Reflexivity Crossing That Line - 1036 Words

Reflexivity: Crossing That Line Traditionally, ethnographic works had always been about objective studies of the â€Å"other.† The discipline attempts to use non-biased methods to research of our subjects to qualify anthropology into the category of science. However, an increasing number of anthropologists begin to question the existence of objectivity in fieldwork. More recently, some anthropologists advocate the incorporation of the self, or the use of reflexivity, in the research to acknowledge our biases; at the same time, enhance the quality of our ethnographies. Others further assert that reflexivity is the only way to complete ethnographies. These propositions prompted concerns and provoked intense criticisms among scholars†¦show more content†¦[] He does, on the one hand, clarify the practices of his informants. He openly admits that he had been making the wrong assumptions about the culture and affirms the words of informants. However, the sentiments of the headhunters remain ambigu ous because his experience is not specific to the Ilongot culture. This universal sentiment about death fails to reflect the voice of his informants. While Rosaldo stands on the thin line, Behar crossed that line when she declares that â€Å"anthropology that doesn’t break your heart just isn’t worth doing anymore.† [] She wants to humanize her informants by including an emotional component. Ironically, she does so by ignoring other aspects of being a person. She neglects the daily struggles and the seemingly ordinary, yet necessary parts of life and focuses on the â€Å"grande† ideas. The perhaps â€Å"boring† and routine operations of a culture are in part what define the people. The significant events loose their grandeur when it is not contrasted to the monotony of other incidents. Will a flower still be pretty if it is not contrasted to the average leaves? From this discussion of reflexivity and determination of appropriateness, many other questions arise. Rosaldo’s use of personal experience may reveal that there exist emotions that are cross-cultural thoughShow MoreRelatedAspects of Postmodernism in Happy Endings and Videotape1523 Words   |  7 Pagesprovides six characteristics of postmodern writings and he affirms that self-reflexivity is the common denominator (15). It can mean writing that explores its own condition and function as art, through language. It can also mean writing that opens itself to contingency of history. He adds that postmodern writing questions the authority of a centre, for example, rules concerning the form of a story, and goes as far as crossing traditional generic boundaries (prose poems-documentary novels). AlwaysRead MoreThe Concept Of Autonomy Of People With Learning Disabilities Through The Eyes Of Their Parents1951 Words   |  8 Pagesextracted from a recorded interview. The written tran script is consisted of 85 pages and 16489 words. It was transcribed verbatim with all the overlaps, pauses and sounds in the recording. The pages were numbered correctly as well as the line numbers. Reflexivity According to John W. Creswell Dana L. Miller (2000) It is important for researchers to recognise and define their views and biases in the research progression to allow readers to comprehend their positions. My view on the topic was probablyRead MoreEssay on Reflexive Embodied Empathy9936 Words   |  40 Pagesthanks go to Scott Churchill for reminding me to return to Husserl’s work on intersubjectivity to better anchor my concept of ‘reflexive embodied empathy’. I am also indebted to Maree Burns who first drew my attention to the idea of embodied reflexivity. Address for correspondence: 29 Blenheim Terrace, Scarborough, North Yorkshire, United Kingdom, YO12 7HD Tel: + 44 1723 501833 Email: L.H.Finlay@open.ac.uk Abstract In this paper I’m advocating a research processRead MoreMà ¤ori Public Health:4032 Words   |  17 Pagesasked to write a paper on Mà ¤ori perspectives on Public Health ethics raises issues for me. Some years ago my research colleagues and I invited Moana Jackson to participate in a project on genetic engineering. Our first question for him was along the lines of whether Mà ¤ori had a ‘unique perspective’ on genetic engineering. It was then that we received our lesson about the use of the word ‘perspective’ (Cram, Pihama Philip-Barbara, 2000:66-67). Moana said that, ‘The word perspective to me is interestingRead MoreEssay on The Social Dynamics of the Weight Room3717 Words   |  15 Pagesthese billboards, you will notice that they are often times cut, trim, and more curvy than the female. They commonly shave their bodies for companies like â€Å"J-Crew† and â€Å"Abercrombie and Fitch†. We can see that there may be a possibility of gender crossings (males looking more feminine and females looking more masculine). These images represent beauty and are seen as cultural icons of appearance in our culture. The media seems to determine and drive the social stigma of society. Looking for the effectsRead MoreTraditional African Family19679 Words   |  79 Pagespaper; pens Chapter 2, pages 103–6 Open the lesson by brainstorming definitions of feminism. This may provoke a debate that questions the relevance of feminism today. Here is a story to tell in order to address that question: A man and his son are crossing a road when a truck comes flying around the corner and runs them both over. The man is killed outright but the little boy is rushed to hospital with critical injuries. At the hospital the surgeon rushes to deal with the boy but steps back in horrorRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesdecisions that increase customer satisfaction and are encouraged to create fun and a little weirdness.† At Zappos, employee loyalty, job satisfaction, and productivity are high, contributing to the company’s growth. In this photo, employees view a line of shoes in one of the company’s quirky offices. Complementing Intuition with Systematic Study 11 Complementing Intuition with Systematic Study 4 Show the value to OB of systematic study. Each of us is a student of behavior. WhetherRead MoreOrganisational Theory230255 Words   |  922 Pagesorganizational concepts and theories as well as provides insightful examples from the practical world of organizations. The authors’ sound scholarship and transparent style of writing set the book apart, making it an ingenious read which invites reflexivity, criticalness and plurality of opinion from the audience. This is a book that will become a classic in organization studies. Mihaela L. Kelemen, Professor of Management Studies, Keele University, UK An unusually rich and deep philosophical book

Relationship between Caliban and Prospero in Act I of The...

