Warm up: Write a brief paragraph explaining how you see the idea of the "other" demonstrated in the readings for this unit so far ("Learning to Read" and _The Book Thief_). This should be virtually all analysis only (your observations after thinking critically about the text(s) ). You should draw from the information you read on the literary concept from the previous homework reading.
For homework:
Respond to at least TWO of your classmates' posts and enter into an analytic conversation regarding their comment. Your comment should add something new to their ideas, and not merely echo what has already been said. You may respond in a variety of ways that extend the discussion:
- You may respond in a way that approaches their idea(s) differently, helping your peer to see a different interpretation of the texts
- You may elaborate on their ideas and add new info or examples that agree with their analysis
- You may offer additional evidence from either different texts we've read or real world examples that could also support their ideas and analysis
- You may complicate their analysis by showing how their interpretation may not be as strong in other parts of the texts they or you cite
- You may altogether disagree with their analysis -- politely -- and offer alternative analysis, AND explain why their interpretation may have some logical gaps (degrees of rightness)
Your initial comment is due within the warm up time
Your response to two peers is due by the time you walk in for the next class (next week)
This comment has been removed by the author.
ReplyDeleteThe other is demonstrated in “The Book Thief” several times. Hans is othered by people in his community for not being in the party, and for painting Jew houses. Liesel is othered by her peers for not being literate. Jews are othered by the Germans, as well as other minorities in Germany for being different and not being a part of the “superior race”. In “Learning to Read and Write" Douglass is othered by the dominant cultures for being a slave, and then he distances himself from his fellow slaves by learning to read and write. In both readings and he main characters are being othered, or are separated from the dominant cultures and ideologies of their society. The fact that the main both characters are others is connected to their lack of agency. Belonging or identifying to a group or culture (especially a dominant one) can make a person feel like they belong, and give them more power. Neither Douglass, nor Liesel feel like the identify with the dominant cultures of their society, which might make the feel as though they lack agency.
ReplyDeleteI didn’t realize that Douglass could also have been othered by his fellow slaves because he is literate and understands the gravity of their situation. I don’t think that since the main characters are not identified with the dominant culture of society, they have less agency but instead they might have more since they don’t have to follow the norms of society. The norms of society come with rules that you must follow to stay with the dominant society. Because of this I think they have a bit more agency than the people who are in the dominant society because they aren’t held back by society norms, rules, and expectations.
DeleteI think you should elaborate more on why Hans was the other in his society and why painting Jews' houses and not being in the party makes him an outsider in his society. I think you should be more specific about what the "dominant culture" means because dominant could mean the superior and the ones who were being dominated.
DeleteOthering is when someone or a group alienates or pushes away another person or group of people from the dominant group of people/culture. In _The Book Thief_, Liesel is othered by her classmates because she is illiterate. The dominant group—her classmates—are all literate. Since Liesel is not literate, she is othered and sent down to the kindergarten class. Othering is not something that's good or something that necessitates power, so of course, Liesel feels displaced and powerless when she is put into a class with children 5 years younger than her. _The Book Thief_ takes place in Nazi Germany during World War 2 and the Holocaust. The Nazis believed that the "aryan race" was the superior race and wanted to rid the world of those who were not a part of the "aryan race." The Nazis othered the Jews by packing them into ghettos like sardines and sending them to concentration camps where they were tortured, starved, killed, and living in awful conditions. In, "Learning to Read and Write," Douglass is living in a time where slavery is legal. Blacks are othered by white people in their society. White people ensalve the black people, taking away their agency and power.
ReplyDeleteMore examples of othering in _The Book Thief_ is with Liesel’s biological father and mother—with them being communist—, as well as her foster father, Hans for painting the Jews’ houses as well as not being in the Nazi Party. Also this is a good analysis, but it would be stronger if you clearly identified the groups being othered before hand and then explaining how they are being othered. You did it with the first example of Liesel and her classmates and that was good. But it will be stronger and more helpful to your readers if you first say who is being othered and by whom then how they are being othered on you last few examples.
