V.S. Naipaul’s Mimic Men: Analysis of Identity Crisis

V.S. Naipaul’s Mimic Men: Analysis of Identity Crisis Abstract This article attempts to determine representation of identity crisis in V. S. Naipaul’s work Mimic Men. And this article attempts to relate how this novel is replete with the theme of identity crisis. Furthermore, the analysis of the novel’s genre and characters declare themes that are coloured by postmodern trait of fragmentation, which is discussed on a theoretical base with a focus on the theme of identity crisis. V.S. Naipaul has always represented a denial of the third-world spirit, and has represented societies that have recently emerged from colonialism. He describes the way these societies function in the post- colonial order. Though imperialism has passed and the colonies have attained an independent status, but these nations of the Third World faces a lot of problems like economic, social and political, and these are emerged identity crisis in the society. As a post- colonial novelist, Naipaul concentrates on major themes related to the problems of the coloni zed people. As an observer and interpreter of the ex- colonies, he clarifies the inadequacies of such societies. In his novels, The Mimic Men, the theme acquire a universality and observes and presents the fragmentation and alienation happen to be the universal location of man in the present day world. Introduction Some eminent Third World critics concentrate mainly on Naipaul’s development as a creative artist who picks up issues relating to the Third World. His works throw light on the Post-colonial and post- imperial realities that have shaped the contemporary societies and provides important insights relating to them. Naipaul’s novels lead to a better understanding of the problems that are faced by the post- imperial generations. In The Mimic Men, it has been observed that, as in the novels studied in the previous chapters, the characters as well as situations in The Mimic Men are dealt with by an â€Å"ambivalent approach†. The larger emphasis, however, has been seen to be laid on Singh’s attitude which creates â€Å"ambivalence† identity crisis by emphasising his seesaw relationship to Isabella and London. For instance, in the attic scene, Singh has been observed to vacillate between the â€Å"magic† and the â€Å"forlornness† of â€Å"the city,† which is London, the â€Å"heart of Empire†. Then, in the forward scene, Singh on the one hand criticises his colonial island for being a â€Å"transitional† and â€Å"makeshift† society that â€Å"lacks order,† and on the other hand, he describes London as â€Å"the greater disorder† and the â€Å"final emptiness.† While Singh finds the natural elements of London, such as the snow and the â€Å"light of dusk† gorgeous, he detests London’s dullness and lack of colour. Soon after Singh has left Isabella with the intention never to return, he states that London has â€Å"gone sour† on him and that he longs for the â€Å"certainties† of his island, although this is the place from where he once wanted to escape. These early scenes, then, which pass during Singh’s stay as a student in London, tell about Singh’s disillusionment with London, to where he has come, â€Å"fleeing disorder,† and â€Å"to find the beginning of order.† In a second flash-forward, however, as Singh arrives at Isabella, he calls his journey to and from London a â€Å"double journey† and a â€Å"double failure.† This â€Å"ambivalent situation† indicates that Singh is nowhere at home, and it is an indirect criticism towards the â€Å"coloniser†, who can be said to be the original cause of Singh’s â€Å"rootlessness†, identity crisis, because he has â€Å"displaced† colonial people like Singh. This argument is reinforced by an example given by Singh, where, to write his biography, he prefers the dull suburb hotel of London to the pastoral cocoa estate on Isabella. Singh calls his return to Isabella a mistake, but he believes that the cause of his mistake has been the â€Å"injury inflicted† on him by London, where he can never feel himself as anything but â€Å"disintegrating, pointless, and fluid.† This is another example that shows to what extent Singh has been affected by the coloniser’s practice of â€Å"displacing† people. Leaving Isabella, Singh feels relief. But as he arrives in London Singh feels he is â€Å"bleeding.† For the second time he senses the â€Å"forlornness† of â€Å"the city† on which he has twice â€Å"fixed so important a hope.