"What the Hell Can a Slumdog Possibly Know?"

“Globalization is a fact of life. But I believe we have underestimated its fragility.” This quote by former Secretary-General of the UN, Kofi Annan, truly expresses and embodies one of the greatest and most critical concerns we face today. Globalization as defined by Martin Shaw in “The State of Globalization: Towards a Theory of State Transformation” “is not simply or mainly either an economic or a recent historical phenomenon, indeed not a single process at all. It can be defined as a complex set of distinct but related processes—economic, cultural, social and also political and military—through which social relations have developed towards a global scale and with global reach over a long historic period.”The movie, “Slumdog Millionaire” directed by Danny Boyle is an exemplary example of the crucial role globalization plays in our everyday lives on both a personal level, as well as holistic.

In the film, 18 year old Jamal Malik is a contestant on the Indian version of the game show, “Who Wants to be a Millionaire?” As he approaches the million dollar question, he is accused of cheating and thus, tortured. As we get deeper into the film, we find that Jamal’s past and present experiences help lead him to the right answers. Growing up in the slums of Mumbai, Jamal and his brother Salim struggle to survive, encountering several obstacles along their path to survival, eventually causing the two brothers to separate.

In the process of globalization, often times one culture will dominate the other, the cultures will coexist, or something new will be emitted from one culture to the other. In one scene of the film in which Jamal and Malik have just lost their mother, the two boys, clearly famished and weary, are offered a bottle of Coca-Cola, an American–made product and symbol. This is both a prime example of one culture, in this case Western culture, coexisting with another, as well as something new, in this case an American product, being introduced into another culture. Furthermore, several of the questions Jamal is asked on the game show relate directly to American values and culture, such as “Who is on the 100 dollar bill?” and “who invented the revolver?”
In the book The Making of Neoliberal India: Nationalism, Gender, and the Paradoxes of Globalization, author Rupal Oza states, “we live in a world where everyone seems to be watching satellite television and drinking Coke; it is also a world where making, claiming, and maintaining local identity and culture is increasingly important” (81). The United States is undeniably a powerful nation and the world’s largest national economy (CIA Factbook). It is no surprise that nations overseas seek to emulate aspects of American culture. In one scene of the film, Jamal and his brother Salim pose as tour guides for tourists visiting the Taj Mahal in order to have a source of income. Moreover, the two brothers sell stolen shoes and boast of the fact that the shoes are American brand shoes. This further goes to prove that American-made products and merchandise are not only desirable, but are symbols of perhaps wealth and power if one is able to attain them.

In another scene of the film, Jamal is beaten in front of an American tourist couple after a car is vandalized. While being beaten, Jamal screams, “You wanted to see a bit of the real India? Here it is!” The American couple, hoping to remedy the situation, offer Jamal money and shamelessly tell him, “here’s a bit of the real America, son.” Jamal’s “real India” suggests the nation as poverty-ridden and violent, whereas the Americans in the film portray the United States as a wealthy, capitalist nation, where all problems can be solved by money.

A major English-language newspaper, Times of India, advertised a beauty pageant as the following: “The time has come for the world to see…what real India is about, Indian hospitality, Indian culture, Indian beauty, Indian capability” (Oza 80). Oza further goes on to say that it is “striking [that the advertisement suggests that] the ‘real’ India –its capability and culture- will be showcased through an international beauty pageant.” This advertisement is an exemplary example of the way the media, in this case a newspaper advertisement, portrays a particular event, such as a beauty pageant, and how that event may or may not be representative of a culture as a whole. Just as Jamal implies that violence and poverty are representative of Indian culture, the American couple imply that wealth and capitalism represent America.

The film also brings up themes of exploitation and extortion. Latika, the film’s leading female character, and Jamal’s love interest, is portrayed throughout the film as meek and submissive. She becomes a victim of sexual exploitation and is seen as more valuable because she is a virgin. Later in the film, she becomes a victim of abuse and essentially, slavery and is finally able to escape the clutches of her oppressor with the help of Jamal’s brother, Salim. Oza mentions, that the “shift toward the politics of sexuality and intimacy spurred the concern that Indian culture would be threatened by exposure to obscenity and vulgarity” (45). Furthermore, in India, “economic globalization is welcomed into the boundaries of the home and nation, but cultural globalization- predominately understood as Western—is not. Directed primarily at women’s sexualized representation, this discourse of obscenity and vulgarity collapse the anxiety about globalization in India onto women’s bodies.” This quote illustrates the idea that sexuality and intimacy concerning women is primarily found in Western culture, and is not accepted in Indian culture. For the greater portion of the film, however, Latika is portrayed as a sexualized object, a commodity. Not only has she become an object of sexuality, but she has become so against her will. Oza writes that “the link between culture and place…is being ruptured”(7). This quote goes back to the initial idea that during the process of globalization, cultures can coexist, clash, dominate and emit, and Oza argues that in this case, it has become “ruptured.”