DeleteThis comment has been removed by the author.
DeleteInstead of repeating illiterate and literate, you can use phrases like "more educated" and "unable to read" to add diversity. You did a great job at defining terms and describing the context of the texts. :)
DeleteI liked how you explained and made sure the reader knew who the dominant and othered group were in The Book Theif, however I think you could've added how othering was in affect in "Learning to Read and Write."
DeleteIn The Book Thief Jewish citizens are othered by members of the Nazi party. In Liesel's town there is one street that is reserved for Jewish people to live. By creating this boundary between Jews and other German citizens it excludes Jews from the dominant society, pushing them aside and isolating them outside of society. Later in the book a Nazi party member speaks at the bonfire to a crowd of German citizens. The crowd here represents the dominant society, the “German ideal”. All of them must follow the same rules or risk being othered themselves. When he speaks to the crowd about Jews being immoral and whatnot it is apparent that Jews are not welcome in the society. The Nazi party is so adamant on othering and separating the Jewish people from true Germans, they begin to persecute Jews, trying to remove the Jewish people from German society for good. In this process, Jewish people have little to no agency, having be excluded from their society and further isolated and displaced into concentration camps.
ReplyDeleteYou could add some evidence from "Learning to Read an Write" about how Douglass goes through a similar situation as the Jews. Douglass is othered by the wealthy white slave owners because he is a slave and they dissuade him from learning to read and write because it will give him agency. Giving this extra example, it makes a connection of how the dominant group others the other group because they don't want them to have power.
DeleteI like the claim, but it would’ve been stronger if you mentioned “Learning to Read and Write” and how the two connect/are similar. Also I think there is some grammatical issues(commas and whatnot). Lastly, what is the ‘whatnot’ you mention? Otherwise, though, it was a good paragraph. :)
DeleteOthering is present in _The Book Thief_ and "Learning to Read and Write" which acts as a tool to gain agency and control others' agency. In _The Book Thief_ by Markus Zusak, Liesel's classmates at school tease her for being illiterate and not skilled in reading and writing. This contributes to how her classmates are othering her and they create more agency for themselves by putting Liesel down. Categorizing Liesel in the other displays her lack of power because her classmates are considered in the dominant group and they control how much agency she has. In Fredrick Douglass's "Learning to Read and Write," Douglass is thought of as the other because he is a black male and wealthy, white males are othering which expresses how they are the dominant group that can take away one's agency. Both of the main characters in the text are being othered by a dominant group and this plays a role in how their lack of agency affects them and their social standing in their society.
ReplyDeleteMore evidence could be added to strengthen your argument about “Learning to Read and Write” by discussing how the white, wealthy males in the dominant group take away Douglass’s and other slaves’ agency. For example, Douglass explains, “it is almost an unpardonable offence to teach slaves to read in this Christian country” (3). For someone to give a slave education is a crime, which makes it very difficult for slaves to become literate. This obstacle demonstrates how the white slaveowners try to separate blacks and take away their agency.
DeleteI liked how you introduced the idea of literacy being linked to agency but I don't think you elaborated enough and drew a connection on that. You could strengthen your idea on agency by including examples on people who are more literate having more agency. In Frederick Douglass' narrative, before he was literate, Douglass had little agency and no influence in oppose to when he learned to read and write. His new skill allowed him access to more than he was previously allowed.
DeleteThis comment has been removed by the author.
ReplyDeleteOthering naturally occurs in societies. In the society of Leisel, the major group that is being othered are the Jews. Separation from society causes the need and thirst for agency and power. In turn, people who did not follow the Nazi party were olhered as well. Other ing affects how and what people support in order to comform to society. In the society of Leisel's classroom, she is separated, or othered, from her other classmates because of her illiteracy. This separation results in her craving to be like everybody else, encouraging her to read and write. An example of othering occurring in a society is in ''Learning to Read and Write " when, in result of being othered by the wealthy while males, Douglas was illiterate. Douglas learning to read and writes acts as a gateway to be more accepted and like the dominant portion of society. Overall, in response to being othered, individuals may feel the need to assimilate themselves in society in order to not be an other.
