Relationships and Narratives

Analysis of Kazoo Ishiguro novel The Remains of the Day and Chapter 2 of Rob Burton’s book Artists of the Floating World Contemporary Writers Between Cultures 

I think that most people have an aspect of the floating world in them. As humans we are constantly shifting between perspectives or roles. And, on a basic level I agree with Rob Burton’s quote of Kazuo Ishiguro saying that “Most of use are like butlers because we have these small, little tasks that we learn to do, but most of us don’t attempt to run the world. We just learn a job and try to do it to the best of our ability.” (Burton 51). Meaning that there is perhaps aspects of Stevens personality in all of us; not to say that we are all butlers but that in our human nature we only have so much capacity to learn and to do. Now perhaps where we learn Stevens tragic flaw is, is that he does not development this capacity past the learning of one aspect. Stevens does not contemplate what could be beyond his butler-ing abilities. And, while we has humans can not know and learn all there is, we have a great capacity and many of us are great proficients in topics of great interest or that deem to be a great success for us, such as our hobbies and our jobs. Some of us are lucky enough to have a job that is both a hobby and job; but most of us have jobs or careers that we are successful at and proficient at and then quite separate of that hobbies that spark the desire of our passions and interests. It is in this area that we once again have the opportunity to learn form Stevens character, he has no hobbies or interests outside of his work and attempts to learn bantering not for his own amusement or cognitive stimulation but to be more proficient at his butler-ing tasks.

Diverging from this idea this chapter also made me consider how we function with in these narratives. How do we function with in our own narrative, a national narrative, and then even a fictional narrative. What do these different narrative structures do for our development of reality?  Stevens seems to miss the national narrative, to have no concept of goes on beyond the walls of Darlington Hall. To me this is a two sided sword, while on one hand he is a successful butler, admired and respected for his abilities as a butler, and would have little influence on the world outside of those tasks so why should he be concerned with a world outside of those tasks? But, on the other side of my sword what good countryman and well for that matter considerate human being would want to ignorant of what goes on outside of their own little world? There is another quote that Rob Burton uses by Kathleen Wall which states “What Stevens…[does not] possess…is a self-reflexive awareness of [his] narrative tracks. Further, [his] reluctance to reside in the floating world indicates a resistance to the world of change, of hybridized experiences, of global interconnectedness…” (Burton 52). Stevens inability to have a discourse with his reader, as a narrator, about the larger picture of what is going on in the world and the human rights violations that Hitler imposed upon society shows his lack of interconnectedness. Any time, his narration begins to venture down a track that would take the reader off the ideas of the household tasks that are occurring during the discussion of global matters the reader is pulled right back into the household tasks with some discussion of silver polish. Rather take the reader down a “dangerous” discourse that deals with matters that are controversial and perhaps beyond Stevens depth, he adverts their attention to menial matters that as a reader I could really careless about. Though it makes me question aspect of human capacity and interest. We rarely enter into a conversation or argument that we do not have strength of knowledge on our sides. We do this for many reasons, for our pride, for respect of the topic, humility, and general disinterest but what Stevens makes painfully obvious and perhaps contradictory is his aversion of the topic and his desire to be the new generation of butler that works for lord who endeavors to make society a better place. And, yet he does not address the topics of human rights and works for a lord who, perhaps ignorantly, aids one of the worst regimes the world has seen.


Gates and Graff

In these readings I couldn’t help going back to asking the question what is our or my working definition of literacy. How does my idea of what literacy is function in society? Do all of these other parts of society really factor in to how literacy is acquired or do the simply work along side one another. Like looking at Graff’s idea of myth, there are components of literacy that can not be quantitatively understood as Graff explains and that leads to question how do we measure some of the effects of literacy, how does it gain its value and/or necessity if there are aspects of it we cannot measure. That considered it leads me to also think of Gates and his statement about race, race is not a thing we are not any different when it comes to the basics of human development so does race has such an impact on our society. Race is again something is constructed and ambiguous yet it so relative to our sense of self and equality. Is that perhaps why race and literacy are lead to such big discussions of their importance and impact upon society. These are some of the questions that these articles lead me to think about, I do not think there is a cut and dry answer to these questions, race is something that exists because at some point it was important to distinguish between groups of people, literacy is important because for some reason, whether we choose to agree this idea or not, it impacts our lives in so many ways that we often do not even realize that it can does perpetuate some of these stereotypical definitions and social questions.


Nelson and Sweetland Writing Center: Building Blocks

Much of Jennie Nelson’s article “Reading Classrooms as Texts: Exploring Student Writers’ Interpretive Practices” is really interesting and at the same so logical. There are some strong and valid points about students learning to adapt to the structure of the classroom and in turn perhaps not being as authentic a student or learner that they could be; but at the same time I think that her greater argument about students learning to read the classroom space like a text is a better of understanding of how students interact with their courses. That their reading of a classroom like a text means that they are so familiar with the basic format of the classroom and schooling that they skip over certain parts because they feel like they know it so well. However, I believe that this is where the use of the article, “Sequencing for Scaffolding”, by Sweetland Writing Center can come into play. There discussion and proposal for a classroom set up could be something to create more interaction for the students and change the structure of the classroom and as they see it. It would greatly depend upon the instructor and the assignments that were chosen and the amount of agency was given to the students in how they completed and worked with those assignments, but it could still be another stepping stone for those students in helping them to not skip over the “familiar” of the classroom setup. I guess in reading these articles there was another parallel I saw and that is that the classroom structure and the assignments are not necessarily separated. Just as having assignments that build on each other, including prior skills and developing new skills as Sweetland explains it is important to keep that in mind in the classroom. The students coming in have been in school and understand how it works, but as they progress through school there should be constantly new elements added and built upon in that classroom environment. Students shouldn’t walk into their college classroom for the first time and expect to be treated like high school students and in the same token they should be expected to grasp a full understanding of how a college classroom should operate. I think that there is an interesting correlation between this idea of building on writing and the students ability to read a classroom.


The Myth of the Myth…is it a myth?

" Rates of literacy in the United States depend on which of the various definitions of literacy is used."
http://en.wikipedia.org/wiki/Literacy_in_the_United_States

"According to a study conducted in late April by the U.S. Department of Education and the National Institute of Literacy, 32 million adults in the U.S. can't read. That's 14 percent of the population. 21 percent of adults in the U.S. read below a 5th grade level, and 19 percent of high school graduates can't read."
http://www.huffingtonpost.com/2013/09/06/illiteracy-rate_n_3880355.html

"Millions of adults living in the United States struggle with basic literacy skills. Literacy Partners believes that literacy is more than just reading and writing: literacy encompasses technological skills, as well as knowledge of health and personal finances."
http://www.literacypartners.org/literacy-in-america

The Myth of the Myth…is it a myth?

" Rates of literacy in the United States depend on which of the various definitions of literacy is used."
http://en.wikipedia.org/wiki/Literacy_in_the_United_States

"According to a study conducted in late April by the U.S. Department of Education and the National Institute of Literacy, 32 million adults in the U.S. can't read. That's 14 percent of the population. 21 percent of adults in the U.S. read below a 5th grade level, and 19 percent of high school graduates can't read."
http://www.huffingtonpost.com/2013/09/06/illiteracy-rate_n_3880355.html

"Millions of adults living in the United States struggle with basic literacy skills. Literacy Partners believes that literacy is more than just reading and writing: literacy encompasses technological skills, as well as knowledge of health and personal finances."
http://www.literacypartners.org/literacy-in-america