My research in the previous Literature Review chapter contributes to my consideration of the novels in terms of authentic portrayals of youth growing up and forming a sense of identity between two cultures while living in contemporary Anglo-centric Australian society. The textual analyses also give consideration to and demonstrate an understanding of the meaning and importance of cultural authenticity in literature for young readers, particularly teens.
The dual sense of identity both protagonists display will be described using the term cultural hybridity in my analysis of the texts. The subjective description of characters in the development of each protagonist contributes to the realistic portrayal of generational culturally distinct youth, living in urban Anglo-centric society.
The theoretical framework to be used when analyzing the texts will draw from the idea of cultural hybridity, which is a result of being a part of a cultural diaspora as outlined in the works of cultural theorists Stuart Hall and Homi K. My analysis takes a cultural studies approach while also considering postcolonial theory in order to describe the Australian setting in which the narratives take place. Further 51 cultural collisions are reflected in the multicultural populations which exist in Australia many decades post colonization.
Immigrant populations in the present day are influenced by the society which developed in colonized nations, but many immigrants also adhere to the notion and potential of breaking away from the idea of Anglo-society as dominant McGillis xxvi. Further support for my argument, apart from cultural studies, will come from an interdisciplinary approach which includes texts from multicultural education and studies of cultural identity from the humanities and social sciences as outlined in my Literature Review.
Each discipline is necessary when describing the complexity of portraying distinct cultural identity in an authentic way in English-language fiction for youth. The two research questions posed will be outlined and addressed in Chapters 4 and 5. The first research question posed will be examined in Chapters 4 and 5 in five ways which are listed as headings within each respective textual analysis chapter. Cultural signifiers will be used to analyze significant elements in the texts which include assessing the way in which cultural authenticity is reflected in language, art, heritage, customs, food, celebrations, traditions, religion, politics, education, values, moral, recreation, gender roles, and child rearing Jobe The components of culture to come across in excerpts 52 from the texts are a reflection of cultural authenticity which will be illustrated in descriptions of how the main characters interact with their surroundings and with the people who contribute to their identity formation.
The relationships will be assessed while giving consideration to the way in which the female protagonists are represented in and against culture.
The fourth sections of Chapters 4 and 5 highlight the family life experienced by the protagonists. Family history, such as the stories told to Josie by her grandmother, will be used to highlight how culture is weaved into the story in an authentic way. There are significant instances in the texts where the protagonists feel a part of Australian society and instances where they feel different from mainstream life because of cultural expectations placed upon them by 53 family more so for Josie than for Francesca.
The second research question will be answered in the sixth and final sections of Chapters 4 and 5. The significance of cultural identity integration is described by assessing how each respective protagonist feels about her cultural place in society and how she reflects on the world that has come to define her sense of identity. Chapter 6 is my Creative Writing chapter which functions as a life-narrative and is a reflection of what cultural identity and authenticity mean in my life as a reader and a writer.
The life-narrative is a reflection of the people, places, and experiences that have come to define my cultural sense of self. The cultural standpoint relates to the cultural similarities I share with her protagonists as someone who grew up as part of a diaspora. The conclusion of my thesis will bring together and summarize the significance of cultural authenticity in fiction for young readers. The conclusion displays my understanding of cultural hybridity as the key element of creating culturally authentic texts for children and teens.
It will also highlight what cultural hybridity means in the present day and what it can lead to in the realm of literature for children and teens. The novel is authentic in its depictions of culture and also displays an unintentional normalization of culturally distinct characters in teen fiction. The title also does not denote multicultural settings as separate from the generic settings of mainstream fiction. The categorization of the novel as young adult or teen fiction rather than multicultural literature is one of the reasons that the work can be considered a strong example of cultural authenticity.
The story appeals to all readers, while portraying the life of someone different from the mainstream population. Identity Formation and Character Development At first glance, the title Looking for Alibrandi suggests that the novel may be about a search for a person who may have become lost. After reading the novel the title proves to be related to a search for family and a search for self that is experienced by seventeen-year-old Josephine Alibrandi known as Josie throughout the novel.
She has an overbearing maternal Italian grandmother who sees her upbringing by a single mother her daughter, Christina as unconventional in terms of Italian 55 norms and traditions. The novel is focused on the typical life stresses involving family and friends that teens deal with in the western world during their final year of high school. Being from a single-parent home has resulted in Josie receiving a scholarship at a prestigious Australian Catholic school, St. My biggest, though, is being stuck at a school dominated by rich people.
