In James Baldwin’s “Sonny’s Blues” the narrator, a teacher in a Harlem high school, reconnects with his younger brother, Sonny, a jazz musician. This occurs after Sonny is arrested for peddling and using heroin. A particularly striking passage from the short story is, “Some escaped the trap, most didn’t. Those who got out always left something of themselves behind, as some animals amputate a leg and leave it in the trap. It might be said, perhaps, that I had escaped, after all, I was a school teacher; or that Sonny had, he hadn’t lived in Harlem for years.” This could mean those who grew up in Harlem and survived or got out of the area left behind their innocence, hope, or the positive aspects of themselves. It is interesting that there are two different types of escape the narrator is referring to in the passage. The first is being unscathed by the pitfalls of growing up in the area. Although the narrator is physically still in Harlem living in the projects, he escaped the detrimental lifestyles present. He became a positive aspect in the community and is successful having a career and a loving family. In contrast, Sonny left Harlem physically but made negative lifestyle choices which resulted in him becoming a drug addict. This brings to mind the saying, “You can take the boy out of Harlem, but you can’t take Harlem out of the boy.” In the case of Sonny, he was a product of his environment and was unable to overcome the challenges Harlem forced him to face.
Author: NinaD
Revision One
Publication: Student Handbook or Manual, The Companion for the First Year at City Tech
Nina Darbonne
Dr. Carrie Hall
English Comp 1 1101-D355
4 April 2019
Guide to Success in School
“College is super easy, I pass all of my exams, my GPA is sitting pretty at a 4.0, I don’t have to study after class, and my social life is flourishing!” said no successful college student ever. Being completely candid, more often than not, failing grades, long hours pouring over textbooks and class notes, along with turning down offers to turn up with friends are common college experiences. College life is not an easy task, students often must overcome problems both in and outside the classroom. The struggles that arise tend to negatively affect schoolwork. A common misconception is it is the teacher’s responsibility to take extreme efforts to combat the issues that arise. Students need accountability to persevere and seek help when necessary. Education is not a passive process it takes time and considerable amounts of effort.
Ideally education should be a process that involves almost equal amounts of effort from both the student and the educator. Dr. Robert Leamnson wrote “Learning (Your First Job)”, which describes the components of the learning process (understanding and remembering) and several methods to aid this process both in and out of the classroom. Many of Leamnson’s learning strategies ring true. One example from the text Leamnson writes, “…we have to practice what we understand. Without rehearsal, that fantastic circuitry that enabled our understanding will gradually disintegrate and we can no longer reconstruct what we once understood.” (Leamnson 3) This stresses that without repetition, the initial learning that was achieved will be forgotten. Leaving the learner unable to access the knowledge. The teacher can help the student with the initial understanding portion. But in order to truly learn and commit the information to memory, the student must then put in the effort to review and deepen their understanding of the material. Leamnson goes on to write, “… bright students… understanding what they hear or read. But… get very poor grades and sometimes drop out. The reason is, they neglect the second part of learning, which is remembering.” (Leamnson 2) In essence, despite being able to understand different material, students that do not commit the information to memory will not be able to perform well academically. Great comprehension ability can not help a person if they are unable to later draw forth and make use of the information.
It may seem as though some subjects or classes can be self taught, which leads some individuals to question the role of teachers. However, a vast majority of students require guidance and clarification by educators. John Taylor Gatto taught in the New York City school system for thirty years. He grew to believe the public school system hinders children as opposed to educating and preparing them to be responsible, productive adults. Gatto identifies his major gripes with the public school system in his article “Against School.” Some of the concepts Gatto mentions in the article I previously never gave much thought to and took for granted. A prime example being, Gatto mentions in the article, “1. To make good people. 2. To make good citizens. 3. To make each person his or her personal best. These goals are still trotted out today… as a decent definition of public education’s mission.” (Gatto 2) Based on this information, the public school system should aim to mold each young mind into morally good people that strive to achieve their best and are productive members of society upon graduation from high school. At the age of eighteen, approximately the same age many complete “the twelve-year wringer,” many aspects of the world transform and opportunities open up to individuals. For instance, eighteen marks the age when people are considered legally adults with the capacity to make their own decisions and be held accountable for said decisions and actions, enlist in the military, and the ability to vote is available.
