Rhetorical analysis of "Caste: The Origins of Our Discontents" by Isabel Wilkerson
THE BOOK:
http://31.42.184.140/main/2565000/e8f7564f00be8e91330ff4d776cf532d/Isabel%20Wilkerson%20-%20Caste_%20The%20Origins%20of%20Our%20Discontents-Random%20House%20%282020%29.pdf
Please complete and submit a rhetorical analysis of Wilkerson’s book, Caste (one of the required books for the course). To refresh your memory and articulate the expectations, a rhetorical is NOT JUST a summary, rant, or reaction to the book. Caste is a good book, and I fully expect it to stimulate personal memories and emotions, and that is a good thing. I appreciate and deeply value honoring one’s experiences and using them as a lens to position oneself at the forefront of
Case Study (problem-oriented method) Problem (100 points):
a. Identify a problem/issue related to diversity and inclusion at your workplace, district, anyplace where education is part of its mission; formulate the topic/problem/issue from a real-world experience.
b. Think about what you would like the reader to learn from this experience. Help the reader to see what is invisible. What
Hoff Illinois State University Cultural Foundations of Education 5
the assignment. Unfortunately, due to time constraints, lived experiences, institutionalized impositions, or habits of mind, students (myself included) sometimes skim the readings for whatever reasons or simply not reading at all. Competition in higher education is based on what Wilkerson elaborates on in her book. The American racial caste ranks and orders humanity and normalizes the higher risk and trauma of stereotype threats. It masks internalized messages of inferiority as personal problems to overcome. We all respond differently to these messages learned over time. I am asking that students resist using their personal experiences as fillers or gaslight masking disengagement. These realities are disappointing. However, examining the cultural roots of these responses as an academic endeavor can be rewardingly challenging.
Discussions stalled at personal analysis stymies deeper learning when the discourse does not traverse deeper levels of analyzes. We all have compelling and wondering stories to tell. We should use those experiences to shed deeper insight into concepts brought out in the readings, opposed to using them to gaslight or cover for the lack of engagement.
This course seeks to challenge taken-for-granted assumptions, ways of knowing, and perceptions in exploring concepts in the readings. I hope that the book challenges US to think more deeply about concepts in Wilkerson’s book, which can create conceptual equilibrium. To be clear, a rhetorical analysis, nor is the case study, an autobiographical discussion/analysis. Instead, the expectation is that the paper will contain multiple levels of analysis: personal, structural, and conjunctural. Wilkerson does this expertly in the book. Of course, the use of APA to reference other works is expected. This process should be the norm for educational leaders enrolled in a program proclaiming equity as a philosophical and academic tenet.
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