ReplyDeleteI think that Douglass’s literacy was a way to lead to his freedom from slavery, not so much as a way to be more accepted or like the dominant group of society. Douglass realizes that his literacy has given him a view of the unjustness of slavery and that all he can think about is freedom (4). Douglass explains, “I wished to learn how to write, as I might have occasion to write my own pass” (5). He wants to learn how to write to be able to create his own pass one day, so if he runs away, it’d be less likely that he’d be caught as a runaway salve. In “Literacy=Power,” the article describes, “anyone who acquires a dominant discourse will be granted the chance to express his or her views in a way that cannot be dismissed by those in power” (4). Douglass learning to read and write also gives him the ability to discuss his views of slavery and criticize that system. Slaveowners were the dominant group of the time, so if anything, Douglass didn’t want to be like the dominant group of society.
DeleteIn The Book Thief by Markus Zusack and “Learning to Read and Write” by Frederick Douglass there are many examples of “others.” The Book Thief demonstrates a more obvious group of others, which is the Jews. The Jews p are being othered by the Nazis, because the Nazis have the power to control them. The people who are not part of the Nazi Party, such as Hans Hubermann, are also othered because they can’t fully function in the society that has been created by the Nazis. It is harder for them to find work, and many Germans judge their opinions about the government. Leisel is othered in her school because she is illiterate. Illiteracy causes people to lack agency, so not having this agency separates Leisel from her classmates. In “Learning to Read and Write,” Frederick Douglass and all other slaves are othered in society. There are even laws put in place to keep black people from having as much agency as white people. These included not being able to own land, not being able to get an education, and not being able to vote.
ReplyDeleteTo strengthen your argument, I would add that while Liesel is definitely othered in The Book Thief, one may argue that her isolation in school is merely furthered due to her illiteracy, not caused by it. Liesel enters her school, already possessing an initial separation from her classmates as she is “the new girl in town.” Liesel is therefore already dismissed as being different and separate from the rest. As such, when her classmates discover that Liesel is unlettered, her detachment is then promoted, and she is viewed being even stranger, and her othering is thus enhanced. Moreover, I believe it may be a worthy distinction that in “Learning How to Read and Write,” Douglass is othered by merely adults. All the children portrayed in his piece do not intend to isolate Douglass. In fact, they really address him quite humanely, and they even teach him how to read and write, as a result of their childish naivety. Aside from this, as you said, slaves are completely othered in Douglass’ society, for because of their physical differences, they are depicted and treated as subhuman creatures.
Delete
ReplyDeleteIn "Learning to a Read" the effect society at that time had on African American people made them the others. This judgement affected their role and status in society, solely based on the color of their skin. This judgement caused black people to not have the privilege to read and write which set them even more apart, making this was the way society worked which demonstrated that being an "other" wasn't the bets place to be. This ideas is also present in "The Book Thief". Many people were for the Nazis just because they saw it was a dominant group and were the ones doing the othering to the people that were brave enough to go against it. Also, When Liesel was othered by her classmates, she was embarrassed which suggests that being an "other" has a negative connotation to it.
This comment has been removed by the author.
DeleteI like how you included that othering has a negative connotation. Maybe talk more about how negative connotation is shown in the "Learning to Read and Write" example and the nazi example from the Book Theif.