Rich parents, rich grandparents. For Josie, classification according to wealth is also tied to culture. She explains further and describes other families of European descent in her school and how they are categorized in terms of work and wealth: Then there are the rich Europeans. The Italians who came to Australia created an Italian-Australian diaspora- a new life away from home in Italy. As an Italian-Australian, Josie feels that many of her wealthy classmates look down on her for being on a scholarship as well as for her illegitimacy not having a father in her life , which is also looked upon with contempt by the Italian community.
They were Italian and Greek [ I looked like them [ It is the same displacement she also carries in her life. Finding comfort in a similar or shared culture is a common sentiment shared by groups of diasporic peoples. In finding solace in relationships with others with a similar upbringing to her own, Josie as a protagonist realistically represents diasporic identity. It 57 is the friendships that she creates away from her comfort zone which allow her to gain a stronger sense of self and place within Australian society. Josie describes how and why they came together: So I sat with Sera, who no one else would go near.
She realizes this after getting into trouble for skipping school during a walkathon. And me? I was voted school captain In this instance of the text Josie realizes that social acceptance does not depend on where you come from but on who you are as a person. She comes to understand that although she and her friends are different from the dominant groups at school, everyone looks up to them and respects them for who they are. When Josie uses it to refer to herself it is to show that she differs from the mainstream. In contrast, conversations with various antagonists in the text display the harshness of the term: Carly is the type of person who is constantly in the Sunday society papers.
It makes me feel pathetic and it makes me remember that I live in a small-minded world and that makes me so furious. This is useful for readers unfamiliar with the 59 word, but it should also be noted that the word is used in an Australian context, whereas in the UK the term is always derogatory and not used in casual conversation dictionary.
She rolled her eyes and shook her head. Ethnic is a word that people use to put us all in a category. The dialogue here displays the anger and frustration Josie feels towards her position in society. Throughout the text Josie does not stand for racist remarks but in turn makes Anglo-Australians feel inferior when considering their own cultural position. The other day you called me an Australian as if it was an insult.
UBC Theses and Dissertations
Categorizing a person based on culture results in discrimination as exemplified by the harshness of tone in the passage. Josie is also referred to as Guiseppina, her traditional Italian name, in one instance during a family gathering Family, names, traditions, and expectations are the things that tie Josie to her culture. Expectations and traditions are often the cause for arguments and distance in their relationship.
Throughout the novel Josie is constantly torn between adhering to tradition and feeling trapped with the position culture puts her in. The diaspora that Hall explains relates to the old world expectations placed on Josie by her traditionally Italian family members. Holding on to traditions is a major concern of immigrants settling in a new country, but as they pass traditions down to the next generation, they overlook the fact that life changes in their country of origin.
Being part of a diaspora often leads Josie to feel frustrated with her cultural position. In her cultural position she has to be mindful of what both her Italian-Australian family and Anglo-Australians think of her. Cultural authenticity comes across strongly through the specific detailed descriptions that are included in the stories Nonna Katia tells Josie.
The stories reflect the hardships of making a home in Australia as an Italian in the s. We were ignorant. They were ignorant. Jozzie, you wonder why some people my age cannot speak English well. It is because nobody would talk to them and worse still they did not want to talk to anyone. The Italians created their own communities to help one another and constructed a comfortable space within a foreign land. In such places culturally distinct groups seek to find a sense of place while integrating their cultures into the new country they are to call home.
Within ethnic enclaves, cultural groups settle, grow, and transform Keung n. Run for my life. To be free and think for myself. Not as an Australian and not as an Italian and not as an in-between. If my society will let me. The new form of the integration of both cultures is a reflection of cultural hybridity. For Josie, reaching the level of cultural integration that would result in cultural hybridity is difficult.
The pressure of living between the two worlds is further expressed in her narration: The gossiping of the Italian community might not matter to some, but I belong to that community. Sometimes I feel that no matter how smart or how beautiful I could be they would still remember me for the wrong things.
Respect is Marchetta Looking The dual sense of culture that Josie develops throughout the course of the novel is an example of how adolescence, as a stage in life, is where one gains an understanding of what it means to negotiate a sense of self and live with a sense of cultural hybridity. She lives in an Australia dominated by Anglo norms and has grown up Italian. Looking 40 In one of the final passages, she has reached a different level of integration. She is less worried about what her family or the rest of society thinks of her. There is a sense of confidence and 66 pride in her individuality.
