American Flag Analysis: Victory, Honor, and Truth

Iwo Jima during WWII (left) and Ground Zero, NY, after 9/11 (right)

 

The American flag exists with much meaning as its two most powerful symbols are victory and honor. It contains thirteen horizontal stripes of alternating colors: red and white; and it has 50 stars that represent the fifty states of America. Despite the flag being one of the most important materialistic symbols in U.S. history and in the world today, it still carries the energy to be heavily critiqued.

 

When six U.S. marines raised the flag on Iwo Jima during WWII, it was clear that that was a sign of winning the battle. It didn’t seem disrespectful, did it? Was this just a way of celebrating a genuine win or a way of showing that they have yet again beat another country in war? Similarly, after 9/11 took place and over two thousand lives were lost, the flag was put up to honor them. But even this can be looked at with controversy and a little bit of conspiracy: Was it really put up to honor them? To reclaim power and confidence that they feel like they’ve lost? Or to cover what may have been an inside job (despite it being out of the workers’ knowledge)?

 

It is quite interesting to note that despite the different situations in the pictures, the flag is being put up in areas of destruction. This can be looked at in two ways: destruction that they have caused and/or destruction that has been done to them.

 

It is logical and self-evident that when an area causes another area to fall apart, the question of “why” is asked. It is a possibility that fighting in the Battle of Iwo Jima was necessary in order to keep America safe. It is also a possibility that America may have either fought a battle that they had intrigued or that they had no place being in in the first place. And this is not an attack on America, itself – just a critical analysis of the government’s actions. It is more than likely that the flag was placed with pure intention and greatness in regards to conquering the battle, which is something worthy of celebration.

 

After the occurrence of 9/11, the world was in shock, and grief was at the center of the lives of many. Psychologically, the only thing that people wanted to do and knew how to cope was to stand together and honor the victims lost in the tragedy. So, it makes sense that the flag was put up in the middle of the rubble. When soldiers and officers die in war or on duty, they are given much honor and respect in the name of America and what it typically stands for: freedom and independence. They are remembered knowing that they have made an impact on the world fighting for those two qualities so that their people are safe.

 

However, American flags aren’t only shown in times of victory and hardship; they are shown everywhere and anywhere. They are displayed outside of companies (e.g. Ford), public places (e.g. Henry Ford Centennial Library), schools, etc. Does this display too much honor or a lack of self-confidence or both? Does it make one want to poke at it with a stick and see what’s under? Does this play any factor when analyzing 9/11 and the many scientific and computational studies that have been done suggesting that there was help on the inside? These are all interesting questions.

 

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In The Theory Toolbox, Nealon and Giroux state that subjects and cultures influence each other at the same rate (Nealon and Giroux, 53). This certainly holds truth as subjects are dependent on the development of culture, and the development of culture is dependent on subjects. The American flag in the picture above depicts all of the companies and brands that shape our culture. What is popular and of high demand is what makes up the culture of America. Those in power give the people what they want: either by evaluating a need or want through observation and analysis or by showing the public that they do, indeed, need or want a certain thing.

 

Using a praised, materialistic item when critiquing social norms is not disrespectful as it highlights key points that society should be paying attention to. The word “sold” written on the flag shows how much America is moved by money and the economy. It shows that these brands and companies not only keep us going on a daily basis, but we keep them going, as well.

 

In conclusion, the U.S. flag is an item of great importance, carrying honor and dignity, but it is also an item worthy of critique. The flag is used for various scenarios and can carry a different symbol depending on the event. Although facts are facts, and America is a great place to be, people in society must still look in between the lines (pun intended) and look beyond what is written or said by others and/or new stations.

 

Source(s):

Nealon, Jeffrey T. and Giroux, Susan S. The Theory Toolbox: Critical Concepts for the Humanities, Arts, and Social Sciences. Lanham: Rowman & Littlefield Publishers, 2003. Print.

American Culture and Identity

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American culture is comprised of worldwide cultures and of no cultures at all.

Since the founding of America, this land has been the land of immigrants. Yet, many people in power and in society try to erase the existence and the contributions that these great individuals have made. For example, Thanksgiving is celebrated every year, yet we often forget that almost the entire Native American population was massacred on that day in history.

 

As stated in the text, television is a basic part of American culture, along with sports, commercials, and documentaries, but the authors also state how even television remains influenced by multiple cultures and varying interests (Nealon and Giroux, 54).