Technology plays a huge role in the development of the film. First off, Jamal works for a call center in India. It is only by searching Salim’s name in the database that Jamal is reunited with his brother and later with Latika. After learning that Latika is an avid viewer of “Who Wants to be a Millionaire?”, Jamal becomes a contestant on the show to reconnect with her. When Jamal reaches the final question, he uses his last lifeline to call Salim’s cell phone, only to be connected to Latika.

Whether on an individual, cultural or economic level, globalization is unavoidable and exists within our everyday lives. One of the pivotal points in the film exists when Jamal and Salim reunite. Salim looks over into the distance and utters, “That used to be our slum. Can you believe that? We used to live right there. Now, it’s all business. India is at the center of the world now. And I am at the center of the center.” This quote truly embodies all that is globalization—change, and how we, as human beings are the center of this change. Whether for better or for worse, our world is changing and it is changing fast. Essentially, it is up to us, as individuals, to decide whether we would like to take an active part in this change, or simply stand back and watch the world change before us.


Works Cited

Oza, Rupal. The Making of Neoliberal India: Nationalism, Gender, and the Paradoxes of Globalization. New York: Routledge, 2006.

Review of International Political Economy
Vol. 4, No. 3, The Direction of Contemporary Capitalism (Autumn, 1997), pp. 497-513

Worth Sharing!

As future, prospective teachers, here are some interesting articles to consider (via Dr. Dorothy Clark):


The Zuckerberg Revolution

Growing Up Digital, Wired for Distraction

New York Times Cover Story "Growing up Digital" Misses the Mark

Children Getting Older Younger

In his chapter on “New Media Childhoods”, Buckingham states, “Indeed, it could be argued that the age at which childhood ends- at least as far as the media industries are concerned- seems to be steadily reducing. Children, it is argued, are ‘getting older younger’.”

Our media is chockfull of this concept of children “getting older younger.” Many of the social issues being addressed in children’s television shows often times may seem a bit too heavy and dense. Children’s educational program, Sesame Street, for example, deals with issues such as racism, embracing one’s inner beauty, our deteriorating environment, and so on. Considering the target audience for the program is between the ages of three and five, these topics may not be very age-appropriate.

In addition to the content and language being too complex for children, many of the images portrayed on the screen appeal to and are more appropriate for older populations. For example, based on viewer and parent feedback, Sesame Street recently decided not to air a video segment featuring Katy Perry, who was dressed in a revealing outfit. The video was targeted to preschoolers.

Mythology Presentations

I’ve always liked the idea of having a given text divided within the class. It’s easier on the students (less reading, I suppose) and easier on the teacher (less lecturing) and overall it’s just a fun learning experience at any grade level. I think it’s important that presentations like such be incorporated in high school curriculum—especially group presentations. Not only do students within their own group create a closer bond inside and outside of the classroom, but it gives the rest of the classmates a chance to familiarize themselves with the “presenters”—some of whom may not have spoken a word throughout the semester.

Although from my experience I find that students either hate group presentations or love them, these group activities are so necessary whether it be for improving delivery in terms of presentation style, getting comfortable speaking in front of a large group of people, getting comfortable working with others, and so on. Whatever the case may be, most group projects and presentations are (or at least should be) aimed at making course material more fun and interesting, and I think all the groups presenting definitely succeeded in doing so.

This video may be completely unrelated but nonetheless it expresses how many students feel about group projects (plus it is hilarious and entertaining). Enjoy!

G.I. Uh-Oh

I have to agree with a few other’s posts that mythology is definitely not my favorite topic. But in any case, inevitably I couldn’t help but refer back to Greek mythology, particularly the Greek god Adonis.

In Greek mythology, the god Adonis was known to be the most beautiful of young men. With his deftly masculine physique and perfectly chiseled frame, Adonis is a perfect representation (or perhaps misrepresentation?) of man.

Men aspire to be him; women aspire to be with him.