DeleteAmelia PriestleyOctober 9, 2017 at 7:19 AM
DeleteYou should include WHY the language barrier led to the alienation of black people, and try and connect back to the idea that language is power. I think you may need some examples of HOW people were othered in the book thief. Consider mentioning how the Nazi party specifically othered by forcing Jewish people to leave their homes, and possessions,non- Nazi supporters being turned away from work, etc. You should also add WHY Liesel was othered by classmates. Mention her difficulties with illiteracy and how that set her apart from children her own age- for further analysis connect back to language is power again. You wrote that Liesel was embarrassed but left out analysis on what causes her to feel this way and why it is significant. Maybe talk about how Liesel and Fredrick Douglas had similar agency in both texts and discuss HOW that agency was limited, WHY this othered them, and WHO limited that agency. I think it's an idea that could be tied into both texts and further your analysis.
Maybe you could explain how the othering effected the people who were being othered. What was the result? Otherwise strong argument/evidence.
DeleteThe idea of othering has been portrayed many times in both "Learning to Read" by Fredrick Douglas and "The Book Thief" by Markus Zusak. One example of othering in "The Book Thief" is when Leisel is moved down to a younger class on account of how behind she is. The other children her age belittle her for this, causing Leisel to feel less then them. In this situation, Leisel has become the "other", pushed away from society. This example also shows that the children, temporarily, had agency or power over Leisel. An example of othering in "Learning to Read" can be found when Fredrick is deprived of his learning. By leaving Fredrick unlettered, he is becoming academically isolated. This leads to Fredrick being treated less then educated people, causing him to become the "other" as well. By using their power to keep Fredrick illiterate, demonstrates the agency white educated people had over the black people.
ReplyDeleteI feel like you should have clarified that Liesel was "behind" literacy or language wise because being behind could also mean that she was behind in math or science. If you had made it more clear that she was illiterate, it would have made the literacy as power motif more prominent. Otherwise, I think you made some very great points! You just want to make sure that what you are saying is clear to your audience.
DeleteI feel like you could have specified on the topic of how Frederick becomes the other. Maybe tying it into a motif or theme could give the statement more power. Everything else is very conscientious and to the point, just the expansion and clarification on that one topic would make your paragraph even better.
DeleteIn “The Book Thief,” many people are othered by people. Liesel is othered by her teachers who separate her from the class of children her age, which also causes those other children to othering her. She is isolated from where she should be because she is illiterate and needs to learn to read and write. Hans Hubermann is othered by his son, Hans Junior, and the townspeople because he is not a Nazi. Hans Junior won’t even stay for a full meal and Hans is having a hard time finding work. In the background of the book, the Jewish people are being othered by the Nazis for being the source of all their problems. Also in “Learning to Read and Write,” Frederick Douglass is othered by his master and mistress by being declined learning to read and write. Forbidding him from being taught isolates him from his white counter parts and society who are literate. This othering keeps Frederick, a black male, at the bottom of the societal hierarchy. It is the master-slave hierarchy that makes his master stop his mistress from teaching Douglass to read and write.
ReplyDeleteI really like where the claims were going; one small change could be explaining who the "people" are in the first sentence (the second people). Another way to say other when "other children" is mentioned is Liesel's classmates, both her age and the ones she had class with. Another little tweak is that when it is said that "[Liesel] is isolated from where she should be," it is not explained why she belongs, it also does not mention she even does belong with her age group. That is why they put her. With the younger group; she simply did not belong with the older children because of her lack of education in literature. Also, there could be a transition from one example to the next, so it flows more smoothly. It is mentioned that "the Jewish people are being othered by the Nazis for being the source of all their problems." This statement could use some proof and there could be a mention of how the Nazis blamed the Jews for their troubles, instead of saying that they Jews were the source. The last change that would be good is changing the wording in the last couple of sentences to make the point more clear and to explain how those points to oppress blacks and especially black males were so important at the time.