 

When thinking about American culture, two polarizing views come to mind.

 

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One view contains the white, the rich, the overly-proud, and the unintentional (or intentional) ignorance. Many Americans are only concerned about what is happening in the US instead of worrying about what is happening overseas, even if America is one of the reasons why other countries are hurting by our own hand. This view is partly shaped by Trump and his supporters as their concept of Americaness holds no diversity. And what about things that exist in America more than in other countries – like hate speech, largely-sized meal portions, and mass shootings in schools? Does this add to its “culture”? 

 

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The second view contains different races, ethnicities, religions, and socioeconomic statuses. It contains policies that help the underprivileged and the sometimes forgotten, such as DACA, Welfare, and Mental Health Reform Legislation. America was built on the ideas, abilities, and perspectives of people from around the world. They are part of the reason why America continues to flourish in certain aspects. Immigrants are hard-working contributors, and some have played a greater role in increasing America’s richness than those who were born here.

 

Many Americans feel the need to identify as American for the privileges that come with it – merely because it makes them feel good and appear powerful. But when it comes to things like food, art, clothing, and advances in technology and medicine, they want and praise it, while not acknowledging who exactly is making those contributions to American society. Even when it comes to friendships – some may use this as a way of appearing accepting of others, while they internally feel otherwise.

Example: Using the N-word or making racist remarks and attempting to cover it up by saying, “I’m not racist; I have friends who are black.”

 

As it has been said in the past by many, people want clean floors and nice meals but don’t want to pay janitors and waiters. This relates to the tension between wanting the things that immigrants bring, but not wanting the immigrants, themselves. Being an American to some means power, even to the point where some give up their background to fit into the white persona.

 

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Multiculturalism is defined as either an attempt to separate people instead of bringing them together, which signals a decline in the common identity of “American-ness,”  or as the increase of identities under the common rubric of “American”, which signals a positive change (Nealon and Giroux, 56). The authors touch on both of the views presented above – one where it divides the nation and focuses on the elite, and the other where it unites everyone as one, making American culture a culture that is shared across different nationalities.

 

The authors also present the topic of exclusion and how there is “no coherent cultural context that will include “everyone”” (Nealon and Giroux, 56). This is an interesting thought as individuality and originality remain significant aspects of our identity.

 

 

Source(s):

Nealon, Jeffrey T. and Giroux, Susan S. The Theory Toolbox: Critical Concepts for the Humanities, Arts, and Social Sciences. Lanham: Rowman & Littlefield Publishers, 2003. Print.

 

Public Syllabus: Disney Princesses and the Portrayal of Women

The portrayal of women in Disney Princess movies has evolved over time. From the damsel-in-distress Snow White, warrior Mulan, to hero Moana, Disney Princesses have changed drastically over the years. This class revolves around the portrayal of women in Disney Princess movies. We will cover most of the Princesses starting from Snow White and Cinderella, Ariel, Belle, Jasmine, Mulan, Tiana, Rapunzel, Elsa, and ending with the latest addition, Moana. It is important that Disney changes their perception of women with each movie. Viewers of these movies relate themselves to the protagonist. Young and older girls will be watching with wide eyes, wanting to be exactly like the princesses they see on the big screen. As Disney moves forward into the 21st century, their perception of women becomes more realistic with current views. The princesses young girls see on the screen will be worthy role models. Disney has recently started a campaign called, Dream Big Princess, to inspire girls to follow their dreams and realize their potential. Women’s roles in Disney Princess movies has evolved over the last eighty years from women cooking, cleaning and waiting to be saved, to women taking leadership and saving themselves as well as the ones they care about.

 

This class can is also an interesting way to teach about history pertaining to females and their images and their roles in society and how different it was for women back when the older movies were being released. Classic Disney movies such as Cinderella and Snow White show the female role as a caregiver of the household. Women in society were expected to stay home and take care of everything in the house and to care for their children and husband. However in later years, Disney has released Mulan and Moana, targeting problems such as women serving in combat for their countries military and women’s rights showing the female characters as heros instead of the princes. Women and their roles in terms of familial and societal setting have undeniably changed drastically since the 1930’s. This progression of independence has lead more women to positions of power in the business and political world today, and social media influences are without question powerful for the upcoming generations. So the princess on the screen saving the day all by herself has beyond any doubt shown children today that you can be your own hero no matter what gender you are, and with societies gender norms changing, its never been easier.

