On the first day of the experiment, the blue-eyed children, or the in-group, were told they were superior to the brown eyed children, the out-group. On top of being told they were better and smarter than the brown-eyed children, the out-group was not allowed to drink from the same fountain, play together at recess, or go back for seconds at lunch-time. The brown eyed children received less recess time, had to wait to go to lunch, and wore collars for easy recognition.
How might Cholly relate to this idea? The statement relates to how the adults in The Bluest Eye communicate with the children, especially among the black adults and children, because they are taught to loathe their blackness and envy and adore the whiteness of their white neighbors. The adults, instead of “expressing love” for their skins and appearance, shame their color which they pass on to their children who, inheriting this self-hatred, continue to use language to destroy themselves. For example, in the scene when Claudia, Frieda, and Maureen are walking home, they come across Pecola who is bullied by a group of boys. She is called “black e mo” repeatedly and other offensive language not because she specifically committed a crime against them but because of their “contempt for their own blackness (Morrison 65).” Their detestation against their own skins was bred and cultivated; it was “learned self-hatred (Morrison 65).”
Topic 1: What does Yancy mean by “flipping the script”? Do you agree with Yancy’s perspective? Why or why not? Explain. In the introduction of George Yancy 's book Look, a White!, he suggests a technique for bringing awareness of racism into view which he calls “flipping the script.” As
“A Class Divided”: When asked the question, “do you think you know how it feels to be judged by the color of your skin”, a few felt that they did. Initially the children were excited to participate in the blue-eyed/brown-eyed experiment, until they realized they would be the people being judged. Once the teacher announced that the blue-eyed people are the “better people” than the brown-eyed children, immediately voiced their disagreement. One blue-eyed boy stated, “My dad has brown eyes and he’s not stupid.”
2. How did the young children learn the rules of discrimination? She broke the kids up by brown, and blue eyes giving the kids with blue eyes special treatment over the brown eyes students. This allowed the brown eyed kids to feel how colored kids are treated. The teacher put the blue eyed kids on a pedestal while treating the brown eyed kids with disgust, and unfair treatment.
Jane’s special project sparked when she told her young class of eight and nine year olds that blue-eyed people were smarter and were better than brown-eyed people. Blue-eyed children were allowed an extra five minutes at recess, could have extras at lunch, got to sit in the front of the classroom, and were greatly applauded for their successes. On the opposite spectrum, brown-eyed students were forced to wear navy fabric collars in order to be easily identified. The groups were forced into segregation and were not allowed to play with one another out on the playground. Even when a brown-eyed student is tormented, the exercise continues; it is all a part of the experiment. The next day, the children switched roles, allowing them to all comprehend the degrading and humiliating emotional aspects of being an “outsider”.
In watching the video Jane Elliot specifically separated the class by eye color Blue eyed meaning that you were better smarter and appreciated more in society and brown eyed meaning you were less than, not a good person, and not as smart as a blue-eyed person. And one of students was subjective to that because one his parents was brown eyed and he didn't quite understand why was his dad being labeled as less because of his eye color. The kids quickly recognized that brown eyed people were labeled as bad people and people who are flat out bad. One of the students who was labeled as brown eye immediately felt the treatment of not be treated equally and being put down based upon his eye color.
Group 4 Analysis Paper #2 If I were a participant if one of Jane Elliott’s exercises, I would have expressed a variety of emotions. I would have felt frustrated by the way she belittled us and with the rules that she enforced. She enforced rules so that the blue eyed people would fail and for the brown eyed people to succeed. I would have also felt humiliated by the way she mocked the blue eyed people. I would have felt angry with her too for treating and talking to me as iI would have benefitted from participating in a similar activity, because of the lessons that were taught in it. The most important lesson is to treat others fairly and to not be ignorant. She makes this very clear when she says that she won’t feel sympathetic towards the blue eyed people, because there are people in this world who face this kind of treatment on a day-to-day basis.
