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Poking a stick into the hornet’s nest of cultural beliefs is necessary to unders

Poking a stick into the hornet’s nest of cultural beliefs is necessary to understand myth––unless we know the myths we’ve been raised in, we cannot begin to understand, and properly value, the mythic systems of other cultures. It is in this spirit that we want to examine the impact of Walt Disney upon our collective imagination.
Disney is such an established part of our cultural landscape, to question the contribution of his work to our society is almost like questioning the Catholic Church in the Middle Ages. However, as we have seen in this module on fairytales, Disney’s work is a deliberately manufactured product, sometimes even a form of propaganda.
For this discussion topic, please consider the effect of this gigantic corporation upon your psycho-spiritual life. What kind of ethos does Disney promote? How has Disney affected the psycho-spiritual development of you, your family, and your community––positively as well as negatively? Or has Disney not really been significant for you, one way or another? Can you identify unspoken agendas behind Disney’s hegemony over our culture’s imagination?
Finally, consider this: As we saw with Campbell’s mythic functions, myth is a kind of interface through which we have access to the great Mystery. In our post-modern world, where virtually all traditional mythic systems have broken down, is it possible that Disney’s products have stepped into that void and become a sort of religion/mythic system for modern, secular Americans (and increasingly, the planet)?
Just as a reminder, here is a breakdown of Campbell’s Four Functions of Myth:
The first function of mythology is to evoke in the individual a sense of grateful, affirmative awe before the terrible and sublime mystery that is existence.
The second function of mythology is to present an image of the cosmos, an image of the universe round about, that will maintain and elicit this experience of awe and/or explain everything that you come into contact with in the universe around you.
The third function of a mythological order is to validate and maintain a certain sociological system: a shared set of rights and wrongs, proprieties or improprieties, on which your particular social unit depends for its existence.
The fourth function of myth is pedagogical/psychological. That myth must carry the individual through the stages of his life, from birth through maturity through senility to death. The mythology must do so in accord with the social order of his group, the cosmos as understood by his group, and the sublime, terrible mystery of existence.
How does Disney’s product fulfill these basic four functions?
Comments from Customer
Discipline: The Power of Myths and Symbols

hi I need to specificy that we are focusing on the MENA region and ill be attach

hi I need to specificy that we are focusing on the MENA region and ill be attaching the sources to be used
here is another source to be used:
Mahmood Mamdani, When Victims Become Killers: Colonialism, Nativism, and the Genocide in Rwanda (Princeton University Press, 2002), Chapter 2: “The Origins of Hutu and Tutsi” and Chapter 3: “The Racialization of the Hutu/Tutsi Difference under Colonialism” and Chapter 5: “The Second Republic: Redefining Tutsi from Race to Ethnicity”, 41-102 and 132-158. Access through Library website.
Comments from Customer
For your second paper, you will take up thetheoretical frameworks of Mamdani, Hall,and Glassman in terms of the significance and natureof European colonialism’s impact onconstructions of race in Africa. How do these authorsevaluate this impact on priorunderstandings of ethnicity and race, what evidence do they adduce to support their arguments, and which do you find most convincing?
Can’t upload the required sources.

we are asked to start a discussion to the class. I have attached the example fil

we are asked to start a discussion to the class. I have attached the example file. the discussion starter consists of three parts first a summary and something interesting about the readings, second is artifact when you mention some information and facts about the topic from external source you can put a video or picture, three a critical thinking question for the class.
the discussion is about Chang book (we gon’ be alright) from page 137 – 168 and 30 Ways Asian Americans Perpetuate Anti-Blackness. so you need to include a quick summary over these readings and mention artifact then a critical thinking question. (Cite quotes from the readings to the summary to support your argument).
this is the lesson for this week and i attached the file of the lesson:
Welcome to week 5 – Cultural Appropriation/AntiBlackness/Model Minority Myth: On Making the Asian American Identity
This week we work through a pivotal point in Chang’s reading and introducing Cathy Park Hong’s powerful book Minor Feelings. Then I urge you to dig deep into the anti-blackness article that is framed within the AAPI community but can be applied to us all no matter our background. Please take careful consideration of the lesson for this week as it sets up all the readings. So my suggestion is to review the lesson before you get into the materials.
Discussion Starters:
Chang 137 – 168 & 30 Ways Asian Americans Perpetuate Anti-Blackness
Comments from Customer
We gon’ be alright by Chang (137-168)
And 30 Ways Asian Americans Perpetuate Anti-Blackness. P

