MLO 4: SECONDARY CULTURE OTHER THAN HISPANIC CULTURES
In addition to the Spanish language and Hispanic cultures, the student demonstrates a general knowledge of a socio-cultural group other than a Hispanic one or mainstream American culture.
4.1 Students describe concepts of culture and use that understanding in their comparison of Hispanic cultures with a second culture other than those.
4.2 Students will analyze and make connections between the perspectives, ways of thinking, behavioral practices, and cultural products of a second culture other than Hispanic cultures.
4.1 Students describe concepts of culture and use that understanding in their comparison of Hispanic cultures with a second culture other than those.
4.2 Students will analyze and make connections between the perspectives, ways of thinking, behavioral practices, and cultural products of a second culture other than Hispanic cultures.
JAPN 311: Social Issues in Japan
JAPN 311: Social Issues in Japan
The course Japanese 311, offered the opportunity for non study abroad students to involve themselves in another culture other than a Hispanic one. The approach to learn of the Japanese culture, was in majority through literature pieces. The topics that were taught in regard to this culture were based on social issues from the time period of World War II and after the end of war, as well as japan’s civilians facing homelessness, inequality in the treatment of minorities, gender and labor issues, domestic and world ecological concerns and many other topics. The way these topics were assessed was through various genres of literature, among some of those, we alternatively used chapter readings, newspaper articles, blogs and websites. The course other than literature offered visual support by utilizing pictures, films and documentaries based on the time period or issue being covered. The visual support provided through the use of films or documentaries, were targeted to the results of WWII and riots based on military bases in Japan and other Asian regions. Another great support to fully undressing how the Japanese culture functions, was the use of two guest speakers who had gathered interviews of different individuals from various Japanese generations. The presenters provided details of interviewees affected during the WWII, after the war and effects of the contemporary issues in Japan. Yet, having a vast majority of resources being used to comprehend the various aspects of this culture, we were expected to grasp on to that information rather than just understand and to prove the comprehension behind each topic covered, written activities, such as blog posting were completed.
I have developed critical writing skills, as the result of writing blogs to reflect on the topics covered in each class secession. Another great skill obtained, even now an area I would like to improve in would be in the ability of comparing information from Hispanic societies to non-Hispanic societies. For example, I found it difficult to compare in details my culture or other Hispanic cultures, when cultures like Brazil, the Caribbean and others were briefly covered. To overcome the issue of having insufficient details of other countries, I would do mini-research activities out of school to gather more information. Despite, the courses only going over brief information of various cultures, I acknowledge that I had enough information and it rather much helped to initiate the out of class research.
All in all, after covering many topics of the Japanese society, I realized that gender roles and political issues were of my interest. This early interest was shown in one of my blog posts topic, labor issues. The piece of evidence provided will reflect on the levels of marginalization women face as early as before the WWII. Many women were shown to have been battling against the abuse of their rights, as early as in the time period of the WWII and continuously leaving through similar conditions in this modern time. Furthermore, when given the assignment of conducting research on any topic, I decided to keep my focus very similar to the blog post shared above and therefore, centered on Japanese women, who survived through extreme abuse of rights, under systematical governmental programs for military services known as brothels or comfort stations. Through the use of this piece of evidence, you will see the conditions many Japanese women were forced to live trough and how governments systematically succeeded in abusing of their rights.
The course Japanese 311, offered the opportunity for non study abroad students to involve themselves in another culture other than a Hispanic one. The approach to learn of the Japanese culture, was in majority through literature pieces. The topics that were taught in regard to this culture were based on social issues from the time period of World War II and after the end of war, as well as japan’s civilians facing homelessness, inequality in the treatment of minorities, gender and labor issues, domestic and world ecological concerns and many other topics. The way these topics were assessed was through various genres of literature, among some of those, we alternatively used chapter readings, newspaper articles, blogs and websites. The course other than literature offered visual support by utilizing pictures, films and documentaries based on the time period or issue being covered. The visual support provided through the use of films or documentaries, were targeted to the results of WWII and riots based on military bases in Japan and other Asian regions. Another great support to fully undressing how the Japanese culture functions, was the use of two guest speakers who had gathered interviews of different individuals from various Japanese generations. The presenters provided details of interviewees affected during the WWII, after the war and effects of the contemporary issues in Japan. Yet, having a vast majority of resources being used to comprehend the various aspects of this culture, we were expected to grasp on to that information rather than just understand and to prove the comprehension behind each topic covered, written activities, such as blog posting were completed.
I have developed critical writing skills, as the result of writing blogs to reflect on the topics covered in each class secession. Another great skill obtained, even now an area I would like to improve in would be in the ability of comparing information from Hispanic societies to non-Hispanic societies. For example, I found it difficult to compare in details my culture or other Hispanic cultures, when cultures like Brazil, the Caribbean and others were briefly covered. To overcome the issue of having insufficient details of other countries, I would do mini-research activities out of school to gather more information. Despite, the courses only going over brief information of various cultures, I acknowledge that I had enough information and it rather much helped to initiate the out of class research.
All in all, after covering many topics of the Japanese society, I realized that gender roles and political issues were of my interest. This early interest was shown in one of my blog posts topic, labor issues. The piece of evidence provided will reflect on the levels of marginalization women face as early as before the WWII. Many women were shown to have been battling against the abuse of their rights, as early as in the time period of the WWII and continuously leaving through similar conditions in this modern time. Furthermore, when given the assignment of conducting research on any topic, I decided to keep my focus very similar to the blog post shared above and therefore, centered on Japanese women, who survived through extreme abuse of rights, under systematical governmental programs for military services known as brothels or comfort stations. Through the use of this piece of evidence, you will see the conditions many Japanese women were forced to live trough and how governments systematically succeeded in abusing of their rights.