Personally, I never attended public school. However, through my experiences in Catholic schools I feel the parochial educational institutions I attended have strived to instill the objectives of the public education’s mission in their students. This was done through requiring volunteer work, stressing the importance of the Golden Rule (“Do unto others as you would have them do unto you”), and rewarding good behavior and academic success while conversely reprimanding negative behavior and poor academic effort. The academic institutions I attended ensured we were aware of current events through a myriad of assignments that emphasized news articles while excluding sports and celebrity tabloids.
In my school experience, I encountered several teachers that sought to keep the classroom interesting and students engaged by challenging students to fact check in order to possibly correct the teacher for various incentives, the chance of getting extra credit or a gift card was more than enough to capture the attention of the entire class. On several occasions, I found myself reeled back into lessons after zoning out giving more thought to impending lunch over the “golden nuggets of wisdom” tumbling out of my teacher’s mouth. I can recall the moment in my education that sparked my curiosity and effectively tethered me to Science. An interest that made obtaining my Bachelor’s of Science in Biology truly a labor of love. Sophomore year of high school, my Chemistry teacher converted lab class into a veritable fireworks display conveying the whimsical applications of the Science.
Most of my learning experiences have been and continue to be positive, although not necessarily remarkable. However, as I sat in my high school’s Chemistry lab nearly fifteen years ago, I was not expecting the lesson of the hour to impact me so greatly. It was third period, I sat wondering what was in store for us in the darkened lab. As I looked around at the closed windows and shut off lights, I heard Mr. Mallia drone on about chemical reactions as he set up for the experiment. But being completely honest, I didn’t catch a word of what he was saying, I was far too distracted by the hushed whispers of my classmates, trying to catch up with the latest gossip, and the sounds of lacrosse drifting in from the field right outside the window. I was staring at my closed lab manual and notebook in front of me and fiddling with the pen between my fingers. Suddenly my attention was ripped away from the dark lab bench by a brilliant white flash in the center of the room. All heads, eyes, ears, and attention were focused on Mr. Mallia who stood behind a bunsen burner decked out in safety gear, tongs, and strips of Magnesium. Mr. Mallia capitalized on the moment of undivided attention to explain how fireworks function while highlighting the importance of Chemistry. He didn’t settle on telling us the different color reactions that result from burning various elements. He demonstrated with samples of Boron, Calcium, Copper, Iron, and Lithium creating flames that ranged from green, red, teal, and orange.
Although teachers can greatly impact how information is presented and explained to their students; ultimately, students are equally responsible for digesting and absorbing the material. Leamnson writes, “You cannot be ‘given’ learning, nor can you be forced to do it. The most brilliant and inspired teacher cannot ‘cause’ you to learn. ” (Leamnson 1) A good teacher can not force a student to learn it is the student’s responsibility as well. Conversation is not one sided neither is the learning process. Jacqueline West wrote about her experience returning to college as an adult and balancing responsibilities. She stresses the importance of time management in being successful. West writes, “…figure out how much study time you need. (A formula from DePaul University is to study two hours per credit hour in an easy class, three hours per credit hour for an average class, and four hours per credit hour in a difficult class.)” (West) This break down for time outside the classroom that should be dedicated to studying is commonly spread around academic campuses in one form or another. This emphasizes the importance of the student taking time to make an effort on their own to digest and absorb information from classes.
A person’s achievements are not based solely on their educational background but their motivation and perseverance are major components. That being said, some careers, such as medical doctor, require substantial schooling that would seem unattainable without the “twelve-year wringer” as a adequate base to build upon. School systems, teachers in particular can help spark curiosity in a given subject by escaping the humdrum routines. Whether it’s bringing the lesson to life in new and unexpected ways or offering incentives to ignite passion in the material, teacher are integral parts of the education process.
Works Cited
Gatto, John T. “Against School.” Against School – John Taylor Gatto, wesjones.com/gatto1.htm.