How her view of cultural identity will shift or change remains unknown to the reader. For Saving Francesca, culture and identity are intertwined in a realistic multicultural setting. This in turn also reflects the different sense of identity that each subsequent generation of diasporic youth integrates within itself. The novel is not as focused on the cultural position of the protagonist as compared to Looking for Alibrandi.
The Italian-Australian cultural references are subtly intertwined with the text, and culture is displayed as part of normal everyday life. Published in , a generation after Looking for Alibrandi, Saving Francesca represents a contemporary vision of multiculturalism in Australian society. Identity Formation and Character Development Saving Francesca is a worthy example of how culture is normalized in the context of postcolonial and multicultural Australia. Her background is initially revealed in a humorous description of the golden boy at the all-boys Catholic school, St.
Much of the story revolves around how the issue of depression in their family affects their lives. Home and School At St. The city is too big and the school is like an island at the edge of it. An island full of kids from all over Sydney, rather than one suburb. Nothing binds it together; no one culture, no one social group. As she begins to interact with and appreciate the diverse people she sees on a daily basis, she gains a sense of place in her new world. In her new school, 69 Francesca feels out of her element but slowly befriends a diverse group of girls who unknowingly help her piece her life back together.
Marchetta creates a realistically diverse school setting in Saving Francesca and introduces its characters with honesty through humorous encounters in forming new friendships. Sometimes they nod at me. A you-and- me-are-the-same nod. I wonder if they ever nod at William Trombal.
I nod. They pat the space next to them and I make myself comfortable. His name is Javier. The others are Diego, Tiago and Travis, who they call a wannabe wog. I shake my head. The term is originally derogatory, referring to peoples of non-Anglo-Australian backgrounds. In Looking for Alibrandi, the term is used by Anglo- Australians in an insulting manner towards Josie. When Josie uses the term in a conversation with her father the reader gains an understanding that the term can be used by distinctly ethnic individuals between themselves but not with Anglo-Australians.
Within Saving Francesca, the term is used by culturally distinct youth among themselves in a way that highlights how they see sameness in each other by differing from mainstream Australians. Being considered different results in their cultural bonding and understanding even though they all come from different cultural backgrounds. Camaraderie develops between Francesca and Shaheen, who comes from a Lebanese background.
As a teen character, he is realistically constructed. In the following passage, his pride, humour, and honesty are displayed with Francesca in a conversation that occurs during biology class regarding a party they both attended on the weekend. When coming from different backgrounds, cultures can be compared and talked about in a light-hearted and joking way.
The passage humorously describes everyday life as it exists for elderly Italian-Australians and is reflected on by sixteen year old Francesca: Nonna Anna and Nonno Salvo are television fanatics, especially the game shows. They have absolutely no idea what the questions asked are, but they are excited by the process and the coloured lights and the money symbols flashing up at different intervals. Everything in its place. Tradition and family responsibility are also significant signs of culture for readers. Through examples of family responsibilities, readers come to gain a sense of expectations of manners placed on Italian youth by their elders: Once a month, my nonna has the Rosary at her place.
Small actions and cultural details in the setting of the novel are another example of how the work can be considered as culturally authentic. Francesca is a young Italian-Australian who functions between two cultures with ease, and cultural identity is not an issue in the text. Culture comes across as identifiable in the work even though it is not an issue within the story. The inadvertent cultural hybridity displayed in Francesca also contributes to a form of cultural authenticity that can fit into mainstream fiction for teens. Cultural Position in Society Cultural position in Saving Francesca is typically linked to grandparents.
The awkward feeling they initially experience at starting a conversation with one another disappears once they begin talking about grandparents, the common cultural bond between them, which gradually leads to their romantic interest in one another. He nods. Youngest grandson and all. You know how Italians are about all that stuff? Her final reflection on a school without her overbearing friends results in the resolution of her identity: I love this school.
I love how uncomplicated it is and the fact that we come from almost two hundred suburbs so we have to work hard at finding something to hold us together. About constants in a world of variables. And it might be mundane, but I think I need the constant rather than the variable at the moment.
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The work carries a positive message of accepting and acknowledging individuality. The small cultural details interspersed throughout the text which contribute to character development make the work culturally authentic. Much of the narrative comes from piecing together vague stories my mother has told me in Greek.
Many of the stories are told through my own fragmented understanding of the oftentimes sad and sometimes humorous life accounts I have been hearing throughout my life from my mother and other family members. The narrative is also a reflection of my own experience as someone living between two cultures in home and school settings in Toronto and Vancouver and my experiences of family visits to Greece. I respond to any form that is called out to me, I write it out in two languages.