 

Besides the increase of feminist qualities and the display of gender roles, the family dynamic for each princess and the relationships that they carry are quite interesting. Through the chosen Disney movies, the writers and directors follow three themes that seem to hold a particular pattern based on time period. However, this pattern is broken due to one outlier: Rapunzel. Snow White (1937), Cinderella (1950), and Rapunzel (2010) are examples of princesses from different time periods where the family bond is weak and abuse and manipulation are the center of their inner circle, while Ariel (1989), Belle (1991), and Jasmine (1992) have decent family support, where most of it comes from their father. The third theme observed is a strong family dynamic where Mulan (1998), Elsa (2013), and Moana (2016) all have supportive families and have more than just one family member behind them. Could the stronger family qualities over time depict anything about families in America? Does the strong family dynamic go hand-in-hand with the rise of feminism (especially if the majority of supportive family members are mothers and grandmothers)? Or has the media finally realized that what they release matters, and they want to inspire children and parents to adopt that loving atmosphere into their households?

 

Although this class focuses on women specifically, boys and men would benefit from such a class as well. The issues we chose to focus on in class are just a portion of the issues that happen on a day to day basis regarding women. Most of the time, from a young age, boys are taught that women are the weaker gender. Thus, these views towards women are negative behaviors that need to be changed. Men would understand the stereotypes that are placed upon women and hopefully realize that women in this day and age need to be treated better and not portrayed as below them. Women can learn a sense of self-esteem, identity, and confidence. Ultimately, this class primarily results in the knowledge of equality. Someone taking this class may be majoring in the field of women and gender studies, psychology, economics, film studies and many more.

 

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Week One: Intro/Overview

Primary Source:

  • Maity, Nandini. “Damsels in Distress: A Textual Analysis of Gender Roles in Disney Princess Films.” IOSR Journal Of Humanities And Social Science (IOSR-JHSS), vol. 19, no. 10, Oct. 2014, pp. 28–31., https://people.ucsc.edu/~cjgoldma/E0191032831.pdf.  

Secondary Sources:

Week Two: Snow White (1937) and Cinderella (1950) First Disney Princesses Ever

(Is Princess Culture Bad For Children?)

Primary sources:

  • Disney, Walt, et al. Snow White and the Seven Dwarfs. Distributed by Buena Vista Film Distribution Co., 1937.
  • Peed, William, et al. Cinderella. Distributed by RKO Radio Pictures, Inc., 1949.
  • Kinberg, Simon, et al. Cinderella. Walt Disney Studios Motion Pictures, 2015.

Secondary sources:

Week Three: Ariel (1989) Young Rebellious Teenager

Primary source:

  • “The Little Mermaid.” Buena Vista Pictures Distribution, Inc, 1989.

Secondary sources:

Week Four: Belle (1991) Women and Education

Primary sources:

  • Trousdale, Gary and Kirk Wise, directors. Beauty and the Beast. Walt Disney Pictures, 1991.
  • Chbosky, Stephen, and Evan Spiliotopoulos. Beauty and the Beast. Walt Disney Pictures, 2017.

Secondary sources:

Week Five: Jasmine (1992) Arranged Marriages vs Marriage for Love

Primary source:

  • Clements, Ron and John Musker, directors. Aladdin. Walt Disney Pictures, 1992.

Secondary sources:

Week Six: Mulan (1998) Women’s Roles in the Military

Primary source:

  • Cook, Barry and Tony Bancroft, directors. Mulan. Walt Disney Pictures, 1998

Secondary sources:

Week Seven: Tiana (2009) First African American Princess

Primary sources:

  • Clements, Ron and John Musker, directors. The Princess and the Frog. Walt Disney Pictures, 2009.

Secondary sources

Week Eight: Rapunzel (2010) Growing up Without Real Parents

Primary sources:

  • Greno, Nathan and Byron Howard, directors. Tangled. Walt Disney Pictures, 2010.
  • Howard, Byron and Nathan Greno, directors. Tangled: Ever After. Walt Disney Pictures, 2012.

Secondary sources:

Week Nine: Elsa (2013) Saved by Sister Not Prince Charming

Primary source:

  • Buck, Chris and Jennifer Lee, directors. Frozen. Walt Disney Pictures, 2014.

Secondary sources:

Week Ten: Moana (2016) First Disney Princess Without a Love Interest

Primary source:

  • Clements, Ron and John Musker, directors. Moana. Walt Disney Pictures, 2016.

