Reaching . . . Extending . . . Chasing. . . What?
This mantra plays through my head and my body like children on a jungle gym, swinging from youthful legs and arms, tearing new clothes, taunting, laughing, bouncing, running, ducking just out of my reach. I am conscious of some message they have to give me, but not yet bowed enough to hear the whispers of meaning between the shouts of proclamation. REACH!
I feel like I've been reaching for something for a long time, maybe my entire life. The reach I learned as a baby has certainly kept me exploring new worlds. I consumed books as a child, never satisfied until I found one more tidbit of information on the aardvark or Algeria or Aunt Sue's garden. I did not care what it was, I wanted to know it. But is that IT? Is knowledge of the world what I'm after?
I did book reports during the summer because I thought if I could just show the teacher that I was a hard worker, I could hold onto . . . I don’t know. The favored spot in the class? The other students’ approval? My own sense of self-worth? The little girl got to college and couldn't sustain it anymore. No one cared, because everyone else was reaching for IT, too. So, she had to switch races.
Reaching for bodily strength was a lot more productive, the fruits (no matter if they were bitter) were screamingly visible. No hiding the results of this race---success! With every step I ran or weight I lifted, my body grew more rigid with tension. I was ready to find IT, and I felt IT within my reach. Thankfully, I did not cross the finish line of this one, for I fear now what I would have found on the other side. Certainly not IT.
Three years of my life spent reaching for something that only led to non-life: loss of relationships, loss of health, loss of desire. The only thing I had was schoolwork. I must make up for lost time. So I began to reach for relationships; not just the occasional nice conversation, but absolute emersion in any opportunity to connect with anyone. Seek them out, Heather. Get to know all those people you missed. There's something there worth reaching for, and you’re pretty far behind the others.
In conclusion, in Conley’s memoir he focuses on his experience of switching schools, while in the third grade, from a predominantly African American and Latino school to a predominantly caucasian elementary school. His memoir focuses on the differences in his experiences at each school and how race and class further separated the similarities between his two schools. Conley focuses equally on race and class and how they both influenced and shaped his life, but class was the primary influence on Conley’s
The story of Anne's childhood must be appreciated in order to understand where her drive, inspiration, and motivation were born. As Anne watches her parents go through the tough times in the South, Anne doesn't understand the reasons as to why their life must this way. In the 1940's, at the time of her youth, Mississippi built on the foundations of segregation. Her mother and father would work out in the fields leaving Anne and her siblings home to raise themselves. Their home consisted of one room and was in no comparison to their white neighbors, bosses. At a very young age Anne began to notice the differences in the ways that they were treated versus ...
(Topic Sentence) In the book Brown Girl, Brownstones Deighton, the father of the family, is trying to provide for his family and is studying accounting to try to land a job in New York City. His friends and family all tell him not to because the people who were hiring were racist, white people who didn’t want any blacks working for them. Deighton went to apply anyways and the racist white people rejected him in a very rude way. Thus, race played a large role in the story affecting it in many different ways. (Transition
The turning points in Anne Moody’s life reside in the transitions between childhood, high school, college, and her involvement in the Civil Rights Movement. In her childhood, Moody begins to question the reasons why blacks are treated as less than whites, when the only differing feature between the two is skin color. Moreover, she begins to wonder why lighter skinned blacks hold themselves at a higher
“Mockingbirds don’t do one thing but make music for us to enjoy. That’s why it’s a sin to kill a mockingbird.” (p.90) Miss. Maudie, one of the main protagonists in To Kill a Mockingbird, warns the young girl Scout that mockingbirds should not to be killed or hunted down because they represent those who are kind and innocent. So, on a broader spectrum, the term “to kill a mockingbird” symbolizes cruel and improper behavior towards people with good hearts and intentions. In the town of Maycomb, unethical behaviors, such as prejudice and gossip, are most commonly used against the “mockingbirds”. Three of those “mockingbirds” that are featured in this novel are Arthur “Boo” Radley, Tom Robinson, and Atticus Finch. Due to the depiction of the mockingbird symbol in the novel, the reader understands the consequences that immoral attitudes have towards those who are innocent and kindhearted.
In this article, Brooks et. al (2010) focuses on black females and ways they are portrayed through some of the struggles within them. “This article examines how black girlhood is constructed through fiction” (p. 7). It is important to make a connection when reading something. Connections can be made either by text to self, text to text, or text to world. According to this article, Sharon Draper states that she likes to give her readers a strong character to read about so that the reader can fully connect (Draper, 2009, p. 8). This supports my belief of the importance of making a connection through reading. I gathered the understanding of the importance of sharing pieces of literature, similar to the ones that were mentioned, in my classroom because of the diversity it shows to the students. There are many pieces of literature that I have personally read that gave me
In general, when people are learning, they achieve a state of understanding by learning something they consider they do not know. However, this common-sense contains a very irrational factor, that is, if a person have no idea about something exists, then for this person, that kind of things does not exist, hence the person will not emerges a desire to acquire that kind of things, then this person cannot behave like discovering or learning. If a person emerges a desire for something, that person must already know it sometime in the past in some way. Only in this way, it will make sense.
