C. Gee, R. J. Davidson, S. D.Pollak. Structural variations in prefrontal cortex mediate the relationship between early childhood stress and spatial working memory. Journal of Neuroscience, 2012. Steven D. Schafersman, TEACHING MORALS AND VALUES IN THE PUBLIC SCHOOLS: A HUMANIST PERSPECTIVE, 1991 S. Bredekamp, C. Copple. Appropreate Practice in Early Childhood Programs, 2009 T. McDevitt, J. Ormrod. Child development: educating and workin g with children and adolescents (2nd ed), 2004. T. McDevitt, J. Ormrod, G. Cupit, M. Chandler, V. Aloa. Child Development and Education. 2013. 2012, 09. Moral Development. www. StudyMode. com. Teachers Being Obliged to Teach Morality Teachers are obliged to develop children’s morality as a part of their education. Children observe and informally learn life skills from an array of sources throughout their lifetime; these influences can affect the physical, cognitive and social-emotional aspects of a child’s development. The standards of a child’s morals are predominantly shaped by the morals of those around them such as peers, adults and teachers; this in many cases can prove undamaging, however some may unintentionally adopt a preconventional morality.In order to prevent undesirable moral traits within a child should it be the obligation of their teachers to educate the children in an internal behavioural context? Will this solve the issue? Social theologist’s propose that mental and moral standards have no objective reality, they are derived from ones subjective opinion (Miller, 2007). However it is also argued that a child’s environment is directly linked to changes in the pre frontal cortex of the brain, subsequently affecting the child’s cognitive mental development (Hansen, 2012).Teacher Cadet EssayIt can be justified to say that children can and will be affected morally by their surroundings, conversely the degree of impact will be determined by the child’s internal response. The process of moral advancement is linked to an individual’s three developmental domains, physical, cognitive and social-emotional; all of these domains are interrelated among each other and in some way represented within the educational curriculum (McDevitt, 2004).Physical abilities, neurological capabilities and the acquisition of motor skills are all taught and practiced throughout schooling, the obligation teachers have in assisting physical development manifests into an appropriate platform for moral development within the other two domains. Children begin to conceptualise abstract and analytical thought patterns as they learn and follow their teacherâ €™s rules which differ from their social and home rubrics. According to Piaget (1932) children at their earliest stages of moral development begin to analyse behaviours based on the resulting consequences (McDevitt, 2013).Kohlberg’s theory of moral development, where a child’s moral fortitude is defined by what they believe is emotionally right or wrong (McDevitt, 2013), poses as another form of moral evolution. At school, these two forms of moral development arise from teachers whom are individually obligated to teach their students a broad range of moral behaviours and base their teaching on their own moral values; however this creates room for error and discrimination.The obligations some teachers have to educate students on morals is both self-motivated and an honourable attribute, teachers within the public schooling system however have a fine line they must abide by. Religion, is banned in the public school curriculum by the Board of Studies, many people such as Humanists have the perspective that in order to guide children in establishing ‘proper’ morals one must reference a form of religion, whether it be directly or indirectly, however if it creates a happier, healthier child by all means teach moral education in school (Schafersman, 1991).Liberals see the education of morals and ethics to children not as a means of teaching and developing children socially and emotionally, but as a manifestation of religious views (Miller, 2007). This idea is not unfair, many parents have a range of views they predict superior to the idea of religion and any link to it. These restrictions nevertheless must coincide with a teacher’s code of conduct, the anti-religion extremist must understand the difference, and teachers should not have to ignore any moral transgressions by a child.Many parents of young children aged from 4-7 years old, which is when they first start to understand moral and immoral behaviour(2012, 09), can find th emselves too busy to instil their own morals and ethics onto their children and rely solely on their child’s other surrounding attributes to provide the developmental avenues necessary. Children who are not taught morals and appropriate behaviour prove to be more disruptive within a class setting (McDevitt, 2013).In these circumstances a child may struggle to develop socially and emotionally. A teacher educating morals will never replace a parent, however if the child is not receiving an ample amount of moral education at home, perhaps it is in the best interest of the parent, teacher and child if they were taught some moral