|Nan Dear |Gladys |Dolly | |Matriarch of the household. in her 60s |Nan’s girl. Dolly’s female parent. in her 40s |Daughter. shielded from the truth by Gladys and Nan until her ain injury | |Nan’s focal point is on accepting her batch and lasting. Her attack to |Gladys reveres the immature queen and thoughts of royalty. She’s excited at the |throws her into maturity | |objects is whether or non they are utile to her in maintaining house. |Queen’s visit and wants merely to acquire a expression at her.
|Proud of her Aboriginality but cognizant of the differences in society ; is | |feeding her household. surviving… |Gladys lives with her dreams that reflect credence into white society. She’s|angered by them. | |While Gladys and Dolly have their dreams. Nan’s lives in the present. |a smart adult female. who can reply all the Pick-A-Box inquiries better than the |Irritated by her mother’s aspirations to white society for her. Has her own| |making do. accepting the manner things are. “What good is it if I get heated |contestants. but knows that a black contestant would ne’er be accepted on Television.
|dreams. | |up? My occupation is to acquire nutrient on the tabular array –“ |All her dreams for credence and a better life are now tied in with Dolly. |Spiritually connected to topographic point and household. she’s unwilling to give these up| |Nan rejects the monarchy. She says. “She’s non my queen. ” She’s scornful|Gladys hopes Dolly will take a European life – with an instruction. a good occupation |for Errol. | |of Gladys’ fear for the immature queen. “One loyal topic in the |in an office and a nice white male child in the signifier of Errol. | | |family is adequate. ” |Gladys represents inactive Aboriginal discontent.
She wants to be portion of white| | |Nan represents ‘the old ways’ . She is the voice for traditional |society and will non move against it to convey alteration for her people. | | |Aboriginal imposts and beliefs. | | | BUILDING KEY CONCEPTS Familial Belonging *** Assimilation V. Acceptance *** Social and psychological barriers to belonging Familial Belonging & lt ; Cultural contexts: contrast European and Aboriginal beliefs and attitudes to household & lt ; Investigate scene between Nan Dear and Dolly when Dolly seeks aid with her Family Tree.
Note Nan’s response when Dolly tells her they can’t include their cousins. ( p. 125 ) & lt ; What is Gladys stating when she instructs Errol to name her “Auntie” ? ( p. 146 ) What is the significance of this? & lt ; “Shame! They might be drinkers. but they’re still our people. ” ( p. 139 ) What does this state about Nan Dear’s attack to belonging? & lt ; ( p. 169-170 ) Contrast Errol’s sense of familial belonging to Dolly’s. & lt ; What is the consequence of the Government’s “new Assimilation policy” on the Aboriginal household as represented by Nan Dear. Gladys. Dolly and Auntie Esther’s household?
Assimilation Vs Acceptance & lt ; Historical context: research the history of Australian Government policy towards Indigenous Australians & lt ; Cultural context: place the impact of the Government policies on the cultural context of non-indigenous and autochthonal Australians & lt ; Social context: what were some of the societal impacts of Assimilation – there are rather a few indicated in the drama & lt ; Literary context: the drama demonstrates a figure of societal effects of the Government attack to Aboriginals. & lt ; How can the “new Assimilation policy” be seen to be played out in the drama?
How does this policy destroy any possibility of Aboriginal belonging in non-indigenous society? & lt ; Errol represents the difference between Assimilation and Acceptance. He says ( p. 149 ) “What affairs is you. Not your reference. ” But so asks her to run off with him to a “better life” in the metropolis. separated from his household and hers. Dolly’s concerns ( p. 171 ) reflect those things to which she emotionally and spiritually connected: the land and her household. Subsequently. Errol asks to get married Dolly. accepting that they will both populate on the river flats with her household. He has reached credence and apprehension.
& lt ; Hypocrisy of Government Assimilation policy: will conceal the humpys from Queen. but will demo her how to throw a Boomerang Social and psychological barriers to belonging & lt ; Prejudice – employers. inspectors. friends. household & lt ; Imbalanced entree to services – pass oning one group to disfavor & lt ; Different intervention – pick of land and manner of lodging different for the Indigenous groups & lt ; Power of non-indigenous to command and judge non-indigenous lives & lt ; Time and energy – focused on endurance & lt ; EXPLORING KEY IDEAS Belonging is about how the single experiences their difference.
Nan Dear – accepts her difference from white society. She chooses non to belong. Gladys – ab initio represents Aboriginal credence of assimilation. She seeks to belong to white society. All her dreams for credence are now tied in with Dolly. Dolly – is proud of her Aboriginality but is progressively cognizant of the differences that separate her from white society. Merely in the context of credence can a individual feel they belong. Errol – recognises that by non accepting Dolly’s ties to her place and household. she can non accept him for a hubby. Dolly – can non ‘belong’ to Errol whilst he doesn’t accept her ties to place and household.