Leamnson, Robert. “Learning (Your First Job).” MA, Dartmouth, Dec. 2002.
West, Jacqueline. “Making Time to Study.” Back to College, www.back2college.com/time.htm.
Rough Draft
Nina Darbonne
Dr. Carrie Hall
English Comp 1 1101-D355
4 April 2019
Guide to Success in School
“College is super easy, I pass all of my exams, my GPA is sitting pretty at a 4.0, I don’t have to study after class, and my social life is flourishing!” said no successful college student ever. Being completely candid, more often than not, failing grades, long hours pouring over textbooks and class notes, along with turning down offers to turn up with friends are common college experiences. College life is not an easy task, students often must overcome problems both in and outside the classroom. The struggles that arise tend to negatively affect schoolwork. A common misconception is it is the teacher’s responsibility to take extreme efforts to combat the issues that arise. Students need accountability to persevere and seek help when necessary. Education is not a passive process it takes time and considerable amounts of effort.
Dr. Robert Leamnson wrote “Learning (Your First Job)”, which describes the components of the learning process (understanding and remembering) and several methods to aid this process both in and out of the classroom. Many of Leamnson’s learning strategies ring true. One example from the text Leamnson writes, “…we have to practice what we understand. Without rehearsal, that fantastic circuitry that enabled our understanding will gradually disintegrate and we can no longer reconstruct what we once understood.” (Leamnson 3) This stresses that without repetition, the initial learning that was achieved will be forgotten. Leaving the learner unable to access the knowledge. The teacher can help the student with the initial understanding portion. But in order to truly learn and commit the information to memory, the student must then put in the effort to review and deepen their understanding of the material. Leamnson goes on to write, “… bright students… understanding what they hear or read. But… get very poor grades and sometimes drop out. The reason is, they neglect the second part of learning, which is remembering.” (Leamnson 2) In essence, despite being able to understand different material, students that do not commit the information to memory will not be able to perform well academically. Great comprehension ability can not help a person if they are unable to later draw forth and make use of the information.
John Taylor Gatto taught in the New York City school system for thirty years. He grew to believe the public school system hinders children as opposed to educating and preparing them to be responsible, productive adults. Gatto identifies his major gripes with the public school system in his article “Against School.” Some of the concepts Gatto mentions in the article I previously never gave much thought to and took for granted. A prime example being, Gatto mentions in the article, “1. To make good people. 2. To make good citizens. 3. To make each person his or her personal best. These goals are still trotted out today… as a decent definition of public education’s mission.” (Gatto 2) Based on this information, the public school system should aim to mold each young mind into morally good people that strive to achieve their best and are productive members of society upon graduation from high school. At the age of eighteen, approximately the same age many complete “the twelve-year wringer,” many aspects of the world transform and opportunities open up to individuals. For instance, eighteen marks the age when people are considered legally adults with the capacity to make their own decisions and be held accountable for said decisions and actions, enlist in the military, and the ability to vote is available. Personally, I never attended public school. However, through my experiences in Catholic schools I feel the parochial educational institutions I attended have strived to instill the objectives of the public education’s mission in their students. This was done through requiring volunteer work, stressing the importance of the Golden Rule (“Do unto others as you would have them do unto you”), and rewarding good behavior and academic success while conversely reprimanding negative behavior and poor academic effort. The academic institutions I attended ensured we were aware of current events through a myriad of assignments that emphasized news articles while excluding sports and celebrity tabloids.
In my school experience, I encountered several teachers that sought to keep the classroom interesting and students engaged by challenging students to fact check in order to possibly correct the teacher for various incentives, the chance of getting extra credit or a gift card was more than enough to capture the attention of the entire class. On several occasions, I found myself reeled back into lessons after zoning out giving more thought to impending lunch over the “golden nuggets of wisdom” tumbling out of my teacher’s mouth. I can recall the moment in my education that sparked my curiosity and effectively tethered me to Science. An interest that made obtaining my Bachelor’s of Science in Biology truly a labor of love. Sophomore year of high school, my Chemistry teacher converted lab class into a veritable fireworks display conveying the whimsical applications of the Science.