The short extract taken from â€Å"The Tempest† helps us learn a lot about the characters Prospero and Caliban and their relationship within the play. Prospero, when we first meet him, emerges as a very controlling and dominant figure on the island, mainly because he refers to the character Caliban as his â€Å"slave†. This shows us that Prospero must be a powerful man and that he has authority over the island and its people. Prospero uses his power to abuse Caliban, and he threatens him with phrases such as â€Å"thou shalt have cramps, side-stitches...† if he does not comply with his orders. But when Caliban refuses to obey him, Prospero resorts to insults in order to control him because he tells Miranda, his daughter, â€Å"But, as ‘tis/We cannot miss†¦show more content†¦In retaliation he taunts Prospero and Miranda for teaching him their language, which he now uses to curse them: â€Å"You taught me language, and my profit on’t/Is, I know how to curse†. But Caliban knows that Prospero is far too powerful and his stubbornness relents by the end of the extract â€Å" I must obey†. In spite of this, Caliban comes across as a strong and defiant individual who is also bitter and twisted which is revealed through his curses and insults towards Prospero. â€Å"The red plague rid you/For learning me your language!† Prospero and Caliban’s relationship is that of a slave and a master. Is this respect it is very conventional, meaning that the more dominant character, Prospero, orders and abuses the lesser or weaker character, Caliban. But on the other hand, Caliban is never afraid to act out against his oppressor, which is unusual for a slave. The language between the two individuals shows how much contempt they have for one another, because they constantly insult each other and fight over the island. The issues raised in the extract are predominantly down to two main reasons: the island and Miranda. The island is important because both characters crave the power of being its ruler, and thus everything that comes with it e.g. slaves. They both believe that the other has betrayed him in someway, Caliban believes that Prospero stole the island from him, while Miranda isShow MoreRelatedShakespeares Presentation of the Relationship between Prospero and Caliban in The Tempest1202 Words   |  5 PagesPresentation of the Relationship between Prospero and Caliban in The Tempest Shakespeare’s ‘The Tempest’ is set on a small island between Tunis and Naples. The play is initially based around Prospero; once Duke of Milan, a loving father to Miranda and inhabitant of the island for the past twelve years, after being usurped by his scheming brother Antonio. When exploring the relationship between Prospero and Caliban, a ‘whelp hag-born’ living on the island when Prospero and Miranda Read MoreExamples Of Colonialism In The Tempest944 Words   |  4 PagesThe Tempest, written by playwright William Shakespeare is one of his most popular, yet also controversial plays. This paper will discuss the postcolonial interpretations of Shakespeare’s play, by looking at the nature of colonialism, and how it has been incorporated within his play, through the role of the colonized versus the colonizers. This paper will also compare how 21st century audience’s views may differ to that of the traditional Elizabethan’s, in relation to the play’s treatment of the originalRead MoreThe Tempest - Relationship Between Prospero and Caliban1667 Words   |  7 Pagesdramatic methods Shakespeare uses to present the relationship between Prospero and Caliban. ‘The Tempest’ was the last play written by Shakespeare and is widely regarded to be his greatest play. ‘The Tempest’ is thought to have been written about the year 1610. All of Shakespeare’s previously used genres are in the play: romance, tragedy, comedy and history. ‘The Tempest’ adheres to the three classical unities, unity of time, action and place. ‘The Tempest’ takes place in a twenty-four hour time periodRead MoreThe Postcolonial Interpretations Of Shakespeares The Tempest1512 Words   |  7 Pages The Tempest, written by playwright William Shakespeare is one of his most popular, yet also controversial plays. This paper will discuss the postcolonial interpretations of Shakespeare’s play, by looking at the nature of colonialism, and how it has been incorporated within his play, through the role of the colonized versus the colonizers. This paper will also compare how 21st century audience’s views may differ to that of the traditional Elizabethan’s, in relation to the play’s treatment of theRead MoreWorld Events Influencing Shakespeare ¨s The Tempest Essay example1277 Words   |  6 Pagesthat Shakespeare wrote, The Tempest. It would be safe to suggest that many of the worldly events during this time, such as the shipwreck of Sea Venture, global colonization, and the works of Michel de Montaigne, had prodigious influences on