Although body image issues concern mainly the female population, an increasing number of men are finding themselves affected by the social pressures our media perpetuates, such as the necessities of rock hard abs and bulging biceps. This ideal is so apparent especially in Western culture. With magazine covers, infomercials, and advertisements all perpetuating the same myth, it’s hard not to get caught up with all the hype.

The Adonis Complex, named after the god himself, is a “collection of male body image problems that can include compulsive weightlifting and exercising, steroid abuse, eating disorders, and full-blown body dysmorphic disorder.” Children’s toys and action figures such as Ken and GI Joe only further this myth of a body that is often times unnatural and unattainable without the help of fad diets, airbrushing and other enhancements.

As I was writing my post for this week, I couldn’t help but think of the movie “Never Been Kissed” in which Josie Geller an editor at a newspaper, played by Drew Barrymore, poses as a high school student for an article she is writing. In this scene, Josie is asked to read a scene from Shakespeare and while doing so has a flashback of her own high school days. Enjoy!

(Fast-forward to about 5:40 to 6:27)

Although it may be a little too soon to tell, I truly feel that last Thursday’s class meeting will be my favorite class yet. Seeing my fellow classmates putting themselves, along with their thoughts and emotions, out there and pouring their hearts out in front of everyone was such a moving experience. Without a doubt, all of us, at some point in our lives have suffered from a fear of being judged, of being ridiculed, of wondering if our work is “good” enough. As I mentioned in last week’s blog post, I believe that much of poetry should be non-judgmental and not-graded. It is almost impossible to place a letter grade on something so personal and so intimate.

Not only was it inspiring to see my fellow classmates abandon this fear of being judged by others (unfortunately something I need to work on), but their poems itself were even more touching. We all come from so many different backgrounds and experiences, yet every single poem had an aspect we could each relate to-- whether it be heartbreak, going through changes, being stuck in the past, education, and so on. 

More importantly, however, it was interesting to experience firsthand the power of poetry and how the interpretation of a particular poem does not stop merely with the author. It was exciting offering and hearing others’ interpretations of a given poem, then hearing what the author had to say and the meaning he or she sought to convey. Overall, this was such a moving experience and definitely one that should be integrated at the high school level. 

Amazing and inspiring work, everyone!

Inspired

As I was writing my post for this week, I couldn’t help but think of the movie “Never Been Kissed” in which Josie Geller an editor at a newspaper, played by Drew Barrymore, poses as a high school student for an article she is writing. In this scene, Josie is asked to read a scene from Shakespeare and while doing so has a flashback of her own high school days. Enjoy!

(Fast-forward to about 5:40 to 6:27) 

Although it may be a little too soon to tell, I truly feel that last Thursday’s class meeting will be my favorite class yet. Seeing my fellow classmates putting themselves, along with their thoughts and emotions, out there and pouring their hearts out in front of everyone was such a moving experience. Without a doubt, all of us, at some point in our lives have suffered from a fear of being judged, of being ridiculed, of wondering if our work is “good” enough. As I mentioned in last week’s blog post, I believe that much of poetry should be non-judgmental and not-graded. It is almost impossible to place a letter grade on something so personal and so intimate. 

Not only was it inspiring to see my fellow classmates abandon this fear of being judged by others (unfortunately something I need to work on), but their poems itself were even more touching. We all come from so many different backgrounds and experiences, yet every single poem had an aspect we could each relate to-- whether it be heartbreak, going through changes, being stuck in the past, education, and so on. 

More importantly, however, it was interesting to experience firsthand the power of poetry and how the interpretation of a particular poem does not stop merely with the author. It was exciting offering and hearing others’ interpretations of a given poem, then hearing what the author had to say and the meaning he or she sought to convey. Overall, this was such a moving experience and definitely one that should be integrated at the high school level. 

Amazing and inspiring work, everyone!

O Poetry!

For the record, I used to LOVE poetry— writing poetry, reading poetry, even explicating poetry. However this assignment was so difficult and time-consuming (in the most positive sense of the words, of course) for me. I found myself getting distracted and sidetracked, but even worse, I was getting stuck. I never realized it was possible to experience writer’s block when dealing with poetry if we consider poetry to be essentially its author’s thoughts and feelings transferred onto paper.

In our previous class session we were given time to work on our poems. This also proved to be a difficult task. I found myself frustratingly staring into a blank screen, then onto my blank notebook, finally scribbling random words, then crossing them out. I felt so uninspired and muse-less. I felt as though I was being forced to pour my heart out for bloggers across the world (and for a grade, nonetheless). Then I came to the comforting conclusion that much of poetry should be non-judgmental and should not be assigned grades. Who is to say what really constitutes a “good” poem versus a “bad” poem? If we must grade poetry, however, the grade assigned should be a reflection of whether or not the student has satisfied the requirements and criteria set forth by the teacher or professor (for example: structural guidelines, figurative imagery, rhyme scheme, etc.). Otherwise, putting a letter grade on something so personal and expressive will only discourage and dishearten students.

