Author: Gianna Barzacchini

Text Review Assignment: Educated by Tara Westover

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Educated by Tara Westover

Throughout Educated, Tara Westover shares her story of how and why she left her life and her family in order to become the woman that she aspired to be. In a small town in Idaho, Westover was raised to practice a strict Mormon lifestyle that prevented her from being able to partake in many “normal” events such as receiving an education, receiving medical care, working a job, and even having a birth certificate. At the age of 22, she made the difficult decision to move away from everything she had ever known, in hopes of creating a new and more typical life for herself. Westover prioritized her education and went on to receive her PhD from Cambridge University. 

The book Educated is one of the most interesting and inspiring stories that I have ever read! It  places a heavy focus on identity, as 22 year-old Tara Westover questions her own. Through her decision to no longer be a child of the strict Mormon religion and lifestyle, and instead to live an independent and accomplished life, we see how she gave herself an entirely new identity. During the beginning years of her life, Westover’s lack of freedom and knowledge may cause her to be considered a subaltern. She struggled to feel powerful as she only ever learned the limited amount of information that her parents taught her. However, Westover chose to honor her curiosity about the world outside of her small hometown. Unlike her other family members, she questions her religious beliefs and her original lifestyle. This leads her to moving out of her hometown and seeing parts of the world that she did not know existed. Furthermore, she received a prestigious education, traveled, and met many interesting people. Westover shows us the power that we have as people, as well as our ability to make decisions that depict who we are and the life that we will live. Her story places an emphasis on the importance and the complexity of finding your true identity. 

How often do your decisions determine your identity as an individual?

Do you feel that you could create a new identity for yourself? What would it take in order to do so?

 

Diary of Systemic Injustices Showcase

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The systemic injustice that I chose to elaborate on is one that I feel many girls relate to. As unbelievable as it is, it is likely that a majority of girls have experienced a situation similar to this one. Earlier this year, I was helping my 12 year old sister pick out an outfit for school. As I was doing this, she explained to me how she had recently been “dress coded” and that she now had to wear only certain clothing. My sister further explained to me how she was wearing running shorts that were considered too short and that she had to change her clothes in order to continue on with her day. I proceeded to help her choose an outfit to wear, one that covered up most of her skin, but I was very frustrated. I thought to myself – Why? Why should I encourage my 12 year old sister to hide herself for the satisfaction of others? This instance reminded me of when I was younger and had to follow a specific dress code. I noticed that the rules regarding the dress code had not changed from about 8 years ago when I was in middle school. This is a systemic injustice because it is an instance of gender discrimination. These rules that are being enforced reflect deeper, outdated beliefs. They teach young girls that their actions are the problem, rather than the other people who may be affected by clothing choices. Furthermore, the idea that women do things, or don’t do things, solely for the satisfaction of others is an outdated belief. Instead, it is important to empower girls, especially when they are developing and growing. This occurrence makes me think back to Judith Cofer’s “The Story of My Body.” Cofer discusses the social construct behind gender roles and how society impacts the way that one views themselves, specifically their physical appearance. Her story is a prime example of how women face different treatment than men. Her color, size, and shape were often judged and picked apart, as soon as she would walk into a room or meet a new person. Furthermore, these things were used to define her as a person. This is not something that men deal with. Rather, this is the reality of being a woman in the world today. I feel that the rules that are enforced to the middle school girls are reflecting a similar society that Cofer lived in. This is unfair and wrong. I think that in order to work for a world where men and women are treated equally, it is important to start at a young age. I believe that schools should teach girls confidence and that their clothing, or their bodies, do not define who they are.

 

I included two photos circulating around social media. These were posted by students at their school as they advocate for equality between women and men.

http://https://rethinkingschools.org/articles/girls-against-dress-codes/

This is a link to a website that shares the story of Izzy and her experience with her school’s dress code. She worked to fight against the discrimination that was displayed by the rules enforced at her middle school.

 

Context Presentation

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Jameson’s Rhetoric of Otherness and ‘The National Allegory’ discusses ‘Third World Literature.’ ‘Third World Literature’ is explained as literature that is produced by those of post-colonial nations, that must be translated into the English language and “taught as an antidote to the general ethnocentricity” of the United States (Ahmad 77). ‘Third World Literature’ implies the larger idea – the Three Worlds Theory -which is also mentioned throughout this writing.

Today, I will be discussing the Three Worlds Theory of Maoism. This theory was first introduced in 1974 and is accredited to Mao Zedong. The main idea behind it is that there are three worlds into which nations are categorized based on a political standpoint. The First World is made up of the United States and the Soviet Union, also known as the “superpowers”. It is the imperialists, meaning the nations that plan to use their power and extend rule over other nations. Contrarily, the Third World is made up of the developing countries in Asia, Africa, and Latin America. These are known to often be poorer nations that struggle politically and economically. Lastly, the Second World is made up of the developed countries in between: including Japan, Canada, and Europe. These nations practice socialism, which is the idea that the public owns and regulates the means of production. Furthermore, there are differences in these nations beyond a political standpoint. The First World has the greatest amount of power, the strongest militaries, and the greatest access to resources. The Second World comes next; These nations are not the strongest nor the weakest. Lastly, the Third World is the weakest and the most susceptible to struggle, due to economic and social issues. 

Although nations have been placed into one of the three worlds, there is potential to change. Our world is constantly being reformed as time passes and new ideas are introduced, and nations are able to move into a different “World.” 

 

Links to additional resources: 

https://www.jstor.org/stable/2619937

https://www.fmprc.gov.cn/mfa_eng/ziliao_665539/3602_665543/3604_665547/t18008.shtml 

 

Citations:

Jameson’s Rhetoric of Otherness and the “National Allegory”’ Social Text 17 (Fall), 1987. A reply to Frederic Jameson’s ‘Third World Literature in the Era of Multinational Capitalism’ Social Text 15 (Fall), 1986.

Yee, Herbert S. “The Three World Theory and Post-Mao China’s Global Strategy.” <International Affairs (Royal Institute of International Affairs 1944-)</i>, vol. 59, no. 2, 1983, pp. 239–249>, www.jstor.org/stable/2619937. Accessed 3 Sept. 2021.