Katherine battles to teach a groups of girls and encourage them to be independent and think for themselves. She tries to overcome this challenge in a society that does not value women’s independence and treats them as second class citizens; only fit to look after and serve men. Katherine’s new and strong views challenge the school traditions and bring her to the attention of the school board who instruct her only to teach the syllabus and give no other support or feedback. This can be seen as a metaphor for the treatment of women in the time where women were expected to only do as they were told. The society in this text had low expectations for women.
Gretchen was excluded from our youth group because she was different. I described her in my essay as , “… the weird girl…who wore hand-me-down clothes, spoke with a lisp and sat in the corner during our youth meetings. The youth group pretty much ignored her existence. Her family was not well off…” As a teacher, I want to work towards inclusion and as far away from exclusion as possible.
In Gilead being a handmaid means that Offred is stripped of her former normality, she is no longer able to do the simplest of things, such as reading, due to the oppressive policies of the Republic. Through Offred’s role as a handmaid Atwood shows us that she can no longer express who she truly is, or was, before the takeover of the regime even her name is taken from her and changed to that of her 'owner' - the Commander. Gilead tries to indoctrinate all the women who are to become handmaids, that being a handmaid is their only use and their only form of identity is their bodies, which they must use to the benefit of the regime or suffer the consequences. Atwood shows us how Offred, reconstructs her physical and psychological identity including how her identity is effected by how she is perceived by other characters involved in the regime. Being reduced to the role of a handmaid has meant Offred's physical identity has been severely altered from how it was in her past life, Atwood presents her attempts reconstruct her physical identity under the supervision of the regime throughout the novel.
To this day, woman won’t receive higher paying jobs than men due to genders. In that sense Marji and I strive to make a change of acceptance for the greater good, however outcomes from different coast make it differ. Throughout Persepolis, Satrapi portrays herself as an astonishing child and with her use of simplistic neutral illustrations aided with minimal text she is able to showcase her search for identity. In the beginning of the novel, Satrapi introduces herself outside of her class photo consisting a group of girls wearing the veil uncomfortably. Satrapi embarks on a journey in the search for her identity, as she expresses “I really
Education is when some people consciously teach and others learn from the teacher. If we all teach our kids around the world to be better than we are, regardless of living circumstances, we will change social. The girl theory, is so heart breaking because I feel it is so true. It seems the older I get, the preteen pregnancy is getting worse. In most cases I believe preteen pregnancy is a reflection of that little girls life.
Mentor: (putting her hands up in surrender) Alright, alright. Let’s get on with this. (riffling through her papers, finds some important paper and starts to read from it) Now, it says here that ladies of noble birth are supposed to defer to their parents or children. They are supposed to bear healthy children, boys in preference. (Looking at Lady Capulet haughtily and appraising Juliet)Looks like that was one quota you were not able to fill.
The professor sees a problem in her student that Bearing is completely oblivious. She instructs Bearing to go outside and enjoy herself with other people she cares about. As instructed, Bearing makes a valid attempt, but unfortunately, she just cannot relate to other students. Obviously, Bearing’s life started revolving around her studies at a very early age. By the time Bearing is a well-known professor, it’s apparent that wit and intellect are the most important aspects of her life.
It is clear that whilst Scout is willing to provide informal educational help, Miss Caroline does not approve of this and repeatedly tries to scupper her efforts by whipping her on the first day of school because she misunderstood, “if I didn’t have…stop it”(page 24). Further reinforcement is shown when Miss Caroline catches Scout writing a letter to Dill because she was bored, “I was bored, so I began…third grade”(page24). Miss Caroline is trying to follow a more formal way of teaching pupils in a place where teaching and education is regarded as experienced based, learn through doing, which inevitably means that knowledge is passed down generations and is limited to those skills needed to survive. Education during the 1930s were only aimed at boys rather than girls.
Later, though, after the student has cheated, there is a sense of ease and resolution to the situation, and this weakens her argument, making the issue of cheating seem almost irrelevant or benign. The reader also notices Wenke’s use of the personal pronoun “you” throughout the scenario in the first paragraph, suggesting that she is aiming the argument at high school and college students. It’s evident that the tone of this piece shifts, but the author begins with a quizzical tone and asks many questions throughout her argument. “If my parents’ generation had such high morals and wouldn’t cheat, wouldn’t they teach their children the same?” (Wenke, Page 1) She then moves to a more contemplative tone in the latter part of the piece, explaining the possible effects of cheating on our society today. She points out that “this attitude will not stop in the classroom, but will carry on into the business world… [the students who cheat] are in turn the ones who will
But later on in the 1970s and 80s feminist started to question why girls underachieved and found that this was due to the divided of the curriculum, girls were expected to choose subjects that would later on help them in society and home life and they weren’t encouraged to choose subjects such as math’s and science. Sharp (1976) and Spender (1982) both found that the way in which girls were encouraged to behave in schools and classrooms, mould and gave out a message about their role in society in the future. But this changed in the late 1900s when the sex discrimination Act 1975 came into power, this was when boys and girls got a equal education opportunity and were taught in the same schools and strategies for girls to be taught science and technology were influenced and this was when girls started to outperform boys in subjects such as English, maths and science. (Richard and Armstrong 2008) The aim of this study is to investigate key stage 2 (age 7 to 11 years), gender gaps and weather girls achieve higher than boys in England, in the national curriculum SAT’s in English. The objective of this study is to replicate previous findings of girls achieving higher in Key stage 2 English SAT’s than boys and to look into some of the possible factors as to why girls achieve higher than boys.