† Twice he has come to the â€Å"centre of Empire† to find order, but twice he has been disillusioned. Identity crisis The identity crisis that his characters face is due to the destroying of their past and those who eventually overcome the crisis are the ones who have recovered their past or somehow managed to impose an order on their histories and moved on in life. Naipaul’s attitude to culture has always been progressive. It is the Third- World’s blind mimicry of the West that he cannot stomach. He lashes out at the shortcomings of Third- World societies, which have their roots in their traditional cultures, but are unmindful of them in their blind following of the West. They are thus able to maintain a distinct identity. But for the generation born in exile, life in the foreign soil proves almost fatal, as they have not been blessed with the insularity of their forefathers, who went there from India. For the new generation, India loses the sense of reality that it had conveyed to their ancestors. The major themes that emerge from a reading of his novels are related to the problems o f the colonized people: their sense of Alienation from the landscapes, their identity crisis, the paradox of freedom and the problem of neocolonialism in the ex-colonies. The people who can no longer identify with a cultural heritage lose the assurance and integrity which the locating racial ancestor provides. In addition, the harsh conditions of colonialism have left the West Indian bad conditions under the burden of poverty and ignorance. Because psychological and physical conditions correspond so closely, the unhoused, poverty stricken West Indian is so often culturally and spiritually dispossessed as well. His only alternative is to strive after the culture of his ex-colonial masters even though he is unable to identify with their traditions and values. In The Mimic men, however, Kripal Singh is not handicapped by poverty, ignorance, a lack of natural talent or the persecution of a grasping Hindu family. He has gained the material success, public eminence and apparent independen ce that Ganesh, Harbans and Biswas all longed to have. In addition, because of his university education and his exposure to a more sophisticated society in London, he is better able to recognize and articulate the many ills of his native back ground. but his clearly superior status and acute consciousness do not make him any less vulnerable to the subtle, yet over powering consequences of his psychologically fragmented and confusing past. In fact, his ability to rationalize his own condition sharpens rather than reduces his total alienation from his environment and his final rejection of an active life. The Mimic Men, however, is more than a mere elaboration of Naipauls previous West Indian novels: it is a profound re enactment of the growth and nature of the East Indian, west Indian psyche and its reaction to the three cultures, Indian, Creole and English, which influence it. In the process, Kripal Singh, the narrator, confessor and visionary, comments on power, politics, social an d racial interactions, sex, education, displacement, isolation and identity crisis as experienced by the ex-colonial. Each topic is used to illuminate a facet of his mind. Conclusion To summarise what has been argued above, Singh is disillusioned about both Isabella and London, because he is a member of a colonised people that has been â€Å"displaced† identity crisis on a colonial â€Å"slave-island,† with a racially and culturally mixed population. In the period before Singh comes to London, he vacillates between his longing to escape from the island, where he feels â€Å"displaced† and â€Å"rootless†, and the feeling that experience past on the colonial island nevertheless attaches him somehow to it. During Singh’s political career, the â€Å"ambivalent attitudes† in Singh and Browne have shown that, while they seem to criticise the â€Å"colonised† and the colony, their â€Å"ambivalent attitude† actually indicates that the real source of the faults criticised in individuals and the society is to be found with the â€Å"coloniser†. Finally, Singh escapes from his â€Å"artificial home† to the â€Å"imperial centre† and claims to have found fulfilment there, but his â€Å"ambivalent attitude† again shows that these are not real fulfilments, but only excuses used by Singh to find a â€Å"sense of attachment† in a certain â€Å"location† of the earth. However, even during this seeming compromise, Singh makes his important statement that finally attaches him to his own culture and not to the one of the coloniser. References Bongie, Chris. Islands and Exiles: The Creole Identities of Post/Colonial Literature.  California: Stanford University Press, 1998. Harney, Stefano. Nationalism and Identity: Culture and the Imagination in a  Caribbean Diaspora. Kingston: University of the West Indies, 1996. Naipaul, V.S. The Mimic Men. London, New York, etc.: Penguin Books, 1969. (First  published 1967).

