MAEDCHEN IN UNIFORM
Maedchen in Uniform ( Sagan, 1932, 80’) is a film that was specifically design to represent a group of women living in a patriarchal society and the conflicts they encounter by simply being their naturally, nurturing selves. One major conflict involves the deep relationship that develops between a female teacher and her female student in an all girl boarding school that is operated like a strict military camp. It is heavily suggested that this relationship is a romantic one, but there are no solid evidence that it is. I believe that Sagan had design the film this way so that the idea of lesbianism would not be so aggressive towards the audience that they will not be willing to sit through the entire film.
Should the teacher have been a man and the student remains a female, I believe that this film would not have had the same effect it did on the viewers as it did the way it was presented. The gender between the two people should not have made a difference because, in general, it is wrong to have a romantic relationship between a teacher and a student who is still under the teacher’s guidance. Given this conflict alone, I believe that the Sagan wanted to take it to the next level and show that with the suggestion of lesbianism, these women are like any other women who are also caring and nurturing. I believe she was trying to introduce a new idea of lesbianism where the women are not heavily masculine.
First, there is the setting of a strict military like boarding school where the students, all females, are craving the love and affection that they are missing from their family. One particular student, Manuela von Meinhardis, had just recently joined the school after the recent death of her mother. She is particularly vulnerable to the love and care that is provided by the only caring teacher in the school, Fraulein von Bernburg.
Fraulein von Bernburg is a very beautiful young teacher who is constantly at odds with her elders because she does see the need to punish her group of girls. She believes that the students need to be shown compassion and care; not just as a teacher but as a friend.
It is between these two women that a heavily suggested romantic relationship developed. The reason why I say “heavily suggested” is because I still believe that Fraulein von Bergen was only trying to be sympathetic with the new girl, Manuela, because her mother had just died.
The overarching theme of abandonment in Angela Betzein’s, “Girl Who Cried Wolf,” is greatly articulated and emphasised during the play to build dramatic action. This is relevant to teenagers since the time of making new friends or losing others is difficult. In the tough time of a teenager’s life, this is a big issue. Angela
This essay relies more on pathos because she shows her emotions towards the students who have suffered because of
In “The Autobiography of Malcolm X” the author skillfully structures each chapter to correspond with Malcolm’s development and implants a sense of purpose throughout each event.
Meursault’s Maman, when introduced to the reader, has already passed away; however, her past relationships that disclose themselves when Meursault attends the funeral directly contrast her son’s emotional receptivity, or lack thereof. During Maman’s funeral, a woman “in the second row...emitted a little choking sob” (8). The keeper subsequently relieves Meursault of his frustration by explaining to him that “she was devoted to [his] mother” and that they were close friends (8). Along with friendship, Maman also embraces romance during her last few days with her relationship with Thomas Perez at the home, where “[he] and [maman] [are] almost inseparable” and “people [would] tease Perez about having a fiance” (10). Maman’s attempt to form de...
In The Autobiography of Malcolm X, Muslim leader and black rights activist, Malcolm X, changes through a few significant events in his life. He went from an optimistic young boy, to a mischievous, law-breaking hustler, to a reformed man who sought to improve the way America viewed race. From the start of junior high, to his pilgrimage to the Holy City of Mecca, Malcolm X experiences three key events that change his life and develop the central idea of systemic oppression in the text.
The central characters, setting, and tone of the story help create the central idea of the psychological and internal desires of a woman. Through the view of the central characters it is established that the lawyer’s wife wants more than her average day and is searching for more to life than the daily routine of a house wife. Jean Varin is believed to be the desire she is looking for; however, she is not fulfilled or happy with the outcome of her choices. The setting and the tone reveal the psychological need for the wife to have an adventurous, lavish, and opulent lifestyle that she feels can only be achieved in Paris.