DeleteOthering is being used in _The Book Thief_ when Liesel is one school. Because she is illiterate, she is outcasted in her class because her classmates view the standard norm in society to be, the ability to read and write. Another example of othering in the _Book Thief_ is with Hans Hubberman. He isn’t in the Nazi party and the norm was to be in the Nazi party. He is other by the people in the Nazi party not taking his service as well as insulting him. Finally, Liesel’s father is also othered in the Nazi society because he doesn’t follow the society norms since he is a communist. He was sent away because of that and the same goes for Liesel’s mother. She was othered because she was apmarried to a communist. In “Learning to Read and Write” Frederick is other because of his race. His race is on the lowest in the social hierarchy and so he is most rejected by society because o the norm to follow the social hierarchy.
ReplyDeleteYou could strengthen your argument by including what a communist is and how it differs from Nazi norms. If you establish that, the reason why Hans and his wife are othered would become more apparent in your argument. For example, you could include both communist and Nazi beliefs on segregation and discrimination of Jews within their society and how they are opposed to each other.
DeleteI suggest further expaining Douglass' othering and the disadvantage he has due to his illiteracy and the lack of agency this gives him. His illiteracy leads to more othering and strips him of power to comprehend his own situation.
DeleteThe idea of othering is displayed in "Learning How to Read" by Fredrick Douglass and "Book Thief" by Markus Zusak. Fredrick is othered by his enslaver because of his want to pursue an education. In a similar way, Liesel's teacher others her by placing Liesel in a lower grade level. Fredrick's mistress is othered by her husband because he believes she shouldn't be teaching a slave how to read and write. Liesel is othered by her classmates by being taunted about her lacking the ability to read and write.
ReplyDeleteMaybe include specifically how Leisel's classmates taunt her and how Frederick is othered by his master. Also I'm not sure if Frederick's mistress is an "other" if she is only othered by her husband. Besides that, good examples :)
DeleteI agree with Emily, I do not really think that Fredrick's mistress is othered by her husband. If anything, her husband socializes her into slave owner culture. Also, othering is something that takes away power and agency, but Fredick's mistress gains both those things once she others the the illiterate slaves.
DeleteTo strengthen your argument, I would mention how in Learning to Read and Write, Fredrick becomes there'd both when he is educated and uneducated. When he is uneducated he is othered by the white educated people, and when he is educated he is othered by the black slaves because he was different from them. I liked how you mentioned that the wife was othered by the husband because I didn't get that viewpoint, but I can understand how you did now. :)
DeleteTo improve your argument, you could provide more evidence as to why Douglass, his Mistress, and Liesel are othered. For example, you could include that society did not approve teaching slaves to read and write, which is why the Mistress changed her ways.
DeleteI think that you had good evidence but to make your argument better, you can add more analysis instead of just facts. You want to introduce a new perspective to the person who is reading this, even though your examples are good.
DeleteIn both "Learning to Read" and The Book Theif, groups become the "other" because they don't fit the norm of society. Leisel's father, Hans, and all the other people against the nazis are the "other" because of their political standpoint. The majority of people in the German society are the nazi supporters, therefore causing the people against the nazis to be different and not fit the norm. These people are pushed out of society in many different ways, but the Book Theif specifically demonstrates how non-nazi supporters would lose business. If their political standpoint didn't stand out compared to others, people wouldn't see them as the "other" in German society. Douglass and the other slaves in "Learning to Read and Write" are also forced to be the "other." Since Douglass has a different race then the race that is seen as normal, he has to become a slave. He is pushed out of society and becomes the "other". Not only is Douglass a slave and African American, he is also illiterate and can't read. This makes him even more different.
ReplyDeleteTo avoid repetition and wordniess, you can combine your second and third sentence. Example:The majority of people in the German society are Nazi supporters, therefore, those who aren't Nazi supporters-like Liesel's father Hans-are the "other" in German society. I like how you used words like "also" and "both" to show likeness between The Book Thief and "Learning to Read". :)
DeleteYou could potentially add to your argument about othering in "Learning to Read and Write" by explaining how Douglass's initial illiteracy contributes to his lack of agency. In turn, you could elaborate how his lack of agency makes him more subject to othering because his white masters do have agency. Apart from that, your paragraph was very strong because of your good explanations and evidence.