A Dream of Life Essay

Try to picture this: A big white house with light blue shutters and a big porch. Two young children are playing with their dog without arguing or fighting. The mom is preparing dinner ready at 6 o’clock in the big kitchen. Meanwhile, the dad is just arriving from work in his BMW and stops to play a little with his kids. The mom comes out the porch, tells them â€Å"dinner is ready, go wash your hands† and gives the husband a big hug and a welcome kiss. They are the perfect American dream family. This perfect life is what most Americans dream of when they work an eight-hour day in exchange for a two-week vacation and a one-week sick leave. Americans work all this time because they think that the democratic government in the US is working hard to provide them the right of equality, prosperity, and adventure. The people of this nation become slaves of themselves and their dream of life by working too much for something only few get. The right of equality is a big part of this American Dream. But is equality being attained by every citizen? There are myths that stop citizens from acquiring this equality. Simone De Beauvoir in her â€Å"Myth and Reality† essay explains how myths are used to break this equality between women and men. She explains how the eternal myth that women are mysterious and incomprehensible to men affects the equality at work. In a relationship of master to slave, it is always the slave who is mysterious and difficult to understand (818). This myth keeps the women in a lower status than the men, and the equality wanted by every American citizen is not met. There are more myths about equality. For example the myth of working hard to have a secure job, this myth might have been formed by people that had a business and wanted employees to work as hard as possible, so they would make more profit. Americans follow these myths to have a better economic status, but all they are gaining is to be in an uneven equality status. They work hard and slave themselves to their masters (or bosses in this case) to gain this dream, but instead they end up trapped working for life. In contrast, democracy by the society is not always used in a prudent way. Alex De Tocqueville makes a strong point explaining how equality among individuals eventually produces a desire for centralization in government. Consequently the people will be too busy with their own activities and lives making their own fortune. As the outcome, this society will expect the government to take care of the nation so that they will be free to peruse their own opportunities (566). This freedom of democracy might consequently produce governors whose power will be concentrated in a way that the people will exercise this freedom unwisely. The conditions that produce equality on the citizens might as well produce a despot. If a ruler with absolute power if produced from equality then equality stops being equality for everybody, because this ruler will divide the power among the people according to what might be better for him. Furthermore, Alex De Tocqueville explains that â€Å"the principle of quality, which makes men independent of each other, gives them a habit and a taste for following in their private actions no other guide than their own will† (569). This independence tends to make them live with a natural favoritism towards free institutions. For example, the killings of Hitler, Mussolini, Stalin, Shah of Iran, Pol Pot, Pinochet and others could have been prevented by a free institutionalized government. The problem with this is that â€Å"private life in democratic times is so busy, so excited, and so full of wishes and of work, that hardly any energy or leisure remains to each individual for public life† (573). With no time for public life, half of the dream is gone, and gone not to ever come back again. But people work even harder to get more time, but the harder they work the less time they have. This busyness of working fifty two weeks a year for this freedom makes the society slaves of itself, takes away the freedom generated by equality. Additionally, stereotypes formulated by the government about the people living in this society break the equality given to them by democracy. James Baldwin was a Negro revolutionist, in his essay of â€Å"The American Dream and the American Negro† he explains how the stereotyped generated by the government, of the people living within the society do not allow them the same equality. â€Å"One of the things the white world does not know, but I think I know, is that black people are just like everybody else. We are also mercenaries, dictators, murderers, liars. We are human, too.† There is no exception to who is an American, but the society seems to be making exceptions for color, race or religion. This exception shatters equality, and prosperity is not the same for everybody anymore, but still people work so hard to attain what they dreamed for that they spend too much time doing so, and they lose the occasion of adventure. The American dream is not for everybody as the society seems to believe. Americans are willing to enslave themselves in order to attain their big white houses with light blue shutters. Different myths stop them in the middle of slavery where they stay for the rest of their lives, still trying to reach that dream. While all this is happening, centralization is occurring in the country, and the society is too busy with their own activities and lives making their own fortune, expecting the government to take care of the nation so that they can be free to peruse their own opportunities. This leaves a huge unsecured gap in the government for rulers to have absolute power over the nation. Citizens then become slaves of the country, working endless hours that never seam to end until they die, and their sons and daughters do the same thing, and it becomes a vice circle. At the end, only a few citizens attain their big houses with enough financial security to adventure the world. Those few li ve the American dream. Works cited: Baldwin, James. â€Å"The American Dream and the American Negro.† A World of Ideas Essential Reading for College Writers. By Lee A Jacobus. Sixth Edition ed. Boston: Bedford/St. Martin’s, 2002. 261-. Rpt. in A World of Ideas Essential Readings for College Writers. Beauvoir, Simone De. â€Å"Woman: Myth and Reality.† A World of Ideas Essential Reading for College Writers. By Lee A Jacobus. Sixth Edition ed. Boston: Bedford/St. Martin’s, 2002. 75-81. Rpt. in A World of Ideas Essential Readings for College Writers. Tocqueville, Alexis de. â€Å"Influence of Democratic Ideas and Feelings on Political Society.† A World of Ideas Essential Readingfor College Writers. By Lee A Jacobus. Sixth Edition ed. Boston: Bedford/St. Martin’s, 2002. 247-257. Rpt. in A World of Ideas Essential Readings for College Writers.

