Talking Points #5: Connections for Linda Christensen's “Unlearning the Myths That Bind Us"

A) Christensen, Linda. "Unlearning the Myths That Bind Us: Critiquing Cartoons and Society." Rethinking Schools 01 Feb. 2007: 126-137. Print.

B) CONNECTIONS

    Linda Christensen's "Unlearning the Myths That Bind Us" serves as an informative piece that permits readers to take a step back and truly analyze the influence of "American culture" (Christensen 126) on society and children. Christensen argues that certain cartoons, fairy tales, children's books, and television programs are actually educating children in an improper way, posing "myths" about acceptance, success, and happiness that will subsequently impact children's mindsets. As I was reading, I found that the points that Christensen raised in the text were actually quite relative to some of the texts that we have discussed in class, most notably Allan G. Johnson's "Privilege, Power, and Difference," as well as Peggy McIntosh's "White Privilege: Unpacking the Invisible Knapsack" and Richard Rodriguez's "Aria."

Linking the Text to Johnson's "Privilege, Power, and Difference"

    One of the main ideas of Christensen's to article is expressed in one line on page 126: "Our society's culture industry colonizes their minds and teaches them how to act, live, and dream" (Christensen 126). Christensen goes on to state that "often the world depicts the domination of one sex, one race, one class, or one country over a weaker counterpart" (Christensen 126). I found this quote to be quite befitting to the affirmations made by Allan G. Johnson in "Privilege, Power, and Difference." Johnson's text thoroughly explores the differences of society, as well as its relation to power and privilege. Privilege induces power, and power from the individuals who choose to oppress enables these differences, for it creates it. Christensen presents society's differences in "Unlearning the Myths That Bind Us," and also shows how and where it is derived. Johnson continuously speaks of the differences, declaring that "the trouble we're in privileges some groups at the expense of others" (Johnson 9). If we analyze Johnson's quote, we would find that this issue directly relates to the issue that Christensen brings about in her text (i.e. The media and literacy that children are influenced by displays both privilege and power by certain groups.). Christensen also discusses the influence of this depiction of privilege on children and how the media's representation of difference has helped to mold the society that children are surrounded by.

 

*Picture Link: <http://www.christart.com/clipart/image/tv-teacher>

<a href="http://http://www.christart.com/clipart/image/tv-teacher/">Christian Art</a>

<a href="http://www.christart.com/">Christian Art</a>

 

    The second main idea that I came across in Christensen's article can be found on page 133 of the text (Justine's quote): "...it can be overwhelming and discouraging to find that our self-images have been formed by others, but if we don't dissect them, we will continue to be influenced by them" (Christensen 133). Society has helped to shape individual perceptions negatively, and some children's media and literacy can actually aid in enabling this. However, if one chooses to dismiss these issues/differences, how will he or she be able to stop this negative influence? The quote reminded me of Johnson's article, and how everyone is a part of the problem, as well as the solution. We just need to make the effort to promote change, to ask the questions that both Christensen and Johnson encourage. In spite of alterations, difference may continue to remain. However, Christensen implies that change is needed to attempt to eliminate these issues, but first, one must be able to identify the problems and take initiative. Johnson sums this up perfectly: "...it means I have to take the initiative to find out how privilege operates in the world, how it affects people, and what all that has to do with me. It means I have to think the unthinkable, speak the unspeakable, break the silence, acknowledge the elephant, and then take my share of responsibility for what comes next" (Johnson 10-11).

Linking the Text to McIntosh's "White Privilege: Unpacking the Invisible Knapsack" 

 

    Christensen's "Unlearning the Myths That Bind Us" offers a greater glimpse into the issue of privilege. What may come as a surprise to some is that privilege is rather quite evident in children's cartoons, films, etc. Some may not even be aware of the "secret education" (Christensen 127) that is hidden in these forms of media. McIntosh also implies this in her article, providing examples of white privilege in television, children's toys, books, etc.

Linking the Text to Rodriguez's "Aria"

    I was also reminded of Richard Rodriguez's struggle with the language barrier when I read about Kenya's perspective on the issue of "...a society that rarely acknowledges the wit or beauty of women of her race" (Christensen 131). It made me think of society pressuring Rodriguez to replace his native dialogue, eliminating a part of his identity and culture due to solely learning English (society's language) because he did not understand how to learn both languages. Kenya's example relates to Rodriguez in a sense, because society had dismissed her race and culture for what was considered privileged, similar to Rodriguez, whose culture and language was seemingly discarded for society's language.

C) QUESTIONS/COMMENTS/POINTS TO SHARE

• How can we distinguish the difference between what children's films/cartoons/literacy/media promote and do not promote issues of difference and privilege?
• How can we promote change and take initiative in order to succeed in achieving this goal?
• How can we, too, attempt to "unlearn" these "myths" created by society?

Additional References:
Johnson, Allan G. Privilege, Power, and Difference. McGraw-Hill; 2nd edition, 2005. Print.

McIntosh, Peggy. "White Privilege: Unpacking the Invisible Knapsack." Independent School Winter 1990: 1-6. Print.

Rodriguez, Richard. "Aria." Tongue-Tied: The Lives of Multilingual Children in Public Education. Ed. Otto Santa Ana. Rowman & Littlefield Publishers, Inc., 2004. 34-39. Print.