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Question
"From a Native Daughter," Haunani-Kay TraskTrask describes her experiences of growing up and learning about Hawaiian history from two sources. Her family described the ""life of the old ones'" " how they planted, fished, danced and chanted. The second source, textbooks, described a very different Hawaii " ""Pagan Hawaiians'" could not read or write and were ""lustful cannibals."" Trask is troubled by how native language has been suppressed by school knowledge. She concludes that historians had never learned the language of the Hawaiian people. Therefore, the story of Hawaii, its culture and connection to the land remains unwritten.
Trask would argue that historians have engaged in thinking, by judging Hawaiian culture to the standards of their own culture.
a. feudalistic
b. civilized
c. ethnocentric
d. possessive
Answer
This answer is hidden. It contains 1 characters.
Related questions
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Q:
"White Privilege: Unpacking the Invisible Knapsack," Peggy McIntosh
Peggy McIntosh explores the invisibility of racial privilege. She argues that Whites tend to be unaware of the privilege they have as members of the dominant group. To illustrate this point she compares her own experiences with denied male privilege to her own limited perception of the privilege she enjoys because she is White. In an effort to challenge this lack of awareness, she lists forty-six examples of the invisible privilege she experiences in her everyday life that people of color do not. She points out that these daily benefits of being white make her life easier. For example, the ability to shop without being followed, to count on her skin color not causing suspicion of her financial reliability, or even the ability to find blemish cover to match her skin tone reflects her white privilege. She argues that for Whites these occurrences are largely taken for granted. They are expected, assumed to be the normal experiences of everyday life. For people of color, however, they are constant reminders of the struggle involved in all aspects of life when one's position in society is reflected as outside of the norm.
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McIntosh argues that for White people:
a. sexual identity is the only area where a system of advantage can be found.
b. gender is the only area where a system of advantage can be found.
c. race is the only area where a system of advantage can be found.
d. systems of advantage can be found in several aspects of one's life.
Q:
"From a Native Daughter," Haunani-Kay Trask
Trask describes her experiences of growing up and learning about Hawaiian history from two sources. Her family described the ""life of the old ones'" " how they planted, fished, danced and chanted. The second source, textbooks, described a very different Hawaii " ""Pagan Hawaiians'" could not read or write and were ""lustful cannibals."" Trask is troubled by how native language has been suppressed by school knowledge. She concludes that historians had never learned the language of the Hawaiian people. Therefore, the story of Hawaii, its culture and connection to the land remains unwritten.
By claiming that Hawaiians lived under feudalism, Whites
a. alienated the Hawaiian people from the land
b. instituted land tenure changes in line with current notions of private property
c. degraded a successful system of shared land use
d. all of these answers are correct
Q:
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Q:
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Q:
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Q:
"How a Scholarship Girl Becomes a Soldier: The Militarization of Latina/o Youth in Chicago Public Schools," Gina Perez
Gina Perez explores the complicated relationship between young Latina/o students in Chicago and the U.S. military. Perez argues that in addition to limited economic opportunities, gendered understandings of autonomy, family obligations, honor and respectability influence, how young people respond to the increasingly militarized educational context.
Studies of Chicago have found that _______________of the jobs requiring only a high
school diploma pay a living wage for a family with dependent children:
a. 50%
b. none
c. all
d. 80%
Q:
"Across the Great Divide: Crossing Classes and Clashing Cultures," Barbara Jensen
Jensen tells the story of Shelly, a working class college student who experiences cognitive dissonance as she confronts the "great divide" between working class and middle class cultures. According to Jensen, Shelly's "cross-over experience" is typical and can lead to emotional distress and dysfunctional behavioral responses unless the person can add rather than subtract aspects of self. Jensen calls this more positive response to the cross-over experience "bridging".
Students whose families are from the professional middle class find in higher education:
a. new rules
b. new values
c. new language
d. rules, values and language familiar to them
Q:
"Across the Great Divide: Crossing Classes and Clashing Cultures," Barbara Jensen
Jensen tells the story of Shelly, a working class college student who experiences cognitive dissonance as she confronts the "great divide" between working class and middle class cultures. According to Jensen, Shelly's "cross-over experience" is typical and can lead to emotional distress and dysfunctional behavioral responses unless the person can add rather than subtract aspects of self. Jensen calls this more positive response to the cross-over experience "bridging".
The "crossover experience" described in this article is marked by:
a. contradictory emotions
b. contradictory experiences
c. contradictory values
d. all of these answers are correct
Q:
"I Hate It When People Treat Me Like a Fxxx-up," Jeanne Theoharis
Jeanne Theoharis responds to the commonly held belief that urban minority students fail to value education by studying attitudes of African American and Latino high school students who attend an intensely segregated Los Angeles school. The writings of these students debunk the myth that they do not value an education, and indicate to the contrary, "how profoundly students value education, how deeply they wish to succeed academically, and how much they hope to make their families proud." Theoharis analyzes the schooling these students receive, identifying structural explanations for why these highly motivated students sometimes claim that "school sucks."
At Fremont, textbooks _______________ for homework.
a. were available to take home
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Q:
"I Hate It When People Treat Me Like a Fxxx-up," Jeanne Theoharis
Jeanne Theoharis responds to the commonly held belief that urban minority students fail to value education by studying attitudes of African American and Latino high school students who attend an intensely segregated Los Angeles school. The writings of these students debunk the myth that they do not value an education, and indicate to the contrary, "how profoundly students value education, how deeply they wish to succeed academically, and how much they hope to make their families proud." Theoharis analyzes the schooling these students receive, identifying structural explanations for why these highly motivated students sometimes claim that "school sucks."
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a. college representatives
b. college counselors
c. police
d. parents
Q:
"I Hate It When People Treat Me Like a Fxxx-up," Jeanne Theoharis
Jeanne Theoharis responds to the commonly held belief that urban minority students fail to value education by studying attitudes of African American and Latino high school students who attend an intensely segregated Los Angeles school. The writings of these students debunk the myth that they do not value an education, and indicate to the contrary, "how profoundly students value education, how deeply they wish to succeed academically, and how much they hope to make their families proud." Theoharis analyzes the schooling these students receive, identifying structural explanations for why these highly motivated students sometimes claim that "school sucks."
Who are Fremont students quick to blame when they have difficulty in school, according to Theoharis?
a. themselves
b. school administrators
c. teachers
d. parents
Q:
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a. 77
b. 25
c. 98
d. 55
Q:
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