we are asked to start a discussion to the class. I have attached the example fil

we are asked to start a discussion to the class. I have attached the example file. the discussion starter consists of three parts first a summary and something interesting about the readings, second is artifact when you mention some information and facts about the topic from external source you can put a video or picture, three a critical thinking question for the class.
the discussion is about Chang book (we gon’ be alright) from page 137 – 168 and 30 Ways Asian Americans Perpetuate Anti-Blackness. so you need to include a quick summary over these readings and mention artifact then a critical thinking question. (Cite quotes from the readings to the summary to support your argument).
this is the lesson for this week and i attached the file of the lesson:
Welcome to week 5 – Cultural Appropriation/AntiBlackness/Model Minority Myth: On Making the Asian American Identity
This week we work through a pivotal point in Chang’s reading and introducing Cathy Park Hong’s powerful book Minor Feelings. Then I urge you to dig deep into the anti-blackness article that is framed within the AAPI community but can be applied to us all no matter our background. Please take careful consideration of the lesson for this week as it sets up all the readings. So my suggestion is to review the lesson before you get into the materials.
Discussion Starters:
Chang 137 – 168 & 30 Ways Asian Americans Perpetuate Anti-Blackness
Comments from Customer
We gon’ be alright by Chang (137-168)
And 30 Ways Asian Americans Perpetuate Anti-Blackness. P

we are asked to start a discussion to the class. I have attached the example fil

we are asked to start a discussion to the class. I have attached the example file. the discussion starter consists of three parts first a summary and something interesting about the readings, second is artifact when you mention some information and facts about the topic from external source you can put a video or picture, three a critical thinking question for the class.
the discussion is about Chang book (we gon’ be alright) from page 137 – 168 and 30 Ways Asian Americans Perpetuate Anti-Blackness. so you need to include a quick summary over these readings and mention artifact then a critical thinking question. (Cite quotes from the readings to the summary to support your argument).
this is the lesson for this week and i attached the file of the lesson:
Welcome to week 5 – Cultural Appropriation/AntiBlackness/Model Minority Myth: On Making the Asian American Identity
This week we work through a pivotal point in Chang’s reading and introducing Cathy Park Hong’s powerful book Minor Feelings. Then I urge you to dig deep into the anti-blackness article that is framed within the AAPI community but can be applied to us all no matter our background. Please take careful consideration of the lesson for this week as it sets up all the readings. So my suggestion is to review the lesson before you get into the materials.
Discussion Starters:
Chang 137 – 168 & 30 Ways Asian Americans Perpetuate Anti-Blackness
Comments from Customer
We gon’ be alright by Chang (137-168)
And 30 Ways Asian Americans Perpetuate Anti-Blackness. P

we are asked to start a discussion to the class. I have attached the example fil

we are asked to start a discussion to the class. I have attached the example file. the discussion starter consists of three parts first a summary and something interesting about the readings, second is artifact when you mention some information and facts about the topic from external source you can put a video or picture, three a critical thinking question for the class.
the discussion is about Chang book (we gon’ be alright) from page 137 – 168 and 30 Ways Asian Americans Perpetuate Anti-Blackness. so you need to include a quick summary over these readings and mention artifact then a critical thinking question. (Cite quotes from the readings to the summary to support your argument).
this is the lesson for this week and i attached the file of the lesson:
Welcome to week 5 – Cultural Appropriation/AntiBlackness/Model Minority Myth: On Making the Asian American Identity
This week we work through a pivotal point in Chang’s reading and introducing Cathy Park Hong’s powerful book Minor Feelings. Then I urge you to dig deep into the anti-blackness article that is framed within the AAPI community but can be applied to us all no matter our background. Please take careful consideration of the lesson for this week as it sets up all the readings. So my suggestion is to review the lesson before you get into the materials.
Discussion Starters:
Chang 137 – 168 & 30 Ways Asian Americans Perpetuate Anti-Blackness
Comments from Customer
We gon’ be alright by Chang (137-168)
And 30 Ways Asian Americans Perpetuate Anti-Blackness. P