DeleteTo strengthen your arguement, I would elaborate more on why Douglass being illiterate and a slave would make him more different because I thought that him being literate and a slave would contribute to him being different because most slaves couldn't read or write. I also think you could add some specific examples of how Hans is othered such as him losing his main source of income or how his son turns against him and calls him a coward.
DeleteIn "Learning to Read and Write" there is othering done by Federick's mistress. When she starts to deprive Frederick, and the other slaves, of literature and reading. She is othering them from the group of literate beings, which, before, she was open to give. The othered, the slaves, were oppressed and were not included in the dominant party, which made them very low on the chain of hierarchy. The suppression made it so that even the idea of escaping or knowing what it would be like as a free person impossible, keeping them in their place. In _The Book Thief_, the Nazis are othering the Jews because of their faith. They put them in concentration camps and separated them from society. The Nazis did not let them be educated or live, taking away something the Nazis were providing for their own people. By suppressing the Jews, that gave the Nazis power by taking the Jews' power away. This gave them more control over them and gave them the control they wanted.
ReplyDeleteWhen you talk about othering in the context of Fredrick Douglas, consider talking more about WHY the black people's deprivation of literature and language internally or externally alienated them. You mentioned that it gave them low social standing, but consider the obstacles of communication and overall struggles with learning and building knowledge what one already knows. You could talk a little more in depth about agency is this paragraph and what that means and how it functions in each text in accordance with language.
DeleteIn The Book Thief, Liesel is initially othered by her peers and by adults because of her illiteracy. Liesel is much older than her classmates that are beginning to read and write, but, she lacks basic skills children her age have. Because Liesel is lacking, she is perceived as being below other people and most children. This is illustrated when she is placed in a class with children much younger than her. Another example of othering in The Book Thief is that people who don't believe and practice Nazi ideologies are cast down in society. Those people didn't receive access to the resources Nazis and Nazi supporters. Because they were different than the dominant party, they faced unfair and worse treatment than those who fit in with the Nazi party and went along with their practices.
ReplyDeleteAdditional evidence for how the Nazis cast down people who weren’t like them in society is when Rudy’s dad tries to explain to him that he is very lucky because of his appearance. Mr. Steiner states, “you’ve got beautiful blond hair and big, safe blue eyes” (61). Mr. Steiner is trying to say that Rudy won’t be an “other” in Germany because he looks exactly how Hitler and the Nazis want people to look. The “others” were people who did not look like this.
DeleteI think your analysis for "The Book Thief" is very well done but you didn't have anything for "Learning to Read and Write". Maybe you could add something about how Fredrick not being able to read and write leads to his mistreatment or analyze at least one character from that story.
DeleteIn Frederick Douglass's "Learning to Read and Write" and Markus Zusak's _The Book Thief_, the idea of othering is demonstrated through the dominant groups' terrible treatment of people who are not part of the same culture. In Douglass's time, African slaves were seen as different from—and therefore, inferior to—people of European descent, the dominant group of people in society. Slaves were even regarded as subhuman, making them more subject to othering. They were not allowed to read or write, which prevented them from getting an education. Slaves also had no agency because they were not allowed to decide where they went or what they did. In a similar way, _The Book Thief_ demonstrates othering by showing how people outside the dominant group at the time, the Nazis, were regarded as toxic to society. Many were taken away to concentration camps to die. Like the African slaves, they had no agency because they found it difficult to go wherever they wanted, find and keep jobs, and have the necessities of life. Overall, both texts have othering and its effects in the political environments of their times.