Shakespeare’s play, The Tempest. The Tempest starts aboard a ship in the middle of the sea caught in a violent hurricane. Members of the audience can hear Gonzola shout, â€Å"The wills above be done, but I would fain die a dry death† (Act 1, Scene1). It is believedRead MoreInjustice for Justice: an Analysis on Equity in the the Tempest1440 Words   |  6 Pagesperspective to this idea of justice in his work, The Tempest. Shakespeare critiques justice and portrays it in way in which justice is defined as the rule of the majority, and governed by the person with most power. Through the actions of the main character, Prospero; this new viewpoint of both justice and mercy emerges. Prospero, once the Duke of Milan, seeks revenge for the usurpation of his throne by his brother. In Act One Scene Two, we see Prospero admit he creates a storm in order to shipwreck hisRead MoreProsperos Relationship with Caliban and Colonialism in The Tempest1483 Words   |  6 PagesThe relationship between Prospero and Caliban is a perfect demonstration of the dependence relationship between a coloniser and the native of whichever colony he set his eye upon. Colonialism was a subject easily related to by Shakespeares contemporary audience; with James on the throne the British Empire was beginning to thrive and would soon become the largest in not only the 17th Century world, but one of the largest in history. At the time The Tempest was first preformed, 1611, Britain hadRead MoreEssay about More Than Meets The Eye1643 Words   |  7 Pageshow inequality is derived.   Shakespeare’s The Tempest tells the tale of a usurped Duke, Prospero, who suffers a life of exile on a mystical island.   Overthrown by his own brother Antonio, Prospero seeks revenge.   In a series of carefully planned events, Prospero strands a group of European lords on his isle, one of whom is Antonio.  Ã‚   Using his knowledge of magic, Prospero succeeds at obtaining control over his kingdom of Milan.   On the surface, The Tempest appears unrelated to the work by Rousseau.  Read MoreThe Power Of Master And Servant Relationship In The Tempest1219 Words   |  5 PagesThe Tempest, written by William Shakespeare in 1610, is a tragicomedy that thematically focuses on power. Throughout the play, power is manifested in several different ways: the power of love, the power of master-servant relationships, the power of magic, and the power between men. The power of the master and servant relationship is portrayed through the political characters, while being mimicked through the comic characters. Specifically, Stefano and Trinculo serve as the comic characters. ThoughRead Mor eThe Tempest By William Shakespeare1705 Words   |  7 PagesLiterature Mr. Nath 5 December 2014 The Tempest Written between 1610 and 1611, The Tempest by William Shakespeare is the final play penned by the famous Bard. The play portrays the illusory struggle of power and conscience through the character of Prospero and his egocentric motives. Politically, the play can be seen as an analysis of important political issues relevant to that of oppression and imperialistic tendencies of the time. Artistically, The Tempest emphasizes the nature of art, more prominently

The Danger of Knowledge free essay sample

In Shakespeare’s play Macbeth and Mary Shelly’s novel Frankenstein it can be said that both protagonists come to an unfortunate end. What leads to Macbeth and Frankenstein’s premature demise? Victor Frankenstein and Macbeth both demonstrate that acquisition of knowledge is dangerous and to seek it for the purpose of power leads to destruction of life. Macbeth’s and Frankenstein’s knowledge leads to overwhelming ambition, to immoral decisions and the destruction of their reality. Firstly knowledge leads to overpowering ambition. In the first act Macbeth is well-liked, King Duncan gloats: â€Å"He is full so valiant / and is a peerless kinsman† (1. 4. 56-60) and in doing so shows that Macbeth is regarded as an honest and valiant warrior. By the end of the first act Macbeth’s ambition becomes a problem. The Witches share the knowledge that Macbeth â€Å"shalt be king hereafter! † (1. 3. 52). For Macbeth the knowledge that he is to be king intrigues him but he thinks he has to kill the king to become the king. We will write a custom essay sample on The Danger of Knowledge or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Macbeth weighs his options: â€Å"Duncan†¦hath been / so clear in his great office, that his virtues / will plead like angels†¦ I have no spur / To prick the sides of my intent, but only / Vaulting ambition, which oerleaps itself / And falls on th other. † (1. 7. 