Most of my learning experiences have been and continue to be positive, although not necessarily remarkable. However, as I sat in my high school’s Chemistry lab nearly fifteen years ago, I was not expecting the lesson of the hour to impact me so greatly. It was third period, I sat wondering what was in store for us in the darkened lab. As I looked around at the closed windows and shut off lights, I heard Mr. Mallia drone on about chemical reactions as he set up for the experiment. But being completely honest, I didn’t catch a word of what he was saying, I was far too distracted by the hushed whispers of my classmates, trying to catch up with the latest gossip, and the sounds of lacrosse drifting in from the field right outside the window. I’m staring at my closed lab manual and notebook in front of me and fiddling with the pen between my fingers. Suddenly my attention is ripped away from the dark lab bench by a brilliant white flash in the center of the room. All heads, eyes, ears, and attention are focused on Mr. Mallia who stands behind a Bunsen burner decked out in safety gear, tongs, and strips of Magnesium. Mr. Mallia capitalized of the moment of undivided attention to explain how fireworks function while highlighting the importance of Chemistry. He didn’t settle on telling us the different color reactions that result from burning various elements. He demonstrated with samples of Boron, Calcium, Copper, Iron, and Lithium creating flames that ranged from green, red, teal, and orange.
Leamnson writes, “You cannot be ‘given’ learning, nor can you be forced to do it. The most brilliant and inspired teacher cannot ‘cause’ you to learn. ” (Leamnson 1) A good teacher can not force a student to learn it is the student’s responsibility as well. Conversation is not one sided neither is the learning process.
A person’s achievements are not based solely on their educational background but their motivation and perseverance are major components. That being said, some careers, such as medical doctor, require substantial schooling that would seem unattainable without the “twelve-year wringer” as a adequate base to build upon. School systems, teachers in particular can help spark curiosity in a given subject by escaping the humdrum routines. Whether it’s bringing the lesson to life in new and unexpected ways or offering incentives to ignite passion in the material, teacher are integral parts of the education process.
Works Cited
Gatto, John T. “Against School.” Against School – John Taylor Gatto, wesjones.com/gatto1.htm.
Leamnson, Robert. “Learning (Your First Job).” MA, Dartmouth, Dec. 2002.
Revision 1
“College is super easy, I pass all of my exams, my GPA is sitting pretty at a 4.0, I don’t have to study after class, and my social life is flourishing!” said no successful college student ever. Being completely candid, more often than not, failing grades, long hours pouring over textbooks and class notes, along with turning down offers to turn up with friends are common college experiences.
College life is not an easy task, students often must overcome problems both in and outside the classroom. The struggles that arise tend to negatively affect schoolwork. A common misconception is it is the teacher’s responsibility to take extreme efforts to combat the issues that arise. Students need accountability to persevere and seek help when necessary. Education is not a passive process it takes time and considerable amounts of effort.
Dr. Robert Leamnson wrote “Learning (Your First Job)”, which describes the components of the learning process (understanding and remembering) and several methods to aid this process both in and out of the classroom. Many of Leamnson’s learning strategies ring true. Leamnson writes, “…we have to practice what we understand. Without rehearsal, that fantastic circuitry that enabled our understanding will gradually disintegrate and we can no longer reconstruct what we once understood.” (Leamnson 3) This stresses that without repetition, the initial learning that was achieved will be forgotten. Leaving the learner unable to access the knowledge. The teacher can help the student with the initial understanding portion. But in order to truly learn and commit the information to memory, the student must then put in the effort to review and deepen their understanding of the material.
Leamnson writes, “You cannot be ‘given’ learning, nor can you be forced to do it. The most brilliant and inspired teacher cannot ‘cause’ you to learn. ” (Leamnson 1) A good teacher can not force a student to learn it is the student’s responsibility as well. Conversation is not one sided neither is the learning process.
A person’s achievements are not based solely on their educational background but their motivation and perseverance are major components. That being said, some careers, such as medical doctor, require substantial schooling that would seem unattainable without the “twelve-year wringer” as a adequate base to build upon. School systems, teachers in particular can help spark curiosity in a given subject by escaping the humdrum routines. Whether it’s bringing the lesson to life in new and unexpected ways or offering incentives to ignite passion in the material, teacher are integral parts of the education process.