The person is the lone individual who can make up one’s mind whether or non he/or she belongs. Dolly – Errol speaks of love and credence but Dolly does non experience she belongs with him until he can accept her within her household and cultural environment. Gladys – suggests Errol name her “Auntie” as she perceives an credence of her and her household What promotes belonging is a willingness to be accepting of others. The Australian Govt’s Assimilation Policy does non advance belonging in that it does non accept Aboriginal difference. Its purpose is to take the impression of a separate Aboriginal civilization.
The failure of this policy is apparent in the societal effects demonstrated in the drama. Peoples are threatened by what is different – the unknown. the other. Nan is threatened by Errol. Differences define boundaries. Affects of assimilation Geographic boundaries by civilization working within the aos |Syllabus Extract |Working with the text | |Students explore the ways in which the construct of belonging is represented |Students analyze the manner Rainbow’s End and related stuff explicitly and implicitly represents the issues associating to belonging. such as impressions of | |in and through texts.
|identity. credence and apprehension. | |Perceptions and thoughts of belonging or of non belonging vary. |Students examine the different attitudes of the characters towards belonging. both to autochthonal and non-indigenous society. Students besides examine the | | |attitude and influence of an establishment. such as the Australian Government. towards advancing or hindering feelings of belonging among the Aboriginal | | |populace. | |These perceptual experiences are shaped within personal. cultural. historical and |Students examine: | |social contexts.
|the historical context of the play’s scene. being 1950s Australia | | |the history of the Rumbalara transitional lodging undertaking in Victoria | | |the societal and cultural attitudes to Aboriginal society and civilization by non-indigenous Australians | | |the societal and cultural impact of the Australian Government’s Assimilation policy and the drift behind it | | |the societal and cultural drift behind the play’s committee and ultimate creation/staging.
| |A sense of belonging can emerge from the connexions made with people. |Students consider: | |places. groups. communities and the larger universe. |Aboriginal attitudes to familial belonging | | |Aboriginal individuality and its connexion to topographic point ( land ) and tribe ( represented through Nan and Dolly ) | | |Non-indigenous Australian’s individuality of belonging to the British Empire. encapsulated by the Queen’s visit. | | |Compare and contrast these attitudes with those exhibited by Errol and the other non-indigenous characters in the drama.
| |Within this AOS. pupils may see facets of belonging in footings of |Students consider the limited. conditional or partial credence of Natives by: | |experiences and impressions of individuality. relationships. credence and |The Australian Government | |understanding. |The local community around Rainbow’s End | | |Errol | | |Students besides consider the different attitudes to being Aboriginal on the portion of Nan. Gladys and Dolly. | |Texts explore many facets of belonging. including the potency of the |Students examine: | |individual to enrich or dispute a community or group.
|the impact and part of Errol to the Dear household. | | |the impact and part of Gladys to her Aboriginal community by the terminal of the drama | |They may reflect the manner attitudes to belonging are modified over clip. |Student’s consider: | | |Errol’s motion towards full credences and understanding | | |Gladys’ development of her Aboriginal pride and finding to act upon alteration | | |Nan’s gradual credence of Errol in the household and credence of Dolly take parting in European rites. such as dance and dating. | | |Other reported and possible societal alterations to the community by the terminal of the drama.
| |Texts may besides stand for picks non to belong or barriers which prevent |Student’s examine: | |belonging. |Nan Dear’s grounds non to belong to white society | | |Dolly’s limited sense of belonging | | |Social hindrances to Aboriginal belonging in white society | | |geographical boundaries create barriers | | |Government assimilation policy | | |Level of Aboriginal disadvantage forces focus on endurance | | |Ignorance/Prejudice ( State-sanctioned ) | |Perception and thoughts of belonging in texts can be constructed through a | .
Students examine the ways in which: | |variety of linguistic communication manners. signifiers. characteristics and constructions. |dialogue. | | |stage waies. | | |narrative construction. | | |and word picture | | |support the impressions of belonging presented in the drama. | |In prosecuting with the text. a respondent may see and understand the |Students may wish to analyze: | |possibilities by a sense of belonging to. or exclusion from the text and |the absence of a male Aboriginal voice in the text | |world it represents. This battle may be influenced by the different ways|the representation of white.
Australia in the text | |perspectives are given voice in or are absent from a text. |their ain experience of forced integrating or their experience of being defined and/or confined by their beginnings. geographically or racially. | essay inquiries Theme-based: In contrast to how a child belongs in the universe. grownup belonging is ne’er as natural. inexperienced person. or playful. Adult belonging has to be chosen. received. and renewed. It is a lifetime’s work… ” – John O’Donohue To what extent is our sense of belonging dependant on our credence of our ain and others differences? In your response. you must mention to your set text and at least two pieces of related stuff.
Techniques-based: Our perceptual experiences of belonging are shaped within the personal. cultural. historical and cultural context in which we live. Discourse how this thought is reflected in the texts that you have studied. You will necessitate to mention to your set text and at least two pieces of related stuff. assessment undertaking Course: Standard English Unit: Area of Study – Belonging Undertaking: Oral Assessment Weighting: Talking – 15 % Syllabus Outcomes 2. A pupil demonstrates understanding of the relationships among texts. 6.
