Analysis Of Fences By August Wilson Essay - 1837 Words

Fences written by August Wilson, the setting reveals the man that Troy Maxson really is. The set of the play represents Troy Maxson’s character within the play where him and his family reside in a fenced in yard of Troy’s front porch, brick house. He is proud to provide a home for his family. However, Troy has not accomplished this achievement on his own. Which takes a toll on Troy when he realizes he has nothing to show for his life which leads Troy to feel ashamed of himself. The protagonist, Troy Maxson’s job as an African American is a trash collector where is a disappointment for Troy since his dream was to be a professional baseball player. Even though Troys stubbornness gets in the way of his relationships with his family his heart is distracted by the social issues that are occurring during the 1950’s. Troy also represents the number of individuals who ignore the downfalls of social discrimination. Set in the 1950s, Fences explores the changes that African American’s were exposed to at this time period through the character Troy and the younger generation like his son Cory. In Fences, August Wilson, relates the role of race complications through Troy by depicting race throughout Troy’s past experiences and how it effects his current life. In Fences by August Wilson, the drama is set in the 1950’s where America’s pastime of baseball is an underlying factor. One of Wilson’s main ideas his writing was the aspect of how the color of ones skin can make or break onesShow MoreRelatedFences Analysis On Fences By August Wilson1283 Words   |  6 Pages Fences Analysis In the play â€Å"Fences† by August Wilson the play’s attitude toward women is biased, and if the play was written by a female I think it would have a stronger feminine influence. Issues such as racism and discrimination against blacks may be raised in the play that the author did not bring up, and the women in the story somewhat do generally typify women in the 1950s. To support my interpretation, the women in the play were homebodies, just worrying about the household because theyRead MoreAnalysis Of Fences By August Wilson1179 Words   |  5 PagesFences, August Wilson The close reading process for this play occurs in three stages: 1. First Read (Days 2 and Day 3): Students are not to cold read the play during this period. It is essential for their understanding that this first read comes from a fluent adult reader or (less ideally) from a recording of the play. Teachers should pre-select moments of tension or surprise when students should stop and jot their thoughts, ideas and questions about the text. The suggested cues for the openRead MoreAnalysis Of Fences By August Wilson1340 Words   |  6 Pagescharacter who, for the most part, is a benevolent person, but suffers from his or her hamartia and hubris, which ultimately leads to their downfall and recognition of their poor choices, as well as the reversal of their situation. The play Fences written by August Wilson describes the struggles and hardships of an African-American family endeavoring to live the American Dream in the 1950s. Although some may argue that the main character, Troy, is not a tragic hero, evidence in the play fortifies that heRead MoreAnalysis Of Fences By August Wilson1251 Words   |  6 PagesFences by August Wilson is a play about African American life during the 1950’s era, it reflects a transitional time where African Americans begin to stand up and fight against racism. The father son relationship is a centering conflict within the play Fences. Throughout the play we are immersed into this complex connection of Troy and his two sons, Cory and Lyon. Troy struggles to create an identity separate from what is forced on him through an oppressive society. His battle with identity streamsRead MoreAnalysis Of Fences By August Wilson1612 Words   |  7 Pages In August Wilson s play Fences, he uses his piece to explain that someone unable to control their actions caused by selfish, hatred, or angry emotions will cause issues in one s personal life, general decisions, and in family life. Wilson hopes to target people who can t control their emotions and wishes to prevent the negative effects of uncontrolled actions caused by negative emotion. The inability to control one s emotions can harm their friends, decision making, and family. Wilson mainRead MoreAnalysis Of August Wilsons Fences 1800 Words   |  8 PagesAugust Wilsons â€Å"Fences† takes us on a journey that transforms the 20th century impression of a Negro Family with Insatiability, Tenderness, and Sacrifice. The famous play is an autobiography of an American Negro man who loses his dreams for the people he loves. Fences demonstrates us what sacrifice looks like and how egocentricity still exist today. Fences takes place with a family in Pittsburgh from 1957 to 1965. The characters are Troy, Bono, Rose, Lyons, Gabriel, Cory, and Raynell. Fï  ¥Ã¯  ®Ã¯  £Ã¯  ¥Ã¯  ³Ã¯â‚¬  Ã¯  ©s importantRead MoreAnalysis Of `` Fences `` By August Wilson867 Words   |  4 Pagesa family. August Wilson’s â€Å"Fences† portrays extremely well what happens when a member of the family decides to