Works Cited
Leamnson, Robert. “Learning (Your First Job).” MA, Dartmouth, Dec. 2002.
Mentor Article
Mentor Article: “College Is Hard: Stick With It” By: Tamisha Worrell
Published in: The Companion For The First Year At City Tech: 5th Edition
I like how the writer describes different types of students in different situations and includes them in her discussion of her article. I also enjoyed the personal tone of her paper and usage of “you” including the reader in the work. Using “you” helps identify the audience as fellow students of City Tech. She continues in her article to describe her situation and the obstacles that she has to deal with in order to succeed in school. Her analysis of the importance of going through college to get a degree is stressed; when she puts focus the cost of living in New York and the implications of trying to find a good paying job without a degree. I liked how she explained her experience with registering for classes and misconceptions when it was time to register for the next semester. I enjoyed the way the writer tied in the inspirational tone and information about services provided in the school to facilitate the returning to school process. The writer provides names of specific programs she utilized in the school. She ends the article stressing the importance of early registration which would have helped her more than once. Moreover, she reminds the reader to make use of the various programs the school offers to students.
Creole
Nina Darbonne
Dr. Carrie Hall
English Comp 1 1101-D355
19 March 2019
Creole
Growing up in Jackson Heights I’ve been surrounded by a diverse melting pot of cultures. Take a walk down 74th Street and Roosevelt Avenue and you will be assaulted with the smell of spices that is heavy in the air. The store fronts convey the newest trends in Bollywood fashion. It’s not uncommon to see groups of monks dressed in orange robes walking down the streets. As you wander a few blocks over, Mariachi music can be heard mingling in with blaring announcements from La mega noventa y siete punto nueve. The smells wafting through the air comes from pop-up taco stands, food trucks, shopping carts, you name it and we have it converted into a food dispensing vehicle. It doesn’t stop there though we have a further break down in our realm of Hispanic cultures, because everyone knows in my neighborhood they can’t all be lumped together. This is painfully apparent with the different Latin pride parades that block off Northern Blvd damn near every Sunday during the Summer. Ecuadorian, Colombian, El Salvadorian, Mexican, Puerto Rican, and last but not least Dominican. The Spanish community is probably the largest component in Jackson Heights at the moment. However, we do still have our tiny group of hipsters and the power of their influence is apparent in the solitary Starbucks that sprang up a few years back on 37th Avenue amidst the slew of Spanish bakeries.
My family is from Louisiana, but we feel quite cozy in Jackson Heights. My grandma always said the myriad of different cultures reminded her of home back in New Orleans. No there aren’t revolving Latin pride parades and richly Indian spice scented areas down South. However, down South the mixture of cultures is more a blast from the past that is still prevalent today in the Creole and Cajun populations.
Personally, I have family that falls on both sides of the Creole-Cajun fence. I tend to identify more with my Creole roots; I’ve spent vast majority of my life with this side of my family. To me “Creole” is having a multicultural diversity while being unified at the same time as a group of people, having a rich history that ties back into the settlement of the United States.
Some of the rich history of the Creoles is apparent in the traditions like Mardi Gras celebrations. Fat Tuesday parades and festivities of Mardi Gras are an all day event in the French Quarter. I remember one year my grandmother and I went back to New Orleans for Mardi Gras week. On Fat Tuesday, we set out early and camped out on the section of Canal Street that intersects with the French Quarter, decked out in our gold, green, and purple sweaters. We clapped and cheered as we watched the “baby dolls” dance and strut in the parade. I loved watching the ruffled coordinated costumes, rhythm streamers, and painted faces of the women dressed for the Zulu Parade. My grandma’s favorite is always the elaborate Indian costumes that take the seamstresses an entire year to design and pull together.