ReplyDeleteYou can strengthen your argument by adding specific examples to your ideas. For instance, an example of the othering you explain appears in The Book Thief occurs, of course, to the German Jews. You can also explain that while terrible cruelty was indeed inflicted on Jewish folk during this time, isolation was not purely placed on this seemingly inferior society. In truth, German folk also othered those who simply disagreed with the treatment of these Jewish people. This specifically occurs to Hans Hubermann, Liesel’s foster father, who does not obscure his opinions on the poor treatment and is consequently separated from society, albeit in a less severe manner. From this you can add on multiple more ideas including that in order to evade such othering, a multitude of Germans, including Rudy’s father, Alex Steiner, accepted the Nazi values and simply hid away from their true beliefs.
DeleteMore evidence from "Literacy=Power" can be used to support your first point. The article states, "The dominant discourse is the language of those in power, and in order to either gain or challenge the powerful, this same discourse must be used" (1). The slaveowners did not want to educate the slaves because it would give slaves the opportunity to threaten their power.
ReplyDelete^^By Clara
ReplyDeleteAdditional evidence can be found in The Book Thief on pages 60-61. Alex to explains to Rudy the dangers of painting himself black, and that Rudy shouldn't try to be like anyone else because it is not safe. Alex states "you've got beautiful blond hair and big, safe blue eyes," (p 61). Rudy's blond hair and blue eyes are typical German features, and are not at all like those of Jews. For this reason Alex calls the features 'safe', because they are associated with those of the dominant culture or ideals, unlike typical Jewish features, which would be associated with others. Rudy will not be discriminated against solely because he looks different from the majority of the German ideals. While someone like Liesel (who has brown eyes) is more likely to be discriminated against or to be othered.
ReplyDeleteAdding some evidence from "Learning to Read and Write" would make really good connection of how Douglass and the Jews from _The Book Theif_ go through a similar situation of how they were being othered to lessen their agency. Good paragraph though!
ReplyDeleteYou could further elaborate how Douglass's "Learning to Read and Write" demonstrates othering by comparing the way African slaves were treated versus the way their white masters were treated. Finding specific examples of differences in their treatment will strengthen your argument that the text exhibits othering. It would also help if you added exactly how the slaves' agency was taken away. For example, you could discuss the relationship between the prevention of the slaves' education and the slaves' lack of agency. In turn, this would tie back to the "language = power" motif. The part of your argument that addressed how _The Book Thief_ demonstrates othering was very strong because of your thorough explanations and evidence. Just be sure to apply those explanations to the "Learning to Read and Write" portion of your argument.
ReplyDeleteTo strengthen your argument, I would include some examples from Learning to Read and Write. Some examples could be of when Fredrick felt othered by society both as an educated and uneducated black male. You could also mention how society, the majority being wealthy white males, othered black men and women. Another thing that you could mention from The Book Thief is that people were not only othered by their religion or originality, but of appearance. The "perfect look" was blue eyes and blonde hair, and anyone who had anything else was looked down upon. I like how much evidence you gave to support your claims! :
ReplyDeleteIt is a great analysis; one thing that could be changed is that you mention that the Nazi party had both agency and power, but not all of the Nazi party had power. Another small detail that you could change is instead of saying "Another example... both societies treat people who are illiterate as the other," it could, instead, explain how the societies othered those people and alienated them from the dominant society of literates. Also, there could be more detail in why is was so normal for slaves to be illiterate.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteAdding some specific evidence from the Book Thief will help to focus your points. You can also mention Leisel's isolation from her society or Douglass's struggles as a slave. I think you've done a good job but adding specific information might improve your paragraph.
ReplyDeleteI feel like your analysis for Learning to Read and Write is very thorough, but maybe you could expand on book theif a little bit more to even out the analysis. Maybe expanding on the dehumanizations of the Jews and the little value of their lives.
ReplyDeleteI like it, but not all members of the Nazi party have power and agency, just the ones on top of the Nazi hierarchy have power and agency and take away the Jews’ power and agency. Other than that, your transition is a little rough between evidence.
ReplyDelete