The Girl with the Brown Crayon tells a simple, yet deeply connected personal story of a teacher and a student, as well as other students that embrace themes of race, identity, gender, and the essential human needs to create, and to belong. It is about maintaining order, though a sense of self, one’s own knowledge, capabilities, exposing the strengths and weaknesses while forming one’s own identity in school for the teacher and the students. Becoming a part of something greater than self, but not losing oneself, and how educational interaction can take place between teachers and students, all in an effort to fit in, belong, yet keeping one’s own identity through the growth of change and acceptance
...eral topic of school. The sister strives to graduate and go to school even though she is poor while her brother blames the school for him dropping out and not graduating. “I got out my social studies. Hot legs has this idea of a test every Wednesday” (118). This demonstrates that she is driven to study for class and get good grades while her brother tries to convince her that school is worth nothing and that there is no point in attending. “‘Why don’t you get out before they chuck you out. That’s all crap,’ he said, knocking the books across the floor. ‘You’ll only fail your exam and they don’t want failures, spoils their bloody numbers. They’ll ask you to leave, see if they don’t’” (118). The brother tries to convince his sister that school is not a necessity and that living the way he does, being a drop out living in a poverty stricken family is the best thing.
I was late for school, and my father had to walk me in to class so that my teacher would know the reason for my tardiness. My dad opened the door to my classroom, and there was a hush of silence. Everyone's eyes were fixed on my father and me. He told the teacher why I was late, gave me a kiss goodbye and left for work. As I sat down at my seat, all of my so-called friends called me names and teased me. The students teased me not because I was late, but because my father was black. They were too young to understand. All of this time, they thought that I was white, because I had fare skin like them, therefore I had to be white. Growing up having a white mother and a black father was tough. To some people, being black and white is a contradiction in itself. People thought that I had to be one or the other, but not both. I thought that I was fine the way I was. But like myself, Shelby Steele was stuck in between two opposite forces of his double bind. He was black and middle class, both having significant roles in his life. "Race, he insisted, blurred class distinctions among blacks. If you were black, you were just black and that was that" (Steele 211).
In the story, the reader discovers the hard truth that equality wasn’t the norm during the 1920’s--even in untamed, unsettled Alaska. There was hatred amongst the white people towards the Alaska Natives, and the kindhearted person Anne was didn’t understand that. Anne saw all children and adults as equal to their peers and didn’t see any reason why anybody couldn’t be included with everyone else, especially in the schoolhouse. Anne even invited uneducated adults into her schoolhouse to join her young students because she felt that anyone that wanted to learn should be allowed to. Something interesting about this was how much trouble Anne got herself into by doing this. The school board of Chicken was furious with Anne for letting the natives be in the same room as their caucasian children. There were several quarrels between Anne and the school board throughout the story, but Anne never let the board win.
It is almost hard to deny the existence and presence of spirits, good or evil, when studying art and literary theory. Do these spirits stand as an independent force completely separate from our imagination, or is ‘evil spirit’ simply a pseudonym given to the darker layers of the subconscious that some artists are not afraid to utilize in order to create shocking, however powerful images and statements? These images and ideas may be at times disquieting, yet they are still relatable since we as humans all have those dreary, somber places within ourselves. The reason that these might make us as the viewer feel uncomfortable is because not everyone is prepared to go down those dark and ominous hallways of our minds.
The start of the 2002 track season found me concerned with how I would perform. After a disastrous bout with mononucleosis ended my freshmen track season, the fear of failure weighed heavily on my mind. I set a goal for myself in order to maintain focus and to push myself like nothing else would. My goal for my sophomore track season was to become a state champion in the 100 meter hurdles. I worked hard everyday at practice and went the extra mile, like running every Sunday, to be just that much closer to reaching my goal. The thought of standing highest on the podium in the center of the field, surrounded by hundreds of spectators, overcame my thoughts of complaining every time we had a hard workout. When I closed my eyes, I pictured myself waiting in anticipation as other competitors names were called out, one by one, until finally, the booming voice announced over the loudspeaker, "...and in first place, your 2002 100 meter hurdle champion, from Hotchkiss, Connie Dawson." It was visions like these that drove me to work harder everyday.
We all have those days where we feel so hopeless or unable to do anything right. We have all felt that we couldn’t finish school or other life challenges. We question everything about life, that’s what happened with me. I had never had a normal life and now it takes a turn for the worse. I grew up under the circumstances that forced me to become more responsible and mature, which has enabled me to succeed later in life.
Vaccinations, or vaccines for short, are injections that deliver a living attenuated organism into a person’s body. Children are very important to the continued welfare of humankind, and thusly, their well-being is of heightened importance. Vaccinations have a significant impact on an individual’s health, and children are not excluded from the benefits of vacations. It is of utmost importance that children are provided with the chance to a healthy future. Due to underdeveloped immunosuppressant systems, children are vulnerable to diseases that adults are typically resistant to, as their immune systems have had many years to evolve and grow in strength. Vaccines help children gain considerable resistances to diseases that would otherwise cause serious health problems. When used throughout the entirely of a population, vaccines have the potential to eliminate the possibility of contracting specific diseases.