Looking back on the death of Larissa’s son, Zebedee Breeze, Lorraine examines Larissa’s response to the passing of her child. Lorraine says, “I never saw her cry that day or any other. She never mentioned her sons.” (Senior 311). This statement from Lorraine shows how even though Larissa was devastated by the news of her son’s passing, she had to keep going. Women in Larissa’s position did not have the luxury of stopping everything to grieve. While someone in Lorraine’s position could take time to grieve and recover from the loss of a loved one, Larissa was expected to keep working despite the grief she felt. One of the saddest things about Zebedee’s passing, was that Larissa had to leave him and was not able to stay with her family because she had to take care of other families. Not only did Larissa have the strength to move on and keep working after her son’s passing, Larissa and other women like her also had no choice but to leave their families in order to find a way to support them. As a child, Lorraine did not understand the strength Larissa must have had to leave her family to take care of someone else’s
Malcolm X is portrayed as a victim of racism, a victim of society, and though it all Malcolm is depicted as a reformed man who is dedicated and educated. “ My Father’s skull, on one side, was crushed in” this demonstrates the harsh and brutal racist acts Malcolm experiences during his childhood. This portrayal of a boy with a murdered father and a future victim of racism gains sympathy from the reader which starts the relationship between the Reader and Malcolm. The raw content also allows Malcolm to explain what he went through that led him to his later actions in life. Along with the blatant racism Malcolm was also a victim of systemic oppression. “After a while my brother Reginald had to have a hustle” (115), this quote depicts the systemic oppression during this period. Malcolm and his family, and Blacks in general, could not acquire jobs and therefore had to acquire jobs through illegal means. Malcolm was oppressed by society as a whole, including the government, that he, and other Blacks, were forced to commit illegal actions which led to their incarceration. The racist acts toward Malcolm along with the systemic oppression led to the imprisonment of Malcolm, and finally his reformation. Malcolm becomes a changed man through prison. Malcolm begins to read and educate himself in order to learn about Islam and debate with Elijah Muhammad. “For evil to bend its knees, admitting its guilt, to implore the forgiveness of god, is the hardest thing in the world”, Malcolm shows his reformation from, “Satan” (157), to a Muslim. This quote perfectly demonstrates Malcolm's transformation into religion and being an educated adult. Malcolm’s transformation allows the reader to side with him and favor Malcolm again because he is no longer an “evil” person. Malcolm’s use of his development regardless of the obstacles establishes the story as an
Towards the middle of the memoir, the theme is shown through the irony of Jeannette’s mother’s situation as well as Jeannette’s feelings towards
He makes it seem as if it is easy, mostly in the manner in which he introduces three general types of questions people who retain a sociological imagination have along with further specifications and examples. Mills, in a way, is attempting to plant a seed within his readers, watering them with profound questions, a plethora of information in hopes for many to start From understanding the distinctions of the workings of the sociological imagination, such as the difference between personal troubles and public issues and the respective solutions that can be brought forth, to highlighting how trends in history can be defined by whether there is a sense of well-being, indifference, or uneasiness, based on the values and threats occurring at the time. It is all food for thought. In essence, it all leads to him wanting the right mold of sociologist within each person form and awaken in order for everyone to have a better grasp of the world through a specific type of social science that manages through the sociological imagination. It is a challenge, he wants everyone to take, but in doing so, he wants it done right for Mills later delves into and criticizes the faults
Theme: Situations and surroundings can shatter the innocence of friendship, but more the identity of the individuals.
To begin, the students show their feelings of envy, greed and anger as they ridicule Margot. Margot’s classmates call her names
The narrator and Lonnie do not care much about the school works, but relationships and sexual competitions because the narrator cares about how do other people feel about her. There is a Christmas Dance coming soon, so the narrator and Lonnie discuss the boys or the partners.
When her needs for love and belonging are neglected by her parents, Antoinette seeks to fulfill them elsewhere. She seeks love from a newly foun...
life of a student in a convent, and the stories of love and passion called