My name is normal and known to Greeks but not to most non-Greeks. While completing an undergraduate degree, in some classes my name was never pronounced properly at all. The idea that Vasso is the short form of Vasiliki is pretty much foreign to almost everyone who tries to utter the name. My mother was going to name me after her grandmother instead of her mother. Initial introductions put me in an entirely new position of negotiating who I am compared to those around me.
Most students at St. For international students I could very well seem to be abroad just as they are.
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For those of Anglo North-American descent, my identity is not fully recognizable at first glance. I am white in appearance, with no apparent foreign accent, but I bear an unfamiliar name. Once a student from the US introduced himself as Ryan and asked where I was from. Does being Greek-Canadian make me less Greek, not a real Greek, or someone who should just adapt to a Canadian way of life and forget where mom and dad came from? I learned Greek before English. It is what connects me to my mother. Having a Greek identity is about culture and customs, attitudes and mannerisms, cuisine, and an overall way of life.
Being I often think of the kind of life I would be leading if I had not been born in Toronto. In a way, I have a sense of what it would be like. I have visited them a few times throughout my life. As much as I love being there, I feel that I am different than my cousins. I can understand where they are coming from and how they think, but they do not fully understand me.
The existence I have lived is something that is integrated into me. It cannot be fully understood from the outside. A full understanding of the diaspora that I am a part of comes from experience. Who am I? How do I answer these questions? I am trying to make sense of who I am and the person I have come to be. In writing sometimes I elaborate and fictionalize some of my life narrative because writing a life, my own, is a completely self conscious task.
Making sense out of memory is difficult and in order to convey people and places I am relying heavily on feelings, memories, photographs, and artefacts of things and people I have known but do not fully remember. My mother is the central figure in much of this narrative.
Now I see her as someone I need to guide but at a young age my mother appeared to me as an all-knowing powerful protector. She offered safety and security and her word was the truth. My entire life is indebted to my mother. The love and care she gave to me shaped my life and my existence. My mother begins the story, and she is what gives way to my voice and articulation of new identity formation. Departing She sat, waiting, not knowing whether or not she was in the right section of the airport, when a woman dressed in a blue and white flight attendant uniform approached her.
Maybe she was in the right area.
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You should have asked for help. An elderly Greek woman in the seat beside her crossed herself in the Orthodox way before the plane departed. Diaspora Another airport, another time zone, another place, looks the same. Many Greeks have gone to Montreal. How is it different? Just keep following the mother and her children who were on the same plane. Suitcases revolve, all looking the same.
What if hers was lost? It had travelled such a long way. There it was, old and gray, given to her by one of her six sisters. Now I have to find the only one of them who lives here or whoever she has sent to get me. She looked different from before. Five years had passed since she had seen her. She was married, and she had one child, all in Canada, where she would also try to build her own life. Trees, flat gray land, and large expanses of plain green grass, as far as one can see.
No mountains or sea. The sky seems further from the earth here. The taxi the three of them sat in was passing over large multi-lane roads. They passed what was called the Don Valley. They arrived in front of a white apartment building fifteen stories high. The street was lined with gray, brown, and white apartment buildings. Her brother-in-law told her that it was called Cosburn Avenue and that many Greeks lived in this neighbourhood. Greek people here are strange when it comes to choosing names. She is supposed to be Penny. How does that make sense?
Jim was a decent man to marry. He was the youngest of five with four older sisters and lived with his parents out of respect. Many dutiful Greek men stay near their parents. She would be back home now if they were not getting married. The old woman and the old man lived on the first floor of the house. The old woman was distant yet felt the need to take Panagiota under her inept guidance. She spoke in a loud high voice and was full of neighbourhood gossip.
Somehow she knew the goings on of everyone in the area, Greeks and non-Greeks. She was lively and in good health but often complained and moaned about being ill. The old man was quiet and had survived a Greek Civil War. His wife had false teeth but his were intact and all his own. The old man had a need to collect things, anything practical that would be of use. After a few years the basement was filled with odds and ends, broken garden machinery, umbrellas, and endless supplies of cleaning products and toiletries.
He was to take care of the old woman for as long as he lived. The Old Man Sometimes he tells stories about the way the city was when he first came. I worked at three different jobs. All they asked was if you wanted to work. I also worked at a market on Jarvis on weekends. All they had to do was show you how the job was done and that was it. I gave the job on Danforth to your uncle when he came over. Sometimes his stories are difficult to follow. He speaks as though I would be able to follow a time before my own.
