Post Colonialism and feminist theory using the film Finding Dawn
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Paper details:
This is a very specific assignment and requires use of only course material as sources. It’s a film analysis, not really a film review. I’m attaching the course instructions and the syllabus (that would show possible sources). The film I chose is Finding Dawn. The social relations would be gender and colonialism. The most obvious weeks to draw from I the syllabus would be feminist theory (Intersectionality is a must), post colonialism, class, and possibly environment (the indigenous mobility piece maybe). These are notes I have taken on the film finding dawn to be used in this paper Dawn (wk 3 capitalism, wk 5 colonialism, wk 6 feminism,wk 7 queer theory (Walters), wk 8 race) – early trauma: losing her father, foster care abuse Gender Pushed into sex work via poverty (Intersectionality gender class)
Drugs to be able to do sex work–addiction Racialization 3 yrs from disappearance before DNA discovered- ernie “if these women were wealthier and white, the investigation would have been well funded and more thorough; earlier arrest” Vancouver downtown east side is one of Canada’s poorest neighborhoods (women did what they had to do to survive) Not all women were indigenous but all were poor, most drug dependent and see workers (no power = decreased police response) =intersectionality colonialism “Not just another dead Indian woman” 500 missing indigenous women over 20 yrs – tribe Have been in that area 9000 yrs; 4 generations post colonialism lost everything -Women’s memorial March valentine day 15 yrs (speaker had 50 friends on missing women list) – many missing were students traveling on the highway.
Only link between small communities. At least 9 women killed or abducted along highway 16. All but 1 indigenous. Women w no transportation forced to hitchhike to access resources -Ramona Wilson Saturday June 11 1994 missing. Hitchhiking to see boyfriend — family go to police Monday. They’re told to wait a couple days (already been 48 hrs) -Daleen bosse missing after karaoke night w friends – young mother and student. Heading to conference in Saskatoon. Not found. Police didn’t take it seriously. Police: Early in investigation there had been sightings that led ppl to believe she was alive and not wanting to be found. As time went on they believed the sightings were less credible. Finally taking more seriously after a yr. -Saskatoon John Martin Crawford murdered 3 indigenous… also victims of society attitude that indigenous women are easy prey (squaw) talked about Crawford more than victims.
When they did speak about women they portrayed them as disposable and insignificant Squaw/words/images of sexualization at root of violence against indigenous women Negative representation of native people in press… Social environment responsible for sending people to skid row… hope in city but couldn’t get jobs and when they did they were precarious/dangerous. Watched their mother get raped. Man put knife to her and sister throat Connection to ancestors helped rebuild herself. Canada history steeped in violence against indigenous (women) Fay- after father died men in village would come in and rape her mother. Forcing her to flee. Federal policy designed to drive indigenous community out through federal fishing policy. Collective grief in community. Land locked.
No access to ocean which is significant to their people. Displacement creating social problems. Colonialism created attitudes that indigenous women are only good for prostitution resulting in sexual violence Family at the eye of the hurricane that came w European settlement. Children taken first to residential schools then foster care. Taken from mom within a yr of dads death. Separated into different foster homes
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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