A pupil engages with the inside informations of text in order to react critically and personally. 7. A pupil adapts and synthesises a scope of textual characteristics to research and pass on information. thoughts and values for a assortment of intents. audiences and contexts. 8. A pupil articulates and represents ain thoughts in critical. interpretative and inventive texts from a scope of positions. 10. A pupil analyses and synthesises information and thoughts into sustained and logical statement for a scope of intents and audiences.
A sense of belonging is an natural human demand in all of us. In a formal address to an audience of your equals. discourse this statement in relation to your set text and at least two pieces of related stuff. Duration of address: 4 proceedingss. with a warning bell at 3? . Students will be penalised for talking longer than 4 proceedingss or less than 3 proceedingss. Remember to concentrate on: ? Using the construct of belonging to link your treatment of your texts? The chief thoughts connected to the construct of belonging in your prescribed text and at least two texts of ain choosing?
Your bringing of the address and your audience: pitch. tone. modulation. emphasis. gait. etc. You are non to read the address! You will be assessed on how good you: ? Make incorporate and meaningful connexions between the texts in relation to the construct of belonging? Discuss critically and personally how construct of belonging is represented in your prescribed text and at least two texts of ain choosing? Discuss the chief thoughts of your prescribed text and texts of ain choosing? Show a formal address to an audience of your equals AOS – ADVANCED & A ; STANDARD MARKING GUIDELINES.
|Criteria |Marks | |Articulates an insightful critical and personal apprehension of construct of ‘Belonging’ | | |Analyses and explains ( ADV ) or describes ( STAND ) skillfully the ways composers represent the construct of belonging | | |Demonstrates adept control of linguistic communication and construction appropriate to audience. intent. context and signifier |15 – 13 | |Discusses insightfully the chief thoughts of the prescribed text and at least two texts of ain taking | | |Articulates a thoughtful critical and personal apprehension of construct of ‘Belonging’ | | |Analyses and explains ( ADV ) or describes ( STAND ) efficaciously the ways composers represent the construct of ‘Belonging’ .
| | |Demonstrates effectual control of linguistic communication and construction appropriate to audience. intent. context and signifier |12 – 10 | |Discusses thoughtfully the chief thoughts of the prescribed text and at least two texts of ain taking | | |Articulates a sound critical and personal apprehension of construct of ‘Belonging’ | | |Analyses and explains ( ADV ) or describes ( STAND ) soundly the ways composers represent the construct of ‘Belonging’ | | |Demonstrates sound control of linguistic communication and construction appropriate to audience. intent. context and signifier |9 – 7 | |Discusses soundly the chief thoughts of the prescribed text and at least two texts of ain taking | | |Articulates a limited apprehension of construct of ‘Belonging’ | | | .
Describes the ways composers represent the construct of ‘Belonging’ |6 – 4 | |Demonstrates limited control of linguistic communication and construction | | |Describes in a limited mode the chief thoughts of the prescribed text and at least two texts of ain taking | | |Articulates an simple or no apprehension of construct of ‘Belonging’ | | |Describes some or no textual characteristics or inside informations |3 – 0 | |Demonstrates simple control of linguistic communication and construction | | |Describes in an simple mode some of the chief thoughts of the prescribed text and at least two texts of ain taking | | related stuff Newspaper articles.
Investigate the archives of SMH for articles on the predicament or experience of Aborigines or other minority groups forced to do picks about the extent to which they choose to ‘belong’ in Anglo-Australian society. World Wide Web. smh. com. au One good illustration is: “We’re Aborigines. too” . by Paul Briggs. SMH. 23 August 2006. Book The Kite Runner. Khaled Hosseini. Bloomsbury. 2003 ( Afghanistan ) .
Issues: credence and apprehension ; familial belonging ; minority groups ; societal and psychological barriers to belonging. Nervous Conditions. Tsitsi Dangarembga. Ayebia. 1988 ( Zimbabwe ) Coming-of-age novel of a immature African miss turning up in post-colonial Zimbabwe. Issues: credence and apprehension ; familial belonging. societal and psychological barriers to belonging ; post-colonial influence of the former Empire creates societal and familial struggle Graphic Novel.
American Born Chinese. Cene Luen Yang. First Second Books. New York. 2006 ( Chinese American ) Issues: credence and apprehension ; societal and psychological barriers to belonging ; stereotypes ; minority groups ; familial belonging ; cultural clang Academic Essays “A Helping White Hand” : Assimilation. Welfare and Vitoria’s Transitional Aboriginal Housing Policy. Corinne Manning. downloaded from World Wide Web. historycooperative. org/journals/lab/87/manning. html An first-class essay on the background and issues related straight to Rainbow’s End. Poetry “Prayer of a Black Boy” Guy Tirolien ( Guadeloupe ) “You the Choice of My Parents” . Konai Helu Thaman ———————– RAINBOW’S END JANE HARRISON.