standards at school. An obligated teacher, before enforcing moral standards, must assess a child’s physical, social-emotional and cognitive domains as there is a great diversity within each child’s moral development.Identify family conditions such as family structure, cultural background, family livelihood, parenting styles, disruptive influ ences and maltreatment (McDevitt, 2013). Gender also plays a role in moral diversity, females are more likely to inherit a care orientation, whilst males are more justice orientated (McDevitt, 2013). Different ethnicities too have varying understandings on what is right, and what is wrong.A child’s exposure to moral disputes and crisis beyond their years will have a great impact on their overall development, in these cases it is applauded for a teacher to feel obliged to not teach, but help a child through a moral issue. Children grow and adapt to their surroundings, they take moral values from all avenues and mould them to coincide within their own lifestyle, and therefore a teacher should feel obliged to contribute a level of moral fortitude, depending on the child’s circumstances.A teacher may encourage morals indirectly by creating learning and social groups for children with a preconventional morality, this enhances their social-emotional development giving the pu pil more peers to converse and follow suit (Bredekamp, 2009). A teacher may enforce moral standards cognitively if they believe the child is bullying or acting in a hostile manner. When a child is growing it can be a very fragile process, any altercations to a single progressive domain may throw off the entire balance, as all the developmental domains are similarly linked.Schooling systems are created to assist a child to develop and learn in an environment that appeals to a child’s every growing need, according to the Board of Studies. For an institution to advertise this degree of growth in a child it must have teachers going above and beyond the curriculum to impel children to mature and understand societal transgressions as well as the standard schooling subjects. Children will learn from teachers, teachers are seen as a source of information, they are the hierarchy outside of home, and they are interpreted as unquestionable (Daniels, 2002).If a teacher can use his or her s’ authority, with an educated opinion as to the child’s stability within its three domains, and help children advance their moral standards, then the teacher should welcomely feel obliged to educate morality, without scrutiny. (1,080 words) References Dave Miller. Can’t Teach Morals in School, Scholarly Blog. 2007. D. H. Daniels, L. Shumow. Child development and classroom teaching: a review of the literature and implications for educating teachers, 2002. J. L. Hansen, M. K. Chung, B. B. Avants, K. D. Rudolph, E. A,Shirtcliff, J. C. Gee, R. J. Davidson, S. D.Pollak. Structural variations in prefrontal cortex mediate the relationship between early childhood stress and spatial working memory. Journal of Neuroscience, 2012. Steven D. Schafersman, TEACHING MORALS AND VALUES IN THE PUBLIC SCHOOLS: A HUMANIST PERSPECTIVE, 1991 S. Bredekamp, C. Copple. Appropreate Practice in Early Childhood Programs, 2009 T. McDevitt, J. Ormrod. Child development: educating and workin g with children and adolescents (2nd ed), 2004. T. McDevitt, J. Ormrod, G. Cupit, M. Chandler, V. Aloa. Child Development and Education. 2013. 2012, 09. Moral Development. www. StudyMode. com.

The American Revolution A Concise History By Robert J....

In The American Revolution: A Concise History, by Robert J. Allison, the main thesis of the book is the American Revolution. Allison thoroughly describes not only events that took place during the war but the events that caused the war and its aftereffects. Allison discusses tons of key players who were a major part of the war that many were unaware of like John Burgoyne, Henry Clinton and several other generals and/or politicians who helped shaped the war. Furthermore, one major point Allison would continue to bring up in the book is unity. In the beginning of the book, Allison illustrates how each colony functioned and how divided the colonies were before. He even mentions how the colonies had ‘no formal communication system joining them’. But as Allison continues to discuss the wars’ events, he shows how the colonies began to unify to fight against the British. Another main point the books makes is how America was viewed after the war. After the American Revo lution, immigrants and people who came to America saw how fast it was changing with their landscape, educational rates, and the diverse amount of religions. Allison states that many saw ‘these features continued to set America apart,’ . In addition, Allison explains how America did not want their government to end up like Britain’s government and creating a republican government. The government proposed was one of ‘a national government with a national legislature, executive, and judiciary. TheShow MoreRelatedFounding of the United States708 Words   |  3 Pageswere characterized by influential political leaders and also strong statesmen who able to offer the right