Citation:
Hall, Anne-Marie. “Keeping La Llorona Alive in the Shadow of Cortés: What an Examination of Literacy in Two Mexican Schools Can Teach U.S. Educators.” Bilingual Research Journal, vol. 30, no. 2, Taylor & Francis Group, 2006, pp. 385–406, doi:10.1080/15235882.2006.10162882.
Summary:
Anne-Marie Hall's study titled "Keeping La Llorona Alive in the Shadows of Corte: What an Examination of Literacy in Two Mexican Schools can Teach U.S. Educators.", approaches folklore and more specifically La Llorona when in regards to observing two Mexican schools located in the region of Oaxaca. While observing both urban and rural schools, Hall is able to identify a significant pattern when it comes to students' literacy skills. Hall emphasizes that, "As I talked
to the children in these schools and read their writing... I realized that these ancient beliefs and
customs are, in the words of Paz (1985) “still in existence beneath Western
forms" (Hall 393). Furthermore, in addition to the collection to the observations on students' writings, Hall considers the differences between North and Southern Mexico when in regards to educational levels, emphasizing on the effects of colonization when describing "Pre Conquest" and various indigenous groups. However regardless of such differences, Hall as well comes to emphasize that Southern Mexico's schooling was where "the ancient
and modern resided side by side" (Hall 401). Hall demonstrates the ultimate meaning of myths in Mexican culture.
Author:
Anne-Marie Hall is the author of "Keeping La Llorona Alive in the Shadows of Corte: What an Examination of Literacy in Two Mexican Schools can Teach U.S. Educators." Anne Marie Hall has worked within the University of Arizona.
Key Terms:
"Pre-Conquest": the time in Mexico/Latin America prior to colonization.
"Myths": The stories upheld within cultures that teach life lessons
Quotes:
"And in Mexico, the story overlaps with the Aztec earthcreation goddess Chihuacoatl, and La Malinche, a proper name stemming
from Malinalli, the “native woman said to be the translator and lover to Spanish
conqueror Hernán Cortés” (Hall 394).
"The Spanish colonizers misread these early texts as merely decorative and erroneously called them “paintings”
(p. 12). Thus began the rupture between the communicative value of the
pictograph and its artistic merit" (Hall 392-393).
" Barbarism
sacrifices men to the myths, while we desire a civilization that places
myths in the service of men. (p. 198)" (Hall 395).
Value:
This article on this particular study helps me in my research in emphasizing the significance of folklores and La Llorona due to the significance of the findings. Having found an example in which myths intercept an education system this significantly implies that there are more deeper situations in which La Llorona and other myths could emphasize their lessons. If it infiltrates education, then what other issues are there that one might not expect?
INTERNATIONAL FEATURE FILM
ReplyDeleteFifteen films will advance to the next round of voting in the International Feature Film category for the 93rd Academy Awards. Films from 93 countries were eligible in the category.
Academy members from all branches were invited to participate in the preliminary round of voting and must have met a minimum viewing requirement to be eligible to vote in the category.
In the nominations round, Academy members from all branches are invited to opt in to participate and must view all 15 shortlisted films to vote.
The films, listed in alphabetical order by country, are:
Bosnia and Herzegovina, “Quo Vadis, Aida?”
Chile, “The Mole Agent”
Czech Republic, “Charlatan”
Denmark, “Another Round”
France, “Two of Us”
Guatemala, “La Llorona”
Hong Kong, “Better Days”
Iran, “Sun Children”
Ivory Coast, “Night of the Kings”
Mexico, “I’m No Longer Here”
Norway, “Hope”
Romania, “Collective”
Russia, “Dear Comrades!”
Taiwan, “A Sun”
Tunisia, “The Man Who Sold His Skin”
Source: https://www.oscars.org/news/93rd-oscarsr-shortlists-nine-award-categories-announced