What connections did you find between issues in the work and your own culture(s) and experience? Family and Extended Family Greek Culture: -Dominant figure – The Father – Very important -Open family – Always big dinners, people come around unannounced -Feeling secure/safe in the culture – Very open, leave your doors open at night -Traditions – Very important (Christmas, easter etc. ), Family always has to be together -Same Household/ area – Same house through the generations, passed on Similarities and Contrasts with Iran: Statuses of Marjane’s parents – Both intellectuals, make joint decisions – However, ultimately the father tells the rest of the family ‘how it is’ -A lot of people do come over to Marjane’s house – open and welcoming family – Felt unsafe – Because of the war, they felt they couldn’t work with the culture -Traditions – don’t seem to be very evident – war acted as a barrier toward tradition of the culture.
However, they had to wear the veil as a forced tradition.
-Same Household – Grandma frequently seemed to be around the house – Her uncle came straight to the house after coming out of prison. Trusting relationship with her grandma (only one who knows about the book) – Shows they are close and frequently see each other. Freedom vs. Rebelling Greek Culture: -Father figure – strict to daughter, very protective over her actions.
Contrast to the way he treats son, more relaxed, “father son” relationship, teach them “how to be a man” -Mother – tried to help daughter, hid stuff from father so that she could be free (see friends), tries to give freedom to learn – Knows what it feels like to be undermined by the father -Daughter action – tries to rebel because they are given less freedom to start with then sons -Role of woman – Can’t talk back to the male, very rude, never done in public – Woman rebel at home (secretive) -Freedom is given to a certain extent to girls; nowhere near as much as the boys Similarities and Contrasts with Iran: Father figure – seems a lot calmer, relaxed, very open, he tells her how it is and what is going on during the book. – Seems closer to father then mother, puts her to bed -Mother – very close, she gives her freedom to wear and do what she wants (e. g. earing the western clothing) – allows her to go out when other parents seem to be a lot more strict in allowing their children to go out -Daughter action – she tries to rebel because she already has freedom, takes advantage of the freedom given to her, she goes to protest with her nanny without telling her parents. – Not as rebellious as Greek girls because her father and mother and not as strict. – “In spite of everything, kids were trying to look hip, even under risk of arrest. ” (p. 12) -Parents role – they are “freedom fighters”/ intellectuals so they have to allow her to do the same as they do or they would be standing for nothing -Role of Woman – makes the decisions with the father cooperatively and talk about it with Marjane together -Secretive – They feel as though they have to hid their family and the way they live because of the situation at the time (covers the windows with black-out) – Contrasts because Greek families are very open and not afraid to show families how they are. Friendship/School/Religion Greek Culture: Religion in school – very important, says prayers in the morning – used to be compulsory, but now if you don’t believe you don’t have to take part -Have to learn about the Greek history – Have to learn Latin – Certain subjects you have to learn -Friends – “You pick your friends, you can’t pick your family” – because you get to choose, you should be respectful, make a good choice; their image is a reflection of you -Friends – Parents always want the kids around at their house to have them around – Did not mind having their company -Friends since very young, friendship stays strong, contact Similarities and Contrasts with Iran: Religion – Very important in the culture, they have to say prayers and do religious study – She wants to be a profit and so this shows how much of an impact religion has had on her life even at such a young age. As well as her talking to God. -Have to learn about where the Shah came from – They try to influence a whole population that God choose the Shah and people believe it, showing how much of an impact religion has on their culture. -They ave to learn about the history of Iran during school time. – Certain subjects you have to learn. -Friends – never at the house, they always play outside. It appears as though her parents never really meet her friends, not as big of a deal/don’t seem that important. – Appears as though parents do not think they influence each other, as much as Greek culture. – As if “we are friends because we go to the same school and you live in my neighbourhood”. Friends – however, you can see that she wants to keep a good friendship with ____ after he leaves – shows she does actually care After looking at the three main ideas, the aspect of Marji’s character that I identify the most with would be the Family aspect. I feel as though family is very important that you follow in their footsteps, even if this is done unconsciously, (like she does by tying to protest). My parents have a co-relationship in which they make decisions together but when it comes to a main thing, it tends to be my dad that “tells it how it is”, like in Marji’s family.
I am also close to my grandparents and I know that if my extended family was to be in trouble my parents would help out in any way they can, like they did with her uncle. I feel as though I was not as surprised as others when it came to the way Marji, the little girl, acted. I feel as though if I was in the same situation as her, I would not adapt well to it like hers and I too would be trying to protest instead of sitting around and seeing what happens.
Cite this Consideration of Three Main Ideas Aspect of Margie’s Character
Consideration of Three Main Ideas Aspect of Margie’s Character. (2016, Sep 13). Retrieved from https://graduateway.com/what-connections-did-you-find-between-the-work-and-your-own-cultural-experiences-in-persepolis/