Woman

Sweet disposition, rosy cheeks.

Flaming eyes, attentive ears.

Yesterday a friend, today just a game.

Yesterday a queen, tomorrow an enemy.

My name is Eve

Devil on one shoulder; Angel on the other.

Careful, don’t mess up; he’s watching you: Big Brother.

Unwritten rules, they’re just frowned upon. Words of wisdom no one ever follows.

Swingsets and jump-ropes and coloring books; those days are no more. All lost in the hollows.

“Hey, don’t do it”, “Just say no, it’s not that hard.”

[un]Guilty pleasures embraced with no regard.

“The Fall of Man”, I say. “Afterall, I’m only human.”

Ancestral, inherited, call it what you will; it’s all Original Sin.

Innocence doesn’t exist. Innocence never existed.

So good, but so bad. Who could have resisted?

Anoush Keskerian
English 495ESM
17 September 2010
Wordsworth and the Romantic Era

The Romantic Era is essentially characterized by any “trend exalting nature above artifice, sensibility above intellect, the foreign above the familiar, energy above restraint, the search for an Absolute above concern with the here and now.” (Deutsch 151) This major social and cultural movement shaped much of Western artistic thought in the late 18th and 19th centuries. The Romantic Movement not only opposed the idea of controlled, rational order propounded during the Enlightenment, but more importantly emphasized the importance of spontaneous self-expression, emotion and personal experience in producing art. Much of the Romantic Period placed a heavy emphasis on the individual and his or her personal reflections and memories. Many poets during this period incorporated their experiences into their poems, and in doing so, allowed the reader to relate to some of these authors. William Wordsworth, one of the most profound English Romantic poets, truly helped epitomize this era through his undeniable Romantic poetry. His poem “Composed upon Westminster Bridge, Sept. 3, 1802” is exemplary in embodying the characteristics that define Romanticism.

Before delving into the poem and its intricacies, it is imperative to first consider the structure of the poem itself. Composed of fourteen lines of iambic pentameter, “Composed upon Westminster Bridge” is in the form of the Petrarchan sonnet. The sonnet’s octave, comprising of eight lines, has the following rhyme scheme:

A B B A
A B B A;

whereas it’s sestet, comprised of the remaining six lines, has the following:

C D C D C D.

Prior to reading the poem, the reader may first make the assumption that the poem, as its title suggests, is composed upon Westminster Bridge. Wordsworth begins his poem by expressing that “Earth has not anything to show more fair” than the scenery he looks over. He uses such descriptive and vivid words to illustrate the scenery such as “touching in its majesty”, “beauty”, “silent, bare”, “bright and glittering”, “smokeless air”, “calm” and so on. As in the large majority of Romantic poetry, the dominating theme proves to be Nature. During a time when much of the world was experiencing the harsh social and economic conditions that accompanied the Industrial Revolution, a disengagement from human beings, nature and its surroundings was almost inevitable. Many authors during this period sought to remedy this disconnect from the natural world by expressing themselves through their writings and in doing so hoped to reach others who may have been affected by this detachment from nature. One can’t help but notice the irony in Wordsworth descriptions when he illustrates “the City” as having “smokeless air” and being “silent” and “bare”, especially when the effects of Industrial Revolution left areas in such deplorable environmental conditions.

From an emotional aspect, one may suggest that Wordsworth is so attached and in love with his City that regardless of its conditions, it will always be beautiful to him. Furthermore, Wordsworth attributes humanlike qualities to the City (personification) and describes the City as “like a garment, wearing the beauty of the morning.” He further goes on to say that the sun has never looked so beautiful, nor have the valleys, rocks or hills, which are being illuminated by the sun. Wordsworth describes the river, which “glideth at his own sweet will”. He expresses the City is so quiet and calm that even the “houses seem asleep.”