Did you come alone at first? What year? I came alone in and then brought the rest of the family over later that year. Where did you live? When did you buy this house? We lived on Parliament at first, renting out the main floor of a house. There were three bedrooms, a bathroom and a kitchen. Then we lived on Simpson Avenue with my brother. I bought this house after that. Home The red brick house was bought by the old man in the late s. There was one phone line and the old woman was constantly picking up the phone without needing to make a phone call. Maria told her to cook in her own kitchen upstairs and to get her own phone line to make the place her home.
Her life was her own. One night Panagiota came home from visiting her sister and went upstairs. This was also her home now and she wanted it to be a home for her family. Care Two little girls were playing in the room by the kitchen. Her babies had grown to be one and two years old. Both were born on the same day. One was named after the old woman, Eleftheria, and the younger was named after her own mother, Vasiliki.
Effie and Vasso, names 82 meaning Freedom and Royal. The two girls were like night and day. They sat on the floor, Vasso with a doll in her arm and Effie with a colouring book. Effie wanted the doll and gave Vasso a hard push. She knew she wanted to have it. What am I supposed to do with this one?
She wants everything, and cries until she gets it. How is the other one so quiet and sleeps all the time? The old woman once told her this is the child of God. What about the one named after you, she is my baby too, and I love them both. She wanted to say it all out loud but she remained cordial and respectful when it came to the old woman. Home Cooking At four years old Effie would run through the second floor of the house, closing all of the open room doors during thunderstorms. It was a peculiar task she felt she had to do when it got too loud. She would sit in the kitchen with Mama who would tell her not to be scared.
Go get Vasso please. She saw Effie and sat up excitedly. Come on.
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The two ran to the kitchen. Tell us a story. The Three Little Pigs, please! Yiota sat at the table with her little ones, helping Vasso, who was scared of piercing her tongue with the fork. The children ate a dish of okra and potatoes cooked and simmered in tomato sauce with diced vegetables in it. Most mothers were surprised that their children liked hearty home cooked food.
She began the story and the two children looked at her entranced. Waking hours before sunrise to start the long and laborious work day is something she wished to escape. The snakes coiled around the bases of the plants also frightened her. She was looking for a better life when deciding to come to Canada but all the while she wanted to live in Greece. I was with my sister and with my cousin, who lived in the village, both were five. We would play all day in the summer heat, my sister collecting grasshoppers in a shoe-box and pulling the goats from their ropes.
I would fill a big green basin with water creating my own little swimming pool and sit in it with a bathing suit on. The grown-ups would sit sorting the tobacco leaves after collecting them. They would load them into big ovens where their green colour would turn to a burnt brown. My uncle would roll the tobacco into cigarettes and smoke one after the next. We would be as happy as ever running around the dirt paths without fear knowing where we were was safe.
Nothing was foreign to us. We were all family. The adaptability of childhood is something that is lost in adulthood. Feeling out of place is inescapable with life and with experience. We once have an ability to adapt and make ourselves part of a place and then we lose it. There is no comfort or stability. Who am I really?
Who could I be? Am I supposed to be someone else entirely? Fleeting Language In the second grade, Vasso brought her school books home. She loved reading English books but could not keep up with her Greek work. The Greek teacher had left a note on her reading that said that she needed improvement. She had never seen her mom so upset and angry so she ran to her room and hid.
How are her children supposed to know their language? What if they grew up to not speak or retain a word of it? What was she to do? She did not spend as much time with them 85 now that they were in school and she could tell that they spoke in Greek less often. It worried her but she had no control over the matter. She had no control over who they would become. Goats One day, when she was ten, Vasso decided to write a story about grandma for school.
She went downstairs to find grandma sitting in the kitchen. In her notebook, later on, Vasso wrote: Grandma wanted to go to school but her mom and dad told her to watch the goats on the hills. Grandma was scared being by herself with only the goats. She wanted to go to school but was not allowed to. She said that she liked wearing her hair in two long braids but the women cut it off when she had to get married. The women were mean and cruel to her because she had many little girls and only one boy.
The women made grandma sad. Grandma is here now. Sometimes she is happy, sometimes she is sad and she always says she does not feel well. Vasso looked at the story wondering if she should let the teacher read it because it made her grandma sound weird, not like a normal happy grandma. Incomplete Language It would have been nice to get this homework out of the way when it was assigned but I always leave it to get done the night before.