Secondary sources:

 

Assignments:

1). Whether or not you identify as female, women are all around us. We can each relate to them, either personally, through our loved ones, or merely through society today. Taking the princesses’ stories and histories into consideration, write a response indicating which princess you connect with or look up to the most and explain why. Your response should be at least 2-3 paragraphs long and in MLA format.

 

2). Write an essay contrasting two different princesses from any time period and explain their portrayal of women. You may also discuss the differences of the importance of their stories, the relationships that they have, and/or the potential real-life history that existed during the time of their creations. Your essay should be 5 paragraphs, MLA style.

Smaller Schools Mean More Opportunity

Most people see big schools as a means for more diversity, more opportunity, and a more enriching environment. However, this argument loses its validity as it is analyzed more in depth.

Bigger schools means more people, but does it really mean more diversity? What is defined as “opportunity”? And who does the environment benefit – everyone or only a select few?

Edsel Ford High School is located in Dearborn, Michigan; and it’s one of the three high schools in the city.

There’s a catch to this school, though. It’s the smallest with about 1,378 enrolled students. The other high schools are Fordson High School with an enrollment of 2,447; and Dearborn High School with an enrollment of about 1,877.

 

Here’s why I think that going to smaller schools is just as good or even better than going to large schools, and why I think I was able to grow and succeed in ways that I did.

 

Interact Club

Edsel Ford High School’s Interact Club 2016-2017
[some members not present]

 

As someone who struggles with anxiety and didn’t involved socially until my second year of high school, it was difficult to reach out. I knew that I wanted to help people, and I wanted to get involved. So, I thought “how?” Interact Club had just started in 2015, and I was a sophomore. I decided to go to the first meeting; and since the school was small and not many people were involved yet, it was somewhat easy for me to adapt. I found my place fairly quickly; and although it was a struggle, it got a little better with time.

 

Interact Club was the starting point of my involvement, and it helped me grow and develop skills that I would then use for the other clubs and programs that I was involved in. By my senior year, I had already served a couple of years as President of the club, and it had grown. My team and I had raised hundreds of dollars for different organizations and donated various items to different places in need.

 

SJC Officers

Edsel Ford High School’s Social Justice Club Officers 2016-2017

 

I was able to engage in social justice work as well. Joining around the middle of my sophomore year, I was able to earn a position on the e-board by my senior year and help plan events and lead meetings. It was an honor to do this and get an inside scoop into the way that things are done. When you are a part of work like this, you realize the diversity that your school and city has.

 

In actuality, Edsel Ford is the smallest, yet it is the most diverse.

*Arabs are considered "white" on chart(s)

Fordson High School [upper left] // 2015

Dearborn High School [bottom left] // 2015

Edsel Ford High School [enlarged] // 2015

 

The Black and Latinx communities represent about 2% of Fordson High and 10% of Dearborn High, while Edsel Ford High has a total of 15% that make up the Black, Latinx, and Asian communities.

Based on the 2015 statistics, it is shown that a bigger school certainly does not mean more diversity. And it can surely be inferred that these numbers have slightly increased over the past three years.

MHA Flyer

Mental Health Awareness Flyer that spread across the three different high schools in Dearborn over text and social media. // May 12, 2017

 

More opportunity means more ability to reach out to people, especially those not attending the same institution. With a passion for mental health, I wanted to raise awareness for it in some way. Luckily, the idea of a color-out was brought up in December of 2016 at a Potluck Event at Fordson High School when their Interact Club met with ours.

 

We planned to do it sometime in the spring; and before the idea was forgotten, I reintroduced it to the group and made a flyer. Edsel Ford Interact Club members and I worked together to get it approved within the school and proceeded to pass it around to different people. It had reached a decent amount of students from the different high schools!

 

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Edsel Ford High School’s Varsity Softball Team 2016-2017 // Personal award in being a student-athlete and maintaining a good GPA

 

As someone who’s always been interested in baseball, joining softball was a dream of mine that I didn’t know when I’d actually try to make it come true. I waited and waited, until junior year of high school and tried out. At the time, Edsel Ford had some of the best players in the city; so, there was no way that I thought I’d ever make it on a team. But it being a small school and still having a junior varsity (JV) team, it gave me the right to try.