leadership and guidance in these periods. These period are; American Revolution, Jefferson Era, Americas Economic Revolution and the Civil War. The American Revolution took place between 1775-1783 and is popularly known as the American war of independence and is considered by many scholars to be one of the most important and iconic wars of all time. It was a fight between the British and its 13 coloniesRead MoreAmerican Revolution Essay2256 Words   |  10 PagesA revolution is defined as being a generally violent attempt by many people to end one rule of governing, and to create their own (Websters Dictionary). The founding of our own independent country is based on such a notion, with our forefathers fighting to gain their freedom from the oppressive rule of Colonial England. With rampant fears of tyranny from a country deemed a super power, the American people were divided in their views of creating their own government, making the definition of a revolutionRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesThree Ethical Decis ion Criteria 187 †¢ Improving Creativity in Decision Making 188 Summary and Implications for Managers 190 S A S A S A L L L Self-Assessment Library What Are My Gender Role Perceptions? 166 glOBalization! Chinese Time, North American Time 171 Myth or Science? Creative Decision Making Is a Right-Brain Activity 181 Self-Assessment Library Am I A Deliberate Decision Maker? 183 An Ethical Choice Whose Ethical Standards to Follow? 185 Self-Assessment Library How Creative Am I? 190Read MoreFundamentals of Hrm263904 Words   |  1056 PagesInterior Design Senior Media Editor Senior Photo Editor Production Management Cover Design Cover Credit George Hoffman Lise Johnson Sarah Vernon Amy Scholz Laura Finley Dorothy Sinclair Sandra Dumas Susan McLaughlin Kevin Murphy Laura Ierardi Allison Morris Hilary Newman mb editorial services David Levy  ©Michael Eudenbach/Getty Images, Inc. This book was set in 10/12 ITC Legacy Serif Book by Aptaracorp, Inc. and printed and bound by Courier/Kendallville. The cover was printed by Courier/KendallvilleRead MoreManaging Information Technology (7th Edition)239873 Words   |  960 PagesExpert Systems 241 Obtaining an Expert System 242 Examples of Expert Systems 242 Neural Networks 244 Virtual Reality 245 Review Questions 250 †¢ Discussion Questions 250 †¢ Bibliography 251 Chapter 7 E-Business Systems 253 Brief History of the Internet E-Business Technologies 254 254 Legal and Regulatory Environment 257 Strategic E-Business Opportunities (and Threats) B2B Applications 260 B2C Applications 263 Two Dot-Com Retailers 264 Two Traditional CatalogRead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 Pages and my daughter, Anna C. O. ââ€"   To Carol, Allie, and Teri. J. D. ââ€"   About the Authors puter Teacher of the Year award in 1988 and received the Siemens Award for Advanced Placement in mathematics in 1999. Chris is a frequent contributor to the AP Statistics Electronic Discussion Group and has reviewed materials for The Mathematics Teacher, the AP Central web site, The American Statistician, and the Journal of the American Statistical Association. He currently writes a column for Stats

The Endless Battle with Prison Gangs - 1689 Words

The Endless Battle with Prison Gangs As the years pass, the rate of gang affiliated crimes in the Unites States has progressed extensively, accumulating more inmates into our major prisons doubling the maximum occupancy that the jails can hold. In the U.S there are currently 33,000 active violent street, motorcycle, and prison gangs with a recorded 1.4 million members combined. The registered number of police officers is a mere 683,396; which is not even half of our countries gang population. Incredibly enough, even with their small numbers these officers do the impossible to control, learn, and manipulate the ways of the inmates; taking all of the precautions necessary to stop and protect the normal citizens on the streets and the†¦show more content†¦Gang members have even gone so far as to soaking postcards in substances, or gluing and ironing cocaine filled cards down to almost paper thin and sending them through mail into the prisons where if not caught, the inmate who received the card will chew on the paper to receive the effects of the drug. Another surprising factor of these gang members is the way that they continue to communicate with one another even when they are always on watch by the officers. There has been secret code languages discovered that they created on their own, so no one, other than those in the gang, can understand what they’re saying when planning for an attack or kill. Another method these inmates are using to communicate, especially those in solitary confinement who don’t get to interact with anyone, is by talking into the pipes to transfer messages from one cell to another. Through this the prisoners can talk to one another like a telephone system without the guards hearing them. The more resources and ways of communicating the gang has, the more powerful they are perceived, and as the gangs get larger these tasks then become a lot easier to achieve. 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