Embracing Dissonant Voices In English Classrooms

The purpose of this study is to determine whether a pedagogy grounded in dialogical ideals has the potential to empower students to make changes in English classroom interaction. The study first scrutinized the traditional “banking” educational system in English classrooms in which students were passive learners to realize students’ silence and powerlessness in classrooms. Then, after realizing students’ silence and resistance in traditional English classrooms, with a vision of social change, the researcher proposed the dialogical interaction pedagogy to the English class to challenge the traditional view of authority and power, with an eye to exposing how dominant education was constructed through language and discourse. Unlike the traditional teaching-learning structures in which instructors act as authorities and subjects, and students act as objects and receivers, the dialogical English classroom, adapted from traditional classroom hierarchy structures, is a double-voiced or even multiple-voiced English learning environment in which both the teacher and students work together to overcome the estrangement and alienation that have long become the norm in the contemporary English classroom system.  &nbsp

Archetypal Anxieties in Stanley Kubrick’s The Shining

The study intends to study the archetypal anxieties in Stanley Kubrick’s (1980) The Shining, which can be interpreted as Danny’s journey for the completion of his individualization process. In his individualization process, Danny has to go through the anxieties often seen in fairytales, such as separation anxieties, authoritarian anxieties, Oedipal rivalry anxieties, and sexual anxieties, in order to acquire his autonomy. The Overlook Hotel becomes symbolic of collective human evil, being charged with evil spirits. Only those who refused to identify themselves as victims would escape from the evil history of the hotel and would not be transformed into a homicidal maniac, pouring their anger to their families

The Fall of Emily Grierson: a Jungian Analysis of a Rose for Emily

This paper discusses the tragic life of Faulkner\u27s Emily Grierson, a life dominated by patriarchy and traditional Southern social values, which concludes with her living as a lonely recluse in her family\u27s decaying aristocratic house for more than forty years until her death. The key of the tragedy is her father, who isolates Emily from the outside world and tortures her with traditional patriarchal rules and Southern family duty. Emily is expected to lead a life like other girls; however, under the burden of old-fashioned, patriarchal responsibilities, her inner world collapses. This study uses the Jungian concepts of archetypes, persona and shadow, anima and animus to interpret Emily\u27s transitions and her fall. By examining the process through the lens of Jungian theories, the aspects that affect her fall in the patriarchal, aristocratic society, as well as the inherited social values, can be revealed and specified

Using the Kübler-Ross Model of Grief with Post-Traumatic Stress Disorder (PTSD): An Analysis of Manchester by the Sea

People may encounter different stages of grief during the course of bereavement, and not everyone can achieve a positive state of mind. This study intended to analyze how the characters in Manchester by the Sea, mainly Lee Chandler, Patrick Chandler, and Randi, manage their emotional responses when they are facing the loss of a loved one. The study used Elisabeth Kübler-Ross’s five-stage model of grief and post-traumatic stress disorder (PTSD) to analyze how these characters transition through their grief and whether they are likely to suffer from mental illness. Some people, like Randi and Patrick in the film, may recover from bereavement; however, some people, like Lee, may not, eventually becoming afflicted with mental illness or PTSD

The Fall of Emily Grierson: A Jungian Analysis of A Rose for Emily

This paper discusses the tragic life of Faulkner’s Emily Grierson, a life dominated by patriarchy and traditional Southern social values, which concludes with her living as a lonely recluse in her family’s decaying aristocratic house for more than forty years until her death. The key of the tragedy is her father, who isolates Emily from the outside world and tortures her with traditional patriarchal rules and Southern family duty. Emily is expected to lead a life like other girls; however, under the burden of old-fashioned, patriarchal responsibilities, her inner world collapses. This study uses the Jungian concepts of archetypes, persona and shadow, anima and animus to interpret Emily’s transitions and her fall. By examining the process through the lens of Jungian theories, the aspects that affect her fall in the patriarchal, aristocratic society, as well as the inherited social values, can be revealed and specified

Using Language to Rage against Victorian Hierarchy: Self-constructed Feminist Identity in Jane Eyre