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Saturday morning I have to get up and hand this in first thing. Short essay question: write a brief family history. I start writing but always with an insecure feeling. It would be easier to write in English. I could make this more interesting and describe things with ease. In Greek I get stuck with spelling difficulties and consult the dictionary for every other word.
My cousins in Athens say that even people in Greece get confused with spelling but they may just be trying to make me feel better. Sometimes I resort to this philosophy in class especially during dictation. She knows what it means to have to make phone calls, write letters, and fill out forms for parents. English is the problem with all these things. It usually starts at about ten years old.
Why is this bill so high? They want to talk to an adult. Sure, sure. My dad apparently avoids all of this somehow. Decisions of any kind make him nervous. If I make bad decisions on behalf of the family I guess I have to fix them. He probably thinks the same thing. I guess we just have to argue with our siblings about who has to take care of what. Only children in such situations come off as the most independent. I wish I was as sheltered as some of the Canadian kids in school, the ones whose parents only know English. School Days pass without any substantial learning.
So much that I have never known about myself. Friendships form with others who are as different as I am, but not in the same way. A familiar and dependable face is all we need to know. We are opposites 88 of each other and opposites of the mainstream way of being. We are who we grew up to be. Different yet the same; we all come from different backgrounds, but grew up in the same place knowing the same things.
My maternal grandmother lived in the same Greek village her whole life. She sometimes leaves the village to visit her children in Athens regularly. Health makes it difficult to endure flights to Canada. Giagia Koula, Vasiliki, Vasilikoula, Koula—variations of the same name. Before or After The stories have come to me one by one. I never knew that she worked in a factory that produces spools of yarn when she was fourteen and lived in Athens with her married sister. What was life like and why are people and things the way they are?
Degrees of Culture I come from two different experiences of the same culture. Where I stand is a new beginning, a new sense of self, a confidence and openness to the world I was brought to live in. The distinct cultural details and dialogue interspersed throughout the coming-of-age novels is what makes the works culturally authentic and believable. Culturally authentic characters, like Josie and Francesca, display and reflect what it means to grow up as a generational cultural youth. Her realization that she does not have to abandon her Italian heritage in order to integrate into Australian society is a reflection of her position as a cultural hybrid.
Saving Francesca displays culture as fluid and part of a normal way of identifying the self within society. Francesca never feels judged for being or considering herself an Italian-Australian. Being Italian-Australian is part of who she is and how she was raised. In specific instances as outlined in Chapter 5 it is also part of how she relates to others, specifically schoolmates. Viewing difference as normalized within English-speaking postcolonial worlds is a reflection of reality.
Multiculturalism exists because it is an integral part of the way in which postcolonized nations have come to function in terms of the large populations of peoples of varied cultural background living together in one unified nation. My research is not an attempt to look at the importance of multiculturalism but to exemplify how cultural authenticity can help to explore what multiculturalism means in literature for young readers. They do not define themselves as either Italian or Australian. They know they are both and they can only be considered as Italian-Australian in order to gain a sense of identity integration.
The multicultural settings of the works further highlight the importance of cultural differences as an integral part of multiculturalism rather than only considering visible differences as distinct when considering cultural depictions in literature. It is a sense of 92 multiculturalism that takes into consideration peoples of all backgrounds who are striving to make a better life for themselves and for their future generations away from cultural origins. The way to give young people of all backgrounds a sense of belonging in a multicultural nation is to show them that they belong and are a part of society.
Reiterating the past in historical depictions of culture is important in order to promote cultural tolerance, but it is not the only way to embrace culture. It is important to show that we are tolerant by promoting talented writers who know what it means to live in multicultural society in the present. Negotiating a sense of self and identity between two worlds is complex but also normal for so many youth.
Overall both novels contribute to positive reflections of culture for teens who are coming of age along with the characters. Looking for Alibrandi. Camberwell: Puffin Books, Saving Francesca. Camberwell: Penguin Books, Barringrton, Judith. It is a story about change and how when you know Saving Francesca essay? Listed Results 1 - Get studying today and get the grades you want. Only at AntiEssays. Released in , Saving Francesca is the story of a girl who must summon the strength to save her family, her social life and—hardest of all—herself.
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Saving francesca essay identity
Saving Francesca — Melina Marchetta Released in , Saving Francesca is the story of a girl who must summon the strength to save her family, her social life and—hardest of all—herself. Make Enquiry. Shop by Brand.