There is no hierarchy in Oppression poem analysis by Audre Lorde PDF

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this is the analysis of two poems that have their own stance. One is on racial discrimination and other is on war...

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Last name 1 Your Name Instructor’s Name Course Id Date Research Proposals There is no Hierarchy in Oppression “There is no hierarchy in Oppression,” written by Audre Lorde presents an eternal idea which emphasizes that despite the discrimination of oppression, it still arises from the same source. The author claimed that all factors of oppression are equally detrimental and possess equal resistance. However, regardless of this equity among various elements of oppression, it is contended that there is visibility of hierarchy of oppression in some theories and practices of multicultural education taught in the United States because race inhabits the highest pyramid of oppression. In a research by (Marshall), it was observed that race has been a dominant factor of Multicultural Education in the schools of U.S. The extent of oppressional hierarchy is pertinent to understand after establishing its existence. This can be found out by examining the privileges, if given to certain individuals over the others in Multicultural education courses. Privilege in the schools can be analyzed with terms of time and attention given to only certain identities than others. The criticism on privilege given to one dimension of identities is evident from the study of (Blackburn and Smith) that elucidates that scholars prioritize certain class of people and neglect to focus on people with color. This leads to the sustenance of racism in US multicultural education courses. Furthermore, the argument is supported by of (Grant and Sleeter) in which they found out that almost 97 percent of scholarships addressed ethnicity and race out of gender and language diversity. These studies tend to support the argument as an exception to Audre Lorde’s non-fiction reading about oppressional hierarchy. This research aims a mandate of racial justice from Multicultural

Last name 1 Education System and argues that scholarships must be focused on racial and gender equality. Moreover, the research suggests to have specific rules to teach social justice by developing intersectionality pedagogy. Lastly, this research plans to discover different possibilities to utilize intersectionality theory in MTE to educate the individuals with inadequate knowledge of oppression. The Lives of the Dead by Tim O’Brien The “Lives of the Dead” by Tim O’ Brien shows the readers the experience of being in a war by addressing the relationship between life and death. In this paper, it is argued that the character of soldiers depend on certain things that help them survive the war (O’Brien). It is contended that this dependence on different elements cause detrimental effect on men. This plays an important role in disconnecting the soldiers from people and creates a break from reality. As a result of this alienation, the soldiers strive for significant interaction with humans throughout the book. To support the argument, the most meaningful interaction between things and people can be analyzed through O’Brien’st text. In the text, soldiers associate their letters and pictures with the memories of home and find it a way to momentarily escape from war. This escaping creates limited connection between the soldiers and they start seeking emotional support from the letters. This is because they hesitate to expose their emotions to fellow soldiers with the fear of being declared a coward. Furthermore, it is analyzed that soldiers are desensitized to death an objectify women because of this disconnection. They distant from reality because they are emotionally attached with non-human things and adopt an impassive character as the war demands (Shatan). This study helps to establish the idea that value is not inherent but is gained through interaction. It also asserts that as the war becomes surreal, the difference between human and things does not remain significant because of the fantasies existing in soldiers’ minds which they believe is reality. Works Cited

Last name 1 Blackburn, Mollie V., and Jill M. Smith. “Moving Beyond the Inclusion of LGBT-Themed Literature in English Language Arts Classrooms: Interrogating Heteronormativity and Exploring Intersectionality.” Journal of Adolescent & Adult Literacy, vol. 53, no. 8, May 2010, pp. 625–34. DOI.org (Crossref), doi:10.1598/JAAL.53.8.1. Grant, Carl A., and Christine E. Sleeter. “Turning on Learning: Five Approaches for Multicultural Teaching Plans for Race, Class, Gender and Disability, 4th Edition.” Jossey-Bass, An Imprint of Wiley, Jossey-Bass, An Imprint of Wiley, 2006. Marshall, Patricia L. “Multicultural Education in a Post-Race Political Age: Our Movement at Risk?” Multicultural Perspectives, vol. 11, no. 4, Routledge, Dec. 2009, pp. 188–93. Taylor and Francis+NEJM, doi:10.1080/15210960903445863. O’Brien, Tim. “The Things They Carried. 1990.” New York: Broadway, 1998. Shatan, Chaim F. “The Grief of Soldiers: Vietnam Combat Veterans’ Self-Help Movement.” American Journal of Orthopsychiatry, vol. 43, no. 4, American Orthopsychiatric Association, Inc., 1973, pp. 640–53. APA PsycNET, doi:10.1111/j.19390025.1973.tb00834.x....