About Me

My name is Suzanne Parker-Camarena. I am from Utah and currently reside in Arizona. I am a wife to my husband and mother to our four children and “mother-lady” to my husband’s two daughters from his first marriage. I am also owned by three cats of the feline persuasion. I am a student at Grand Canyon University pursuing a Bachelor of Arts Degree with an emphasis on Professional Writing. My current course of study is Multicultural Literature. Multicultural literature is a genre of writing that is inclusive of all cultures in the world, whether they be national, religious, or language, etc. To considered global literature, the writings, feelings, and meanings are able to be related across cultural differences to draw the reader into the experience. An example of Multicultural Literature is taken from “Girl” by Jamaica Kincaid:

"...this is how you sweep a corner; this is how you sweep a whole house; this is how you sweep a yard; this is how you smile to someone you don't like too much; this is how you smile to someone you don't like at all; this is how you smile to someone you like completely..."

It reminded me of how my husband's very traditional Mexican mother used to speak to her older grandchildren when they would visit her. Even as the sentence never ends in Kincaid's work, Grandma would go on and on, at times, barely seeming to take a breath between admonishments.

Multicultural Literature also blurs national boundaries by creating an avenue for all people to learn of different cultures other than their own and finding a way to possibly relate or understand more of each other. Kincaid was able to accomplish this as well because I could relate to her narrative and understand the never-ending admonitions she was listening to from who I believe to be the elder women in her life. After being reminded repeatedly to not behave like a slut, the girl questions at the very end if the baker will actually let her squeeze the loaf of bread and the response she receives made me laugh out loud because I remember hearing the same warnings and conclusions. This was the response: "...you mean to say after all you are really going to be the kind of woman who the baker won't let near the bread?"

20th century literature related so well the many struggles we all faced for cultural identity and the ability to understand others and more of ourselves. It covers topics of religious struggle, female rights, cultural bias, extermination, and thankfully, rebirth, strength, and determination to not just survive, but thrive. The examples listed in my blog entries below are just a fraction of the global literature available to immerse oneself in. My opinions are my own and I hope in no way dissuade the reader from forming their own. It is a journey that is well worth the effort.

Saturday, December 9, 2017

Cultural Identity






The reading for the week is very interesting and loaded with imagery and symbolism.  The importance of names in this literature illustrate not just a name to be called on this Earth, but also to remember one's beginnings and purpose for existing. There is much to be said of the importance of a name. I related to the importance of the character's names in these pieces. The theme of identity is strong in these pieces. In Senghor's To New York, he refers to Black identity and remembering where they come from, tying them into the Dan dancers of the Ivory Coast. He desired Black Americans to know of the cultural and racial connection they share with Africa.

"Life immemorial in the streets
All the amphibious elements shining like suns.
Harlem, Harlem! Now I've seen Harlem, Harlem!
A green breeze of corn rising from the pavements
Plowed by the Dan dancers' bare feet..."
  


There is a passage in Chike's School Days where it mentions Chike was being taught in the ways of the white man which meant the opposite of traditional. Both authors were concerned with their people remembering where they came from and remembering their individual connections to their heritage, lest they be lost. Senghor expressed his in the following selection from To New York:

"Now the ancient age returns, unity is restored,
The reconciliation of Lion and Bull and Tree
Idea links to action, the ear to the heart, sign to meaning." 

The "Lion and Bull and Tree" are symbolic of lions as black people and bulls as white people, while the tree is a symbol of suffering, as in the Christian cross. Hope for unity in spite of the differences between the diverse cultures, so the blacks can reach back to the ancient age of their people and live harmoniously with the whites.




TEACHERS:
Engage your students with a variety of activities that can create and awareness of cultural identity, awareness and appreciation.
Multicultural Experiential Activities

WATCH:
Viewers will have a lot of information to discuss after hearing the stories shared by Ms. Hijazi. This Pakistani American describes how life changed for her and her family after the tragic events of 9/11.

The Modern Maze of Cultural Identity

APPLY:
The following video details the introduction of Sudan’s Lost Boys to American society. Discuss the surprises for the men in the video and how they may be coping with the merging of two cultural identities—Sudanese refugee and American citizen.
Sudan's Lost Boys




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