For the children, it was easy for them to believe anything they were taught because they were so young. Everything Mrs. Elliott told them they believed it and tried to live it in that moment. The blue-eyed children thought they were better and acted as if they were better. As the children stated, at the playground the blue-eyed children taunted the brown-eyed children all because of the labels that were taught to them. With the prison guards, it was a little harder for them to accept the things they were being taught. Whenever a blue-eyed person would get irritated with Jane Elliot, the would react in a defensive manner. In return, she used that against them saying that only blue-eyed people would act that way. I believe in the moment, for both groups the labels became true. Essentially, it demonstrates how something negative or positive can change a
In The Bluest Eye, characters experience a variety of oppressive , that give rise to the never ending cycle of victimization in both the families and neighborhood. Throughout the novel, the black community accepts white beauty ideals, for example, judging Maureen’s light skin to be highly attractive in comparison to Pecola’s darker features. Racism is also apparent in other indirect ways. There is a general sense of worthlessness that certain colored characters subconsciously integrate into their daily lives, even without the constant reminder of their apparent “ugliness”. For example, “the Breedloves did not live in a storefront because they were having temporary difficulty adjusting to the cutbacks at the plant. They lived there because they were poor and black, and they stayed there because they believed they were ugly.
The Importance of the Eye in Toni Morrison's The Bluest Eye In Toni Morrison's The Bluest Eye, the characters' eyes are everything. The word "eye" appears over and over with rich adjectives that describe color, movement, and nuance of expression to signify a character's mood
Children in the experiment: A Class Divided Children in the experiment: A Class Divided In the video, “A Class Divided,” the video shows a teacher from Iowa named, Jane Elliot who wants to teach her students the importance of discrimination. During her experimentation, she starts off her lesson by asking questions such as, “What is brotherhood?” “What is discrimination?” and “How are we supposed to treat people who look different than us?” Elliot then proceeds to ask her class if they would like to know what it feels like to be discriminated. Her emphasis in this experiment is to show how it felt to be discriminated. Elliot was inspired to do this experiment when she was listening to the television the night after they assassinated Martin Luther king. She kept hearing the news reporter say things like: “who will look after your people?” and “How will your people manage?” After this she knew she had to explain to her class in a way they will understand. Elliot decided to divide the class into two categories: the brown eyed kids and the blue eyed kids. At first the blue eyed kids were the superior race while, the brown eyed kids were the lower race. Being the inferior race meant that they had to wear blue collars around their necks in order to differentiate their eye color. Of course, the brown eyed kids had restrictions. They could not play in the playground, they could not befriend nor socialize with the blue eyed kids, and etc. The kids had a chance to walk in
The experiment that she conducted was to show her third grade class about discrimation. She conducted an experiment telling her students with blue eyes were smart, better, then the brown eyes. Second day brown eyes were better than blue eyes. It has accomplished that when Elliott told the blue eyes students that they were better, they started making fun of the brown eye students. In a matter of minutes, who the person was before didn’t matter; all that matter was the color of their eyes. It was a surprise because they were all friends at first, then when the teacher told them how blue eyes are better, the blue eyes started making fun of them and they also started becoming more enemies.
I remember hearing two of my teachers discussing about their groups and how it is not fair to have all the students who needed the most attention in the same classroom. I completely dismissed the conversation, until the moment I was reading Jeannie Oakes words about equality within classrooms. I realized the tracking practice has existed through my whole academic, as something normal, required by schools. Oakes defines tracking as the “process whereby students are divided into categories so that they can be assigned in groups to various kinds of classes” (Oakes, 1986 pg. 3). Also, it’s explained that many of the tracking methods causes differences bring a great disadvantaged to students both academically and emotionally. In elementary school there were always two or three group of student of the same grade divided into levels of performances. Going forward, in middle school, I was in a math and science specialized school and later on in a vocational school, both of which I was required to pass rigorous selection process. Therefore, tracking was made before enrolling depending completely in standardized test scores, GPA, interview and so on. Considering that tracking was made before enrolling in school, there was still a sense of division between groups depending on their “intelligence”. Even so, classrooms were always balanced with academically ahead and behind students. Overall, tracking did exist in peculiar ways, but it did not make a difference in the education given, still tracking was made when schools didn’t promote educational opportunities with the justification that it such opportunity was not in our best interest or we weren’t
On the first day she told the children that those with blue eyes were better than those with brown eyes. She said that blue eyed individuals were smarter and better than brown eyed people and they were given extra privileges. For example, the blue eyed students were allowed to leave for lunch first and could get seconds, but the brown eyed students were not. The superior group was given five extra minutes at recess and was allowed to play on the playground equipment. Just like the blacks were forced to use segregated restrooms and water fountains, the brown eyed children could not use the water fountains instead they were given cups. The brown eyed students were also required to wear a collar around their necks so they could easily be told apart from the blue eyed