Identifying Students' Historicity

Critical Theory

As a result of our studies in the social justice course last year, I developed a family heritage project for my 8th grade language arts classes. The goal of the project was to publicly acknowledge and celebrate the diversity of the students. Students shared from where their family originated, who came first, how they got here, difficulties they faced, and whether or not America was what they had hoped for. In addition, they shared their family customs, celebrations, tradtions, and/or religious observances. As part of their presentation they could bring in family heirlooms to show or pictures to share in powerpoint.

Although most students dug into the assignment and really enjoyed it, several students told me they had no relatives to interview, had no idea about their family's background and had no way to find out about it. Several tried to convince me they had no traditions, celebrations, or customs. I worked with those students so they could report what they did know their family backgrounds and show them that every family has traditions of some sort.

It is one the most enjoyable, informative weeks of the entire year as students learn about places all over the world and traditions about which they had no prior familiarity. Even more, it is a strong validation of each student's individuality and worth.

The Princess Myth

The princess myth appears to be designed to perpetuate the values of the dominating power group - in this case the white middle/upper class. Just as there were virtually no actors of color in the 40's and 50's and somewhat into the early 60's, the looks of the princesses mirrored the "woman as a good looking object" mentality of the time. Women were to be subserviant to men, and their primary goal was to please men. This could account for the lack of mother figures in the myths. Young women would out of necessity need to be under the supervision and "protection" of their fathers - underscoring the subservient female model.

In princess myths, the "happily ever after" occurs after the damsal in distress has been rescued by the handsome prince - never the father. The image of the father is not young, desirable, and handsome. Therefore, the ideal relationship would consist of a passive, beautiful woman and a charming, brave, protective handsome man - just what every girl dreams of after seeing it a myriad of times.

Let's look at three "real life" examples. It appears that in contemporary Western culture the princess "look" is alive and well. Both princesses Diana of Great Britain and Letizia of Asturias (with baby Sofia) are the epitome of beauty - slender and attractive. The picture of the African princess, while very beautiful, emotes a reserved inner strength and elegance more in keeping with a position of power. It's hard to get away from the Western commodification of the ideal when the model is being lived out before our very eyes.