By the time late afternoon rolled around, we were famished. We asked one of the parade participants if he knew a good spot to eat in the area. The man decked out in Zulu skeleton regalia replied, “Well if you looking for good food and people who gonna do right by you, take yourselves down to Mena’s Palace over on Chartres and Iberville. They got real Creoles in the kitchen, so you know you can’t go wrong in there.” We made our way over to the restaurant. The mouthwatering medley of Creole spices, seafood, and jambalaya was heavy air as soon as we entered the restaurant. My grandma wasted no time finding a spot at the oyster bar and downed half a dozen raw oysters with a splash of hot sauce. I decided on a tamer, cooked alternative for food, the shrimp po-boy. The sandwich was amazing on so many levels from the spicy tangy tastes to the variety of textures experienced in each bite. The crunch of the French bread, juicy tomatoes, the creamy remoulade sauce, crisp lettuce and pickles, and last but certainly not least the highlight of the sandwich, the seasoned, battered, deep fried shrimp. Hands down the best sandwich I’ve ever had to this day. Before wrapping up the day, we walked over to the Cafe Du Monde for beignets and coffee.
Now a brief cultural history: New Orleans, Louisiana commonly referred to as “NOLA” by many natives of the region; has a rich history that affects the makeup of the culture to this day. Creole people of NOLA are the result of a melting pot of several cultures. The term “creole” ties its roots to “the sixteenth century to identify descendants of French, Spanish, or Portuguese settlers living in the West Indies and Latin America.” (Countries and their Cultures) The actual genesis of the word “creole” may have Spanish or Portuguese roots. One theory being, “the word Creole comes from the Spanish word, criollo, which roughly translates to native or local. People used this term to describe things that were part of the New World during the time that the Spanish and French controlled Louisiana.” (WiseGeek) However, another possibility is “the term ‘Creole’ derives from the Portuguese word crioulo, which means a slave born in the master’s household.” (Countries and their Cultures)
Another prominent group of people found in western Louisiana are the Cajuns. The difference between Creoles and Cajuns revolves around migration history of the two groups. Creoles are essentially the product of the merging of several different cultures as Louisiana was colonized. However, Cajuns are said to have travelled from Canada and settled in Louisiana. Another subtle difference is the language utilized by either group. “Although both types of people use French as a basis for their speech, Creoles rely more heavily on other languages.” (WiseGeek) Additionally, most Cajuns are Catholic; while many Creoles practice Catholicism, elements from influencing cultures are often present. This is evident as “some people… lean toward Native American spirituality, using medicinal healing. Others focus on folk religions from Africa or the Caribbean. In some cases, individuals mix a little bit of everything together, using an eclectic combination of prayer, voodoo, charms, candles and ‘wild’ church services that emphasize being ‘possessed’ by the spirit.” (WiseGeek) Wasn’t that enlightening and refreshing.
Creoles are more of a “self-identified” group based on ancestral roots, as opposed to “many other ethnic groups in the United States… that immigrated from a specific country.” (Caver) “The word first came into common usage in the United States after the Louisiana Purchase in 1803. Louisianans of French and Spanish descent adopted the term to differentiate themselves from the Americans who were moving into the area in increasing numbers.” (Caver) The term Creole is still prevalent to this day in the United States as the Creole culture continues to thrive. Some notable modern public figures that have Creole ancestry are: “rapper Ice-T (1958–) is the son of a Creole woman, Drummer Sheila E. (1957–) also has a Creole mother. Pop singers Beyoncé Knowles (1981–) and Solange Knowles (1986–) are descendants of a Louisiana Creole grandmother. Former Secretary of State Condoleezza Rice (1954–) is of Creole descent on her father’s side.” (Caver)
Works Cited:
“Creoles.” Countries and Their Cultures, www.everyculture.com/multi/Bu-Dr/Creoles.html.
Hobby, Jessica, and Bronwyn Harris. “What Is the Difference Between Creole and Cajun?” WiseGEEK, Conjecture Corporation, 4 Feb. 2019, www.wisegeek.com/what-is-the-difference-between-creole-and-cajun.htm.