 

If you know high school sports, then you know that usually, only freshmen and sophomores get placed on JV, unless they are really skilled (which can bump them up to Varsity). This means that juniors and seniors get placed on the Varsity team, but I was a junior, and I was not getting placed on Varsity because it was my first time playing; so, why didn’t I get cut at tryouts?

 

We can use the logic that they were short of players so I had a way in, but even if that’s the case, doesn’t that matter?

 

Smaller schools means less people, and less people means room for growth and room to find your potential.
Needless to say, I made it on Varsity my senior year… and they had more players than needed on the team.

//

Now attending university, UM-Dearborn is a fairly small campus with an enrollment of 7,141 undergraduate and 1,990 graduate students. Also, its ranking is #1,229 for ethnic diversity, which means that its above the national average with 67.5% White, 9.6% Black/African American, and the rest being Asian, Hispanic/Latinx, International, Unknown, and Other.

 

Schools like UM-Dearborn allow for everyone to follow their own path and excel at their own pace. When you attend a large school like an Ivy League, for example, it’s hard to “stand out” and can be even harder to learn and make friends. Not only is the pressure much worse, but it lacks the tightly-knit community that smaller universities encompass at the root of their existence. “In small schools, relationships between students and adults are strong, trusting, and ongoing” (Grauer), which is true particularly in classrooms and the connections that we make at events and student organizations (i.e. faculty, guests, advisers, etc).

 

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Lyceum’s Fall 2017 Release Party at UM-Dearborn

 

I attended Lyceum’s Release Party in the Fall and had the opportunity to submit a piece, which was published! Had this been a larger university and more submissions, the selection process for writings and art pieces would have been much more competitive.

 

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UM-Dearborn’s Active Minds cubicle // taken Jan. 21, 2018

 

Active Minds is a student organization at UM-Dearborn that I’m a part of, and the group is somewhat small, since many of its members have recently graduated. However, I still had the opportunity to hold the Secretary position last semester, and this semester, I became President!

 

When it comes to analyzing opportunity, it’s not about which school has the most organizations or sports teams or programs. It’s about which schools have the potential to allow the underdog to grow and lead. In my case, I may have been lucky in the process, but the work that I’ve put in to try to get to where I am today, personally and academically, was very extensive over the years. With that said, I’m still not done. Frankly, I don’t think I’ll ever be.

And so – my journey continues.

Learning and growing is a never-ending process, but when it comes to weighing your options, don’t just focus on the school or program or whatever it is because of its ranking or social prestige, but focus on what it provides for everyone. More specifically, focus on what it will provide for you.

 

 

 

Source(s):

Grauer, Stuart R. “Small Versus Large Schools: The Truth About Equity, Cost, and Diversity of Programming in Small and Large Schools.” Community Works Institute, https://www.communityworksinstitute.org/cwjonline/essays/a_essaystext/grauer_smallsch1.html. Accessed 30 January 2018.

The Disadvantages of University Life

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Kelsey and her friends are getting lunch in the University’s cafeteria. Kelsey happens to look down at her watch while getting her salad, only to realize that they have ten minutes before their next class. This is a problem since none of the girls have eaten at all today. This is because of all the homework and other classes they had earlier that morning. This picture shows the argument of how hard it is for college students to find time to balance their workload and also finding time to even eat. This is a common struggle among college students.

 

 

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Mary uses the last of her change to buy a book from the University of Michigan’s Bookstore. According to the College Board, on average, each college students spends 1,168 dollars on textbooks every year. Individual textbooks can cost a few hundred dollars each. At the University of Michigan, many books are required for students each semester. Depending on the class, more than one textbook can be required. According to The New York Times, 30 percent of textbooks are bought online from a third party.

 

 

 

 

 

 

 

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University student, Carson, struggles to stay awake while studying on campus. With all her classes, homework, and her personal life, finding time to sleep an adequate amount of time a night is hard. College students get an average of six hours of sleep a night, and are sleep deprived due to many different activities the student is involved with. Late night binge studying is a familiar activity for most students, and the effects of little sleep can sneak up on students no matter where they are.

 

 

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University student, Carson [on the far right], is singled out as she watches a group of friends talking and laughing. She, like many others, sometimes has a difficult time making new friends. Every semester in college is essentially a new beginning, and new beginnings mean new environments, experiences, and people. With much competition present in the college atmosphere, it is difficult to find your place and know exactly where you belong.