16-23). Macbeth thinks King Duncan is a good man and the only thing that motivates Macbeth to kill Duncan is ambition fueled by acquired knowledge. Contrastingly Frankenstein gains his knowledge not through witchcraft but books and facts while studying science at the University of Ingolstadt. Frankenstein says: â€Å"One mans life or death were but a small price to pay for the acquirement of the knowledge which I sought, for the dominion I should acquire and transmit over the of our race† (Shelly 12) which shows that he thinks his knowledge is worth more than the lives of others. Furthermore Frankenstein seeks the power to conquer nature and benefit humanity. Frankenstein feels that with his knowledge of science he has ultimate power which leads him to over extend his ambition. Secondly knowledge blinds their moral compasses. The witches say to Banquo that â€Å"Thou shalt get kings, though thou be none. So all hail, Macbeth and Banquo! †(1. 3. 58-59) the witches state that even though Macbeth will be king Banquo’s sons will be kings following Macbeth’s reign. Before the prophecy was made it is perceivable that Macbeth would have given his life for Banquo in combat but the knowledge of his rein encourages Macbeth to over throw Banquo. If Macbeth does not react to the Witches information then it is possible that Macbeth gives Banquo’s sons the throne by free will. Nowhere in the text does it state that Macbeth and Lady Macbeth are capable of reproduction. Macbeth does not think of these scenarios and instead reacts to this information by killing his dear friend Banquo and attempting to kill Banquo’s son. Similarly Frankenstein gains the knowledge necessary to reanimate life, but acts without thinking of the consequences. Once Frankenstein finishes creating his monster he says: â€Å"No mortal could support the horror of that countenance. A mummy again endued with animation could not be so hideous as that wretch† (Shelly 43) after looking at the monster Frankenstein runs away in horror. In the following months Frankenstein immorally does not attempt to contact the monster and leaves him alone in the world without any guidance. The wretch then goes on to kill innocent people. If Frankenstein had raised the monster it is possible that the monster would have been peaceful and useful to society, but Frankenstein only thinks about himself and brings something into the world he did not understand. Subsequently, Frankenstein’s immoral decisions lead to an infuriated Wretch that kills Frankenstein’s family and friends as revenge for abandoning him. Lastly both characters state that knowledge has led to their misfortune. By the fifth act Macbeth has killed countless people and his actions have led to the death of his wife Lady Macbeth. During the final scene before his own death he proclaims â€Å"My soul is too much charged / And be these juggling fiends no more believed, / That palter with us in a double sense, / That keep the word of promise to our ear, / And break it to our hope† (5. 8. 19-23). Macbeth realises that the knowledge the witches have given him has led to all of his recent misery. Similarly Frankenstein says: â€Å"Learn from me, if not by my precepts, at least by my example, how dangerous is the acquirement of knowledge and how much happier that man is who believes his native town to be the world, than he who aspires to become greater than his nature will allow† (Shelly 38). Frankenstein explicitly states that the acquirement of knowledge is perilous. He warns Robert Walton that seeking answers will only bring misery and a man is happiest in his own town appose to traveling the world in search of glory and power. Also implied is that he has tried to become greater that nature meaning that he was overextending himself for power. Frankenstein warns even further: â€Å"I have suffered great and unparalleled misfortunes†¦You seek for knowledge and wisdom, as I once did; and I ardently hope that the gratification of your wishes may not be a serpent to sting you, as mine has been† (Shelly 14) Frankenstein speaks that he has suffered because of his knowledge and ambition. Frankenstein hopes Walton’s desires do not lead to his downfall as they have for himself. In closing even though the knowledge that Macbeth and Frankenstein acquires is very different the result is the same, death and destruction. Macbeth is told by the witches that he will be king and the knowledge of his reign leads Macbeth to kill King Duncan, his friend Banquo and countless other people resulting in his own death. Frankenstein’s knowledge leads him to create a monster that kills his family, his friends and himself. â€Å"Peace, peace! Learn my miseries and do not seek to increase your own. † (Shelly 186) The difference between the two men is that Frankenstein tries to end the cycle of destruction, by sharing the knowledge of his experiences with Robert Walton. Contrastingly Macbeth does nothing to prevent future chaos furthering the cycle of destruction. Ultimately these characters show us that learning knowledge in its self can be useful but to acquire it for the purpose power leads to ruin.

