Rlct1

TASK 1 I chose this excerpt below from Leslie Marmon Silko’s compelling essay, “The Border Patrol State.” IT IS NO use; borders haven't worked, and they won't work, not now, as the indigenous people of the Americas reassert their kinship and solidarity with one another. A mass migration is already under way; its roots are not simply economic. The Uto-Aztecan languages are spoken as far north as Taos Pueblo near the Colorado border, all the way south to Mexico City. Before the arrival of the Europeans, the indigenous communities throughout this region not only conducted commerce; the people shared cosmologies, and oral narratives about the Maize Mother, the Twin Brothers, and their grandmother, Spider Woman, as well as Quetzalcoatl, the benevolent snake. The great human migration within the Americas cannot be stopped; human beings are natural forces of the earth, just as rivers and winds are natural forces. The author’s subjectivity is revealed through how and what she writes about the Border Patrol. The Border Patrol is supposed to be seen as a protector of security, peace, and development. Silko, however, argues that the Border Patrol establishes numerous hindrances to the indigenous people of Americas, who are only returning to their homeland. These are the barriers between Native Americans and their right to mobility, freedom, and economic development. Her subjectivities can then be perceived from what she writes about. She writes about the Border Patrol’s “dark side.” The Border Patrol is not a protector of people from terrorism or crimes. It is the protector of ancient colonizers, who are now the ruling elites and political parties of the U.S. The manner or style of Silko also describes her subjectivity. She writes from the lens of history and her culture. She says: “Before the arrival of the Europeans, the indigenous communities throughout this region not only conducted commerce; the people shared cosmologies, and oral narratives about the Maize Mother, the Twin Brothers, and their grandmother, Spider Woman, as well as Quetzalcoatl, the benevolent snake.” These are cosmologies of her past and present. And for her, the same cosmologies will justify why immigration will persist, despite all the barriers that the government will erect between the Native Americans and their native lands. Silko’s perspective, beliefs, and opinions are based from her individual and ethnic subjectivities. As an individual, she is a woman and a Native America. These roles figure significantly in her life experiences, how she “sees” herself, and how she is “seen” by others. As a result, the Border Patrol will profile her as a possible illegal immigrant or harboring illegal immigrants, because of her ethnic identity and gender. More than that, she sees herself from her culture and history. When she experiences how the Border Patrol treats her follow race, she feels indignation. Her subjectivity asserts that mass migration is not only economic, but also cultural and historical: “A mass migration is already under way; its roots are not simply economic.” When her people shares cosmologies, it indicates deeper purposes and one of those purposes is to regain their lost lands from their white conquerors, who continue to oppress and control their rights to freedom and their lands. Readers, on the other hand, will have different subjectivities. If they are Native Americans, they would feel the same as Silko has. They will believe in their rights to immigration to the U.S. If they belong to other races, however, they might either criticize Silko for promoting illegal immigration or side with her or be indifferent to these issues. Their personal perspectives on the Border Patrol will mirror their values, experiences, and priorities in life. They could or not see immigration as an affront to cultural heritage; it depends on their own feelings and thoughts regarding the issues of migration and borders that Silko points out. An aspect of my subjectivity that might impact how and what I teach is my subjectivity about gender. I am a feminist and I believe that I should teach in ways and content that erases gender lines between men and women and respects all forms of gender. My subjectivity on this matter will affect how and what I teach, because I will be sensitive to the kind of topics I use in class, the materials I want my students to read, my teaching style, and how I grade my students’ essays. For instance, when teaching English to non-native speakers, I make sure that my topics are not gender-differentiated. When I teach my students about roles inside the house, I make sure that they understand that women and men do not need to have separate and hierarchical roles. They can share traditional roles and responsibilities. I will also have them read materials that question gender roles and responsibilities. Stories such as Perkin’s “Yellow Flower” and novels such as Hurston’s “Their Eyes Were Watching God” will be used in class. Subjectivity and teaching If my subjectivity is different from a student in my class or from the school’s required curriculum, I will do my best to find imaginative and respectful ways of including my subjectivity. For a student, for instance, I will discuss with him his views about gender and families, so that I can understand where he is coming from. I will also stress that I will not be imposing my values and ideas about gender, but I will only express what is “right” and allow in the school curriculum, I will also mediate my own subjectivity with my role as a teacher, by considering different perspectives and respecting all views and opinions. For instance, if I know that I will be teaching to traditionally-minded students, I will ensure that I will not speak in a condescending manner. I will respect their traditional values, but I will still encourage them in understanding other perspectives on the issues of gender. I will only introduce them to other ideas that will make them more critical-minded. Reference Silko, L.M. (1996, September 26). The Border Patrol state. Tucson Weekly. Retrieved March 8, 2011, from http://www.tucsonweekly.com/tw/09-26-96/cover.htm.