While a portion of the 19th saw the development of the Romantic Era, the larger part of it was essentially an Industrial period full of poverty, unemployment, poor working conditions and a depleting environment. During a time when technology and machinery dominated, detachment from nature was not all too unexpected. It is the works of authors like William Wordsworth, however, that mankind can revisit the natural world and the simple pleasures it has to offer. With his allusions to the beauty of nature and his vivid descriptions, as well as his emphasis on the emotions rather than logic, “Composed upon Westminster Bridge” truly embodies all that is Romanticism. Most importantly, with his “belief in the unity of man, in the spiritual development of man under the tutelage of nature, the harmony of society, the absence of… turmoil” (“On Wordsworth’s Westminster Bridge Sonnet”), Wordsworth truly helped steer the Romantic Era.

Works Cited

Deutsch, Babette. "Romantic." Poetry Handbook: A Dictionary of Terms. Fourth ed.

“On Wordsworth’s Westminster Bridge Sonnet”. The News Bulletin of the Rocky Mountain Modern Language Association, Vol. 9, No. 1 (Oct., 1955), p. 4

Media Technology in..media?

Taio Cruz ft. Ludacris- “Break Your Heart”

Although having heard the song countless times, I felt I should, or at least attempt to, abandon what I know of the song and focus solely on the lyrics and how these words would lend to the music itself.

Upon first glance, the lyrics would suggest that the song have a more melancholy and somber tone. The speaker is explicit in stating that he/she is going to “love and leave” his love interest (or rather former interest) and “break [his/her] heart.” The speaker recognizes and is fully aware of the consequences of his actions and although seemingly feels no remorse, one would assume the song would have somewhat of a staid and serious tone.

The songs we examined in class such as Eminem’s “My Mom” and The Smith’s “Ask” were exemplary in showing that without supplementary material, in this case the music itself, lyrics on paper do not necessary correspond with the music at all times.
These examples show how even in something as simple as a song, media technology can play a significant role in how a given text is interpreted.

Taio Cruz ft. Ludacris- “Break Your Heart”

[Ludacris:] LUDA!
Now I may not be the worst or the best but you gotta respect my honesty.
And I may break your heart, but I don't really think there's anybody's as bomb as me
So you can take this chance, in the end everybody's gonna be wondering how you deal
You might say this is Ludacris, but Taio Cruz tell em' how you feel

Now listen to me baby
Before I love and leave you
They call me heart breaker
I don't want to deceive you

If you fall for me
I'm not easy to please
I'mma tear you apart
Told you from the start, baby from the start.

I'm only gonna break break your break break your heart. (x4)

[Ludacris:]
(Thats all I'm gonna do woman)
Listen, now I'm only gonna break your heart
And shatter and spatter it all into little itty bitty pieces
Whether or not you get it all together
Then its finders keepers and losers weepers
See I'm not trying lead you on, no I'm only trying keep it real
You might say this is Ludacris, but Taio Cruz tell her how you feel!

[Bridge]
And I know karma's gonna get me back for being so cold
Like a big bad wolf I'm born to be bad and bad to the bone
If you fall for me I'm only gonna tear you apart
Told ya from the start.

Now listen to me baby
Before I love and leave you
They call me heart breaker
I don't want to deceive you

If you fall for me
I'm not easy to please
I'mma tear you apart
Told you from the start, baby from the start.

I'm only gonna break break your break break your heart. (x4)

Woah woah

There’s no point trying to hide it
No point trying to erase me
I know I got a problem
By doing this behavior

If you fall for me
I'm not easy to please
I'mma tear you apart
Told you from the start, baby from the start.

I'm only gonna break break your break break your heart. (x4)

Media Technology in the Classroom

Hi everyone! My name is Anoush and I am currently a graduating senior at Cal State Northridge anticipating my Bachelor’s Degree in English- Subject Matter. Initially I had planned on entering CSUN’s Teaching Credential program but recently discovered that I would rather pursue a Master’s Degree in English in hopes of becoming a professor. The entirety of this blog will be devoted to discussing and relating concepts of Multigenre Literacy in a Global Context.

Whether we like it or not media technology is a HUGE and growing industry in almost every facet of our everyday lives. More and more increasingly, and in my opinion for the better, we are seeing the use of this technology in education regardless of grade level. Many of us these days are so focused on the aesthetics of things that students are becoming more visual learners at younger ages. Personally, having a PowerPoint to refer back to during lectures--at any grade level-- not only catches the student's eye and sparks his or her interest, but makes it more likely for him or her to pay attention and better grasp and retain the given material.

I think it's important that technology play a significant role in the classroom, but should by no means dominate or replace conventional teaching methods. Rather, these media technologies such as PowerPoint, visits to the computer lab, YouTube clips, and so on would be best suited to supplement and aid  teaching material and traditional methods rather than eradicate them altogether.