Wilfred Owen And Alfred Tennyson Essays - Narrative Poems

Wilfred Owen And Alfred Tennyson Attitudes to war and how they Developed Wilfred Owen and Alfred Lord Tennyson both wrote well known poetry about war. Their poems were written in different centuries and they clearly illustrate the changing attitude to war These three poems are all describing the ups and downs of war. The one author saying how war is such a great thing and how brave the soldiers were. The other author saying how terrible war is, illustrating the death and injuries. In Tennyson's poem, because it was written earlier than the two poems by Owen, he describes more the glory and heroism of war, rather than the death and stupidity. All three poems make you feel pity, even if it may be accidental, which I feel it is in Tennyson's ?The Charge of the Light Brigade' Let us look at Tennyson's poem, he starts by using repetition. This is a good start as you feel the beat of the hooves of the soldiers' horses and this continues through the whole poem. ?Half a league, half a league, Half a league onward.' Not only do you instantly feel the beat, but from the next line you feel you know a lot about the story line. ?All in the valley of death, Rode the six hundred.' This is repeated at the end of the verse, which I feel is very effective, as I feel it emphasises the fact of the unbalanced odds and the soldiers' imminent doom, which of course makes you pity them. The second verse tells how the soldiers were so loyal to their country, that even though they knew they were in mortal danger, they didn't question their superiors. The first line in this verse, is an order by the commander that suggests confidence in the troops. ?Forward the light brigade!' Further on in the verse repetition is used which illustrates the soldiers' bravery and again their respect for their superiors. ?Theirs' not to make reply, Theirs' not to reason why, Theirs' but to do and die.' In the third verse Tennyson again uses repetition describing the deadly position they were in. ?Cannon to the right of them, Cannon to the left of them, Cannon in front of them' This helps you understand what they were facing during this battle and how impossible their fight was. It makes you feel pity for the six hundred soldiers. In this verse Tennyson glories in the soldiers' bravery, saying: ?Boldly they rode and well, Into the jaws of death, Into the mouth of hell' This means that by taking this mission they were practically committing suicide and it also, again, makes you feel sorry for the soldiers. The forth verse tells, briefly, the story of the actual battle and how despite the odds the soldiers still attacked and made progress against the enemy. ?Flashed all their sabres bare, Flashed as they turned in the air, Sabring the gunners there' Here he again uses repetition; I feel this time it emphasises the bravery of the soldiers still attacking a helpless cause. Tennyson expresses the helpless cause further on the verse: ?Charging an army, while All the world wondered' At the start of the fifth verse he again uses repetition to describe their position. ?Cannon to the right of them, Cannon to the left of them, Cannon in front of them' In this verse he again tries to show their bravery, with phrases like ?While horse and hero fell' and ?They had fought so well.' The sixth verse is a conclusion, commenting on the loyalty and bravery of the soldiers and how it was a tragic loss of life. ?When can their glory fade, O, the wild charge they made' And he continues: ?Honour the charge they made, Honour the light brigade, Noble six hundred' In ?Dulce et Decorum Est' Wilfred Owen tells a story of a death in the trenches from the memory of another soldier. It starts by describing the terrible state the soldiers were in, demonstrating against war. ?Bent double, like old beggars under sacks, Knock-kneed, coughing like old hags, We cursed through sludge' A few lines down, it says; ?Men marched asleep.' And another similar line; ?Drunk with fatigue.' This is saying how tired the soldiers were and how badly they were being worked. The next verse starts with panic: ?Gas! Gas! Quick boys, An ecstasy of fumbling' This verse explains the gas attack, the panic and the death of the unnamed victim. ?And flound'ring like in fire or lime? Dim, through the misty planes