forget his or her duties. The use of metaphors and symbols throughout the play such as baseball and fences, illustrate exactly why Troy Maxson as a fami ly man was destined for disappointment. Rose, Troy’s wife in the play was the obvious voice of reason between the two; all she wanted was an interrupted happy family life. The fences that she put up were not physical fences but ratherRead MoreAnalysis Of Fences By August Wilson1656 Words   |  7 Pagesand typically a positive thing. There are times, however, when the people that children emulate are not the best examples society has to offer. In the play Fences Cory looks up to his dad when it comes to sports. However, by the end of the play the reader starts to notice that Troy is not the man to look up to. The plot in Fences by August Wilson is centered around an African American family that looks at the world a little differently by that I mean when Troy was young people believed blacks shouldn’tRead MoreAnalysis Of Fences By August Wilson1240 Words   |  5 Pagescontinued to pursue this goal despite the likeliness of failure? Would it still be worth it? Fences by August Wilson tells the story of an i mpoverished African-American family in the 1950s and the father Troy’s failed American Dream. The Great Gatsby by F. Scott Fitzgerald illustrates the upper class in the Roaring Twenties and a man named Gatsby who also fails to attain his long-awaited dream. Both Wilson, in Fences, and Fitzgerald, in The Great Gatsby don’t believe solely in the dreamer or solely in theRead MoreAnalysis Of Fences By August Wilson1307 Words   |  6 PagesIn 1990, after Paramount Pictures and playwright August Wilson came to a disagreement about the adaptation of his play Fences, Wilson published an Op-Ed in Spin magazine titled â€Å"I Want a Black Director.† The Spike Lee edited piece discussed what Wilson saw as the penultimate disagreement between himself and the studio, stating specifically: â€Å"At the time of my last meeting with Paramount Pictures in January 1990, a well-known, highly respected white director wanted very much to direct the film

This Chapter Will Provide The Theoretical Framework For

This chapter will provide the theoretical framework for training teachers for family engagement followed by a current and comprehensive literature review of: (1) Importance of family engagement, (2) Family engagement and educational equity, (3) Current state of teacher preparation for family engagement, (4) Teachers’ beliefs and attitudes towards family engagement, and (5) Best practices for teacher preparation. Following the literature review, the summary at the end of the chapter will propose the need for the study and possible research questions to guide the study. Theoretical Framework This study is grounded in several universal theories. The scope and backdrop of the research study is based on Bronfenbrenner’s Ecological Systems†¦show more content†¦This leads to believe that providing quality training to preservice teachers will impact the learning environment to provide better outcomes for children entrenched in that environment. Additionally, building and embracing a relational, inclusive, and collaborative family engagement approach between schools, communities and families may help educational institutions move from a limited microsystems position that only focuses on child interactions with parents and home to the integrated approach of Bronfenbrenner Ecological System (Mapp Hong, 2010). Epstein’s (2001) Home, School and Community topology. Epstein’s (2001) Home, School and Community topology also forms the backdrop of this study. Epstein’s topology consists of six types of family involvement prac tices for building a comprehensive home-school partnership: 1) Parenting: assisting families with parenting skills; 2) Communications: communicating with families about school programs and student progress; 3) Volunteering: improving recruitment, training, activities and schedules to involve families as volunteers; 4) Learning at Home: Involving families with their children in academic learning activities at home; 5) Decision Making: including families in school decisions, governance and advocacy activities; 6) Collaborating with the Community: coordinating the work and resources of community business, agencies, culture and civic organizations. Applying the above framework will help us teachShow MoreRelatedChinas Accession Of The World Trade Organization1422 Words   |  6 Pagesadvantages of this country and other factors. 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Adult Self-Directed Learning Free Essays