Caver, Helen Bush, and Mary T. Williams. “Creoles.” Gale Encyclopedia of Multicultural America, edited by Thomas Riggs, 3rd ed., vol. 1, Gale, 2014, pp. 567-576. Gale Virtual Reference Library, http://link.galegroup.com/apps/doc/CX3273300055/GVRL?u=cuny_nytc&sid=GVRL&xid=ce3df0c6. Accessed 7 Mar. 2019.
Unit 2 Rough Draft
Nina Darbonne
Dr. Carrie Hall
English Comp 1 1101-D355
12 March 2019
Creole
Growing up in Jackson Heights I’ve been surrounded by a diverse melting pot of cultures. Take a walk down 74th Street and Roosevelt Avenue and you will be assaulted with the smell of spices that is heavy in the air. But wander a few blocks over and Mariachi music can be heard mingling in with blaring announcements from La mega noventa y siete punto nueve. The smells wafting through the air comes from pop-up taco stands, food trucks, shopping carts, you name it and we have it converted into a food dispensing vehicle. It doesn’t stop there though we have a further break down in our realm of Hispanic cultures, because everyone knows in my neighborhood they can’t all be lumped together. This is painfully apparent with the different Latin pride parades that block off Northern Blvd damn near every Sunday during the Summer. Ecuadorian, Colombian, El Salvadorian, Mexican, Puerto Rican, and last but not least Dominican. The Spanish community is probably the largest component in Jackson Heights at the moment. However, we do still have our tiny group of hipsters and the power of their influence is apparent in the solitary Starbucks that sprang up a few years back on 37th Avenue amidst the slew of Spanish bakeries.
My family is from Louisiana, but we feel quite cozy in Jackson Heights. My grandma always said the myriad of different cultures reminded her of home back in New Orleans. No there aren’t revolving Latin pride parades and richly Indian spice scented areas down South. However, down South the mixture of cultures is more a blast from the past that is still prevalent today in the Creole and Cajun populations.
Now a brief cultural history: New Orleans, Louisiana commonly referred to as “NOLA” by many natives of the region; has a rich history that affects the makeup of the culture to this day. Creole people of NOLA are the result of a melting pot of several cultures. The term “creole” ties its roots to “the sixteenth century to identify descendants of French, Spanish, or Portuguese settlers living in the West Indies and Latin America.” (Countries and their Cultures) The actual genesis of the word “creole” may have Spanish or Portuguese roots. One theory being, “the word Creole comes from the Spanish word, criollo, which roughly translates to native or local. People used this term to describe things that were part of the New World during the time that the Spanish and French controlled Louisiana.” (WiseGeek) However, another possibility is “the term ‘Creole’ derives from the Portuguese word crioulo, which means a slave born in the master’s household.” (Countries and their Cultures)
Another prominent group of people found in western Louisiana are the Cajuns. The difference between Creoles and Cajuns revolves around migration history of the two groups. Creoles are essentially the product of the merging of several different cultures as Louisiana was colonized. However, Cajuns are said to have travelled from Canada and settled in Louisiana. Another subtle difference is the language utilized by either group. “Although both types of people use French as a basis for their speech, Creoles rely more heavily on other languages.” (WiseGeek) Additionally, most Cajuns are Catholic; while many Creoles practice Catholicism, elements from influencing cultures are often present. This is evident as “some people… lean toward Native American spirituality, using medicinal healing. Others focus on folk religions from Africa or the Caribbean. In some cases, individuals mix a little bit of everything together, using an eclectic combination of prayer, voodoo, charms, candles and ‘wild’ church services that emphasize being ‘possessed’ by the spirit.” (WiseGeek) Wasn’t that enlightening and refreshing.
Works Cited:
“Creoles.” Countries and Their Cultures, www.everyculture.com/multi/Bu-Dr/Creoles.html.
Hobby, Jessica, and Bronwyn Harris. “What Is the Difference Between Creole and Cajun?” WiseGEEK, Conjecture Corporation, 4 Feb. 2019, www.wisegeek.com/what-is-the-difference-between-creole-and-cajun.htm.
(L) and (+)
New Orleans, Louisiana commonly referred to as “NOLA” by many natives of the region; has a rich history that affects the culture to this day. Creole people of NOLA are the result of a melting pot of several cultures. The