Education authority staff Essay

By you consistently adhering to the writing guidelines By meeting agreed timescales and deadlines Through regular monitoring of output by your team leader. Through joint meetings with other writers to set and maintain the standard Through feedback from the engagement process Finally, sign off for outputs will be agreed by the Program Director following advice from a final validation panel comprising members of all four partner organisations. A checklist for writing outcomes Does the outcome conform to the following criteria? 1. Is it written in clear English, appropriate as far as possible to the level? 2. Does the outcome: Specify what may be: i. learned – knowledge, understanding or skill? ii. Experienced? iii. Indicate or direct the selection of learning activities? iv. Allow evaluation of the outcome: v. By the young person? vi. By the teacher? vii. Does the outcome include an appropriate ‘action verb’? viii. Does the outcome demand more of the young person than consider features of outcomes at the earlier level? Technology in K-12 education [8] Generation Y is an innovative curriculum and resource solution for grades 3-12 that promotes school wide technology infusion. It is a technology program with a twist. Gen Y students develop technological fluency while learning how to share their knowledge with others. Each student is paired with a classroom teacher who needs help integrating technology into their practice. Each student/teacher team decides on a curriculum component or lesson to enhance with technology. Students learn about pedagogy and lesson plan design while developing their communication, planning and project management skills. The partner teacher receives support for their technology projects when and where they need it – in their classroom. The result is authentic project-based learning for the students and sustainable technology professional development for the teachers. This powerful model has been refined and proven in real classrooms around the world. The students are empowered to see themselves as valuable members of the educational community. They take this responsibility very seriously, becoming invaluable resources and helping teachers and their schools throughout their school career. For six years, Generation Y has been delivered in almost any conceivable school setting. From Native American villages in Alaska and Washington to all secondary schools in the Virgin Islands, to remote towns in Wyoming to urban schools in empowerment zones in Philadelphia, Cincinnati, Seattle, Los Angeles and Washington DC. â€Å"Through this technology infusion, participating educators receive individualized support as they strengthen their use and integration of new technologies. Students learn technology, communication, collaboration, and project management skills in an authentic, personally meaningful context, and many go on to further extend their skills through advanced school or community service projects. † Generation Y is one of most researched educational technology programs in the United States. Since the start of the Technology Innovation Challenge Grant (TICG) program, the Northwest Regional Education Laboratory (NWREL) has served as an independent external evaluator. Feedback from every stakeholder group was woven back into the curriculum materials, the online support tools and the assessment design. The resulting program is a strong model that supports a wide variety of uses and classroom profiles. Test for the effectiveness of curriculum towards meeting its aims and objectives [6] Is it possible to anticipate whether or not the curriculum meets its aims? One simple test to apply makes use of the set of guiding principles of good education proposed by the American Association of Higher Education. According to these a good curriculum should: Encourage staff/student contact Encourage co-operation between students Encourage active learning Provide prompt feedback on performance of both teacher and taught Emphasise `time on the task’ Respect the diverse talents and ways of learning brought to the course by the students Evaluate itself Display a clarity of aims and objectives. Make use of the educational literature Conclusion One telling criticism that can continue to be made of any approach is that there is no social vision or program to guide the process of curriculum construction. Designing a curriculum not a simple matter and there is no single ‘best’ answer either in the form of the curriculum or even the methodology adopted for its design. A final question we might ask is whether or not it is possible to determine if the result is any good. One way is by always including a careful student of the course once it has been given. Evaluation of this sort is essential and should always be treated seriously, allowing sufficient time in class for any survey questionnaire to be filled out and with the results carefully summarised. It is good practice to post a notice giving the results of the evaluation and providing an instructor’s commentary. References 1. p 10, Kelly 1983, Kelly 1999 2. v50 n6 p488-496 Mar 2007, Stansberry, Susan L. ; Kymes, Angel D. , Journal of Adolescent & Adult Literacy 3. p 23, Blenkin et al 1992: 23 4. p 11, Grundy 1987, Curriculum: Product or Praxis, Lewes 5.77, Stenhouse 1974. 