 

 

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A group of four college friends are bundled up during the harsh, cold season. Walking from building to building in college isn’t always fun, even with friends by your side. In the winter, with temperatures dropping as low as 20°F, staying warm isn’t an easy task. Even with coats, scarves, and hats, two minute walks seem almost impossible to deal with. Can you imagine the walks that take more than five minutes?

Libya and the Slave Trade You Probably Didn’t Know About

Taken from Fortune.com:

TOPSHOT-LIBYA-EUROPE-CONFLICT-MIGRANTS

“A Libyan coast guardsman stands on a boat during the rescue of 147 illegal immigrants attempting to reach Europe off the coastal town of Zawiyah, 45 kilometres west of the capital Tripoli, on June 27, 2017.” // TAHA JAWASHI/AFP/Getty Images

 

When first looking at the picture, I was provided with senses of discomfort, confusion, and worry. It also indirectly persuaded me to feel hopeful, despite not knowing the exact situation from the picture, alone. I didn’t really know what to think at first, but I had questions.

 

I wondered how something like this could still happen and why this was still an issue in today’s world. I can even say that I felt a sense of anger as looking at this photo was a reminder that there truly are people out there who waste their lives by dehumanizing human beings and treating them less than they are worth. Moreover, without the caption, it made me wonder if the soldier at the end of the boat was capturing the people or if he was rescuing them. The responses that I had would most likely be the responses that others would think about, since the enslaving of humans has been an issue for centuries.

 

Besides the variety in colorful clothing and the clarity of the picture, one may automatically notice that all of the individuals on the boat are black. Not only this, but one may also assume that this is happening outside of the United States. We notice that the boat is moving, but we’re unsure where to, but we can only hope for their safety. Beyond the waters is left out of the frame; we are unsure as to how far they are away from land and where exactly they are coming from.

 

This image is supposed to raise awareness for a certain issue, and we can see this by it being a photo that contains more than just one individual. We see a collective society of the same race that are all in the same boat, figuratively and literally. Pathos is used as they are fighting the same war and essentially fighting for some sort of freedom. The audience is for anyone in the world who cares about the wellbeing of others, but in particular, I think that the audience is directed more towards those who are in power. The photo persuades others to learn more about what’s happening and to also do something about it, if they indeed have the necessary resources at hand.

 

Politics runs the world nowadays, and certain countries only seem to care about themselves; so, this photo is almost a wake-up call for them. It shows us that there is still much improvement that needs to happen in the world.

 

Heraa Hashmi: Changing the World One Link at a Time

When a 19-year-old University student encountered a person of ignorance who claimed that “Muslims don’t condemn things”, she did what no other person has done before: she made a 712-page long list of Muslims around the world condemning acts of hate, violence, and racism, among others.

Heraa_tweet

From an argument with a classmate that had started in class, Heraa Hashmi made it a personal obligation to prove him wrong. She went home that day in anger and confusion, and she eventually came up with a way to respond back to this individual. In just about three weeks, by using Google and the internet, she had gathered different sources, which varied among new articles, tweets, declarations, and official press releases. Her spreadsheet had five columns, noting the individual/community organization, bio/description [of said individual/community organization], location, what was condemned, and source(s).

 

First and foremost, Heraa’s audience was to the ignorant boy that she had spoken to, but it was also to anyone else that may be willing to listen. Her tweet had gained recognition from Muslims and non-Muslims, alike, all varying in age, color, race, gender, and ethnicity. The purpose of her argument was to open the minds of those who stigmatize Muslims. Since many people think that Muslims don’t condemn terrorism enough, she wanted to convince the boy, and maybe even some others along the way, that we do more than enough explaining and apologizing for the acts of a few, even though we don’t have to.

 

She beautifully used an argument of fact as she provided evidence to refute the boy’s claim. Her sources differed in a variety of aspects to strengthen her side of the argument. Logos and ethos were both used as she not only stuck “to the facts”, but she carried it out in a fair and respectful manner. Instead of saying or doing something mean, hurtful, or rude to the boy in class, she gathered her own personal emotions and used her skills and knowledge to formulate a groundbreaking response. She even managed to indirectly use pathos by telling the background story behind her research as well as centering her research on sensitive topics, such as religion and terrorism.

 

Heraa is an inspiration to all. If everyone had the charisma that she so dearly carried, the world would be a better place.

 

To check out Heraa’s spreadsheet, which is now a website, feel free to visit https://muslimscondemn.com/.

For more information on the story behind MuslimsCondemn.com, watch her amazing speech here.