Through time, self-directed learning has been observed as a rather distinct form of learning that has been in existence in the development of children up to the adult years. In the past, it has been known that the practice of self-directed learning has become the practice where formal instruction is not available before the establishment of schools (Merriam Brockett, 2007). It requires a greater focus on the ability of the learning to become the source of initiatives when it comes to acquiring information and the reliance on their self without guidance from the traditional perspectives contained in the classroom setting. We will write a custom essay sample on Adult Self-Directed Learning or any similar topic only for you Order Now More so, it emphasized on a lesser restrictive foundation of learning and allows for the adult learners to depend on their own capabilities and discipline (Edwards, Hanson, Raggatt, 1996). Aside from the learner, there is a perspective from the field of education which points towards the fact that adult learners are able to gain knowledge in self-directed learning through dialogue, too (Borkman, 1999). Nonetheless, there is much more emphasis on autonomy and the assumption of ownership when it comes to learning (Knowles, Golton, Swanson, 2005). Upon review of the literature mentioned above, it has been shown that adult self-directed learning has existed through time, focuses on autonomy and ownership in learning, acquisition of information through independence, and the use of dialogue in learning. These are essential and basic elements within the concept of self-directed learning but the ability of the adults to engage in self-directed learning, in consideration of the characteristics and perspectives they have in terms of learning, is worth discussing. Moreover, the long existence of self-directed learning leads to the question of whether it can be really institutionalized or formalized through the inclusion in the academe or should remain as what it has been before, which is that learning rests on the initiative of the learner and occurs just about anywhere. It has been considered that the adults are able to conceptualize and reflect on their own better than the other age groups because of their current stage in cognitive development. Inherently, they have the capability to analyze and critically assess situations before them because of the sense of maturity attached to their age group. With this characteristic, adults can engage in self-directed learning better than high school students would do, as an example. However, this particular ability, brought about by their level of cognition, raises the question of whether adults are indeed able to learn by themselves or would need to communicate with a particular mentor or peer, which is posited in the element of â€Å"dialogue† for self-directed learners. The autonomy and independence is especially raised in the case of self-directed adult learners because of the discipline they have but nonetheless, there remains the need for them to have an authority in their activities when it comes to learning. There remains the constant need for inquiry and honing of ideas and the adult learner should be able to engage with someone who can ask questions in order to engage the learner into deeper thinking. While cognitive development may be a factor that makes the adult capable of engaging in self-directed learning, there remains the need for them to engage in dialogues in order to assure that what they gain in terms of their autonomous and independent are continuously refined. Thus, there remains the need for a mentor or outsider interaction that turns the mentor into a facilitator of learning instead of an agent through which learning primarily rests on. Moreover, this makes the autonomy and independence of a learner vary in terms of the set-up where self-directed learning occurs. There are differences that have to be accepted when it comes to the learning styles and behavior of the adult learners which makes room for flexibility in the framework of self-directed learning. There are adults who are able to devote their time practically on learning by themselves and there are also those who need constant dialogue for them to learn. In terms of learning styles, there is much room left for flexibility in this method of learning and makes people appreciate the fact that it puts the learner at the center of every activity. This deviates and puts much difference as compared to the traditional classroom setting because of the restrictive nature of learning and expression of individual learning habits. It now becomes important to emphasize that learning is deemed to be a rather enriching and fruitful experience when the learner is able to express and do it in his/her own way and will because of the satisfaction this brings. More so, a person would rather act more cooperatively when he/she has a sense of control over the choices that has to be made, which is the essential and a root function in self-directed learning. Thus, the question of whether adult self-directed learning rests on the level of cognitive development of the learner has to take into consideration the personal learning habits and degree of autonomy required by each learner. More so, evaluation of progress has to be based on the different requirements of each learner. In terms of formalization, there are current ways through which self-directed learning has been formed to become a part of the academe. The fact that it has been used as a method of instruction in the universities, which is partially a hybrid form in the case of distance learning, shows that it is recognized as an acceptable and effective means of acquiring knowledge. However, there