6. David J. Unwin, (1997). Curriculum Design for GIS, NCGIA Core Curriculum in GIScience, 7. http://www. ncgia. ucsb. edu/giscc/units/u159/u159. html, posted January 08, 1998. 8. http://www. newhorizons. org/strategies/technology/martinez. htm 9. Generation Y Evaluation Studies http://www. genyes. org/products/geny/genyresearch 10. Tyler, R. W. (1949) Basic Principles of Curriculum and Instruction, Chicago 11. Wragg, T. (1997) The Cubic Curriculum, London 12. Aristotle (1976) The Nicomachean Ethics (‘Ethics’), Harmondsworth: Penguin. 13. Barnes, J. (1976) ‘Introduction’ to Aristotle The Nicomachean Ethics (‘Ethics’), Harmondsworth: Penguin. 14. Barrow, R. (1984) Giving Teaching back to Teachers. A critical introduction to curriculum theory, Brighton: Wheatsheaf Books. 15. Blenkin, G. M. et al (1992) Change and the Curricula, London: Paul Chapman. 16. Bobbitt, F. (1918) The Curriculum, Boston: Houghton Mifflin 17. Bobbitt, F. (1928) How to Make a Curriculum, Boston: Houghton Mifflin 18. Carr, W. & Kemmis, S. (1986) Becoming Critical. Education, knowledge and action research, Lewes: Falmer Press 19. Cornbleth, C. (1990) Curriculum in Context, Basingstoke: Falmer Press. 20. Curzon, L. B. (1985) Teaching in Further Education. An outline of principles and practice 3e, London: Cassell. 21. Dewey, J. (1902) The Child and the Curriculum, Chicago: University of Chicago Press. 22. Dewey, J. (1938) Experience and Education, New York: Macmillan. 23. Eisner, E. W. (1985) The Art of Educational Evaluation, Lewes: Falmer Press. 24. Foreman, A. (1990) ‘Personality and curriculum’ in T. Jeffs. & M. Smith (eds. ) (1990) Using Informal Education. An alternative to casework, teaching and control? Milton Keynes: Open University Press. Freire, P. (1972) Pedagogy of the Oppressed, Harmondsworth: Penguin. 25. Grundy, S. (1987) Curriculum: product or praxis? Lewes: Falmer Press. 26. Jackson, P. W. (1968) Life in Classrooms, New York: Holt, Rinehart & Winston. 27. Jeffs, T. & Smith, M. (eds. ) (1990) Using Informal Education. An alternative to casework, teaching and control? Milton Keynes: Open University Press. 28. Jeffs, T. J. and Smith, M. K. (1999) Informal Education. Conversation, democracy and learning, Ticknall: Education Now. 29. Kelly, A. V. (1983; 1999) The Curriculum. Theory and practice 4e, London: Paul Chapman. 30. Stenhouse, L. (1975) An introduction to Curriculum Research and Development, London: Heineman. 31. Newman, E. & G. Ingram (1989) The Youth Work Curriculum, London: Further Education Unit (FEU). 32. Taba, H. (1962) Curriculum Development: Theory and practice, New York: Harcourt Brace and World. 33. Tyler, R. W. (1949) Basic Principles of Curriculum and Instruction, Chicago: University of Chicago Press. 34. Usher, R. & I. Bryant (1989) Adult Education as Theory, Practice and Research. The captive triangle, London: Routledge.

Review Of The Tale Of Tim Burton - 2518 Words

Jeremy Anderson English 270 August 18, 2015 Research Paper Attend the Tale of Tim Burton Tim Burton is well known for his work as a director. He has been nominated for several awards, among these are; two Oscars, one Golden Globe, five Academy of Science Fiction, Fantasy and Horror Films, and several Hugo Awards (Tim Burton Awards). Besides being a director of many of Hollywood s greatest films, he is also an accomplished illustrator, painter, screenwriter, and producer. From his early days at The California Institute of Arts to his current film projects, Burton has always had an ability to transfer his perceptions into a visual medium. His visual style is often a mix of fantasy, Gothic, and horror (Tim Burton Bio AE). Timothy Walter Burton was born in the shadow of the Hollywood Hills in Burbank, California, on August 25, 1958. He grew up the son of seemingly distant parents who were also a bit odd. His father, who was injured early in his career as a professional baseball player, worked for the City of Burbank Sports Department. His mother owned a cat-themed gift shop (for cats) called Cats Plus. Burton s bedroom had two large windows that overlooked the yard, but his parents boarded them up (Pringle). My parents covered the windows in my bedroom for insulation, with a little slit at the top to let in light. I’ve always related to Edgar Allen Poe, who wrote several stories about being buried alive. 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