All human beings seek certain identities in order to understand their existence and position in society, the groups to which they belong, and the unique characteristics they have. This paper examines how, in Jane Eyre, Charlotte Bronte examines socially constructed institutionalism in Victorian England. This paper also explores how the protagonist, Jane Eyre, oppressed due to her social class and gender, struggles to live with equality, dignity, and freedom, and finally reaches independence and self-fulfillment. Jane successfully completes the stages of identity development, and, after acquiring a sense of competence, achieves happiness and intimacy in an equal partnership with her true love, Mr. Rochester

Women and Matrimony: A Study of Mona Lisa Smile

This study intended to use the film Mona Lisa Smile (1993) as an example to examine how women in the traditional generation of 1950 were gender stereotyped and used to trade themselves off through marriage in consideration of a cost-and-benefit analysis. However, as the change of women’s gender consciousness from the conservative to the feminist in the USA of 1950, women began to realize their potential and subjectivity, hence questing for liberal spirit and autonomy to choose their career and husbands based on love. The researchers used the qualitative method, with both the primary and secondary data, to facilitate a latent-content analysis. After conducting a content analysis of the film and the script of Mona Lisa Smile, the researchers took notes regarding gender stereotyping and conventional gender norms in social interactions and conducted a literature review of Becker’s side bet theory and Homan’s social exchange theory to investigate how women in America in the 1950s were disciplined to meet the expectation of social norms to fit the notion of conventional matrimony, and how people, both men and women, while choosing their mates, seek the maximum interest and minimum cost. The film Mona Lisa Smile lets readers have a chance to see the transformation of a marital relationship from the old days to modern ones. With raised gender consciousness, women may now subject their choices to their own will and, hence, apply a different definition to the word “marriage.

USING ILLNESS NARRATIVES AS AN EMPATHETIC CONNECTION TO REPRESENT FEMALES’ SUBJECTIVE CONSCIOUSNESS: AN ANALYSIS OF “THE YELLOW WALLPAPER"

This study intended to use “The Yellow Wallpaper” as a case study to demonstrate how illness narratives can be used to form an empathetic connection with respect to patients’ anxiety, predicaments, trauma, or other health problems and, further, to reach self-identification and justification. To achieve the research objectives, the study used Charon’s illness narratives regarding attention → representation → affiliation and Engel, Zarconi, Pethel, et al.’s six narrative skills as a framework to examine how the nameless female narrator struggles to reach her own female identification and subjectivity in a gender-discriminated patriarchal hegemony, but gradually becomes hysterical, losing her mind, and finally, going insane

Applying The ARCS Motivation Model In Technological And Vocational Education

This paper describes the incorporation of Keller’s ARCS (Attention, Relevance, Confidence, and Satisfaction) motivation model into traditional classroom instruction-learning process. Viewing that technological and vocational students have low confidence and motivation in learning, the authors applied the ARCS motivation model not only in the instructional design phase but also in the classroom instruction process of technological and vocational education. The purpose of the study is to demonstrate whether the application of ARCS motivation model to instructional design and classroom instruction of technological and vocational education could bring positive effects on students’ satisfaction in terms of instruction objective, instruction material/method, teacher’s qualities, class climate/environment, assessment, and overall satisfaction

Trauma, Love, and Identity Development in Rowling’s Harry Potter and the Prisoner of Azkaban

Persons in the stage of adolescence are eager to know who they are. They are curious about their unique characteristics and identities and how they can start to bring about the self-realization that provides a gateway to adulthood by exploring those characteristics and identities. In this process of self-exploration, adolescents who receive encouragement as they search for an authentic identity, though they sometimes have conflicts with parents and others, are likely to develop a secure ego-identity and a strong sense of independence and self-control. By contrast, adolescents who fail to receive encouragement during the process of identity exploration, for whatever reason, may remain unsure about who they are, and hence feel insecure and confused about themselves as well as their future.  The present study uses the fictional character Harry Potter to explore these issues in greater depth, mainly focusing on his early adolescent years—that is, when he is 11-13 years old. The study demonstrates that Harry Potter can manage to resolve conflicting ideas and thereby lay the foundations for a healthy ego-identity despite difficult circumstances. The study uses Erikson’s and other psychologists’ understanding of the importance of self-exploration in adolescence as an interpretive lens to examine the dynamics of trauma, love, and self-realization in Rowling’s Harry Potter and the Prisoner of Azkaban. More specifically, it considers how family love (or the lack thereof), mentorship, and friendship in adolescence impact Harry’s mental and physical behaviors and influence the development of his identity.