remains the question of whether institutionalization of this form of learning creates any difference or not. The existence of self-directed learning practices in universities gives the formal setting for learning to occur. It does, in fact, take into consideration the different needs of the learner and the experience is enhanced through three different elements of the concept. These three elements are the advancement in technology, the training for teachers, and the convenience and accessibility of the learners to engage in self-directed learning. There advancements in technology have now provided self-directed learning to occur at a more effective manner for both the students and the teachers. The existence of internet has made it possible for learners, and teachers alike, to engage in dialogue and transfer of information across boundaries without barriers of geographical distances and costs. Learning could now occur online where different people in different parts of the world are able to communicate in real time. Moreover, there is a far wider reach for adult learners to be able to seek the advice or opinion of experts or other professionals when it comes to acquiring information for their subjects. However, this poses problems and disadvantages for those who are not abreast with the changes in terms of technology for this particular method of learning. Moreover, there are adult learners who are not familiar or are not willing to use new technologies. Thus, it limits the effective and new tools of self-directed learning to those who can use them and have access to such. Aside from technology, teachers or mentors, who serve as facilitators, have also undergone changes as they developed their selves to adopt with the requirements of self-directed learning. It is assumed that there are still adult learners who wish to learn under the tenets of self-direction but requires guidance or dialogue. This situation gives rise to the hybrid mix where a mentor is present in order to fulfill the roles expected by the learner. Through time, educators have made their selves available for training on how to handle communication for adult self-directed learners, motivation, and manner of facilitation. It is apparent that there are differences with that of the traditional classroom setting and this makes the teachers wear a relatively different shoe. This is where they realize that dictation and feeding everything into the student does not work. Rather, they only have to stimulate the students to critically think and analyze their situation and create an atmosphere which enables learning to occur. Lastly, access and convenience remains a great factor for the adults to choose self-directed learning today. The present conditions of the adults who engage in learning have made this a practical and popular choice nowadays. Adult learners are usually engaged in learning because of their need to go up the professional ladder, which can only be done through education. In this set-up, they are given the chance to commit to their work and still be able to attend classes wherever they may be. Self-directed learning, thus, enhances the chances and opportunities provide for adults to acquire knowledge without any inconvenience.   Upon visiting one of the online websites dedicated to self-directed learning, www.selfdirectedlearning.com, there are information provided for the purpose of both the learners and the teachers. The site convinces people that they could engage in self-directed learning through steps and also provides the teachers with information regarding some aspects of this particular form of learning. However, it is not a site which is purely devoted to providing information but mixes it with commercial purposes and makes offers of different materials for those who visit the site. Thus, it makes the readers question whether the information provided is intended to give credible information or simply support the commercial purposes of the website. Thus, it has been shown that self-directed learning for adults have several elements. It is seen that it could occur in practically any place with varying degrees of formality. Moreover, there are considerations given for the preferences and personal habits of the adults when it comes to learning as brought about by their present situation and needs. There are other aspects which affect the ability of mentors and students to come together for the purpose of engaging in self-directed learning where the learner still serves as the primary focus of the process and the teacher serves as the facilitator. References Borkman, T. (1999). Understanding self-help/mutual aid: Experiential learning in the commons. Piscataway, NJ: Rutgers University Press. Edwards, R., Hanson, A., Raggatt, P. (1996). Boundaries of adult learning. London: Routledge. Knwoles, M., Holton, E., Swanson, R. (2005). The adult learner: The definite classic in adult education and human resource development. Burlington, MA: Elsevier. Merriam, S. Brockett, R. (2007). The profession and practice of adult education: An introduction. San Francisco, CA: Jossey-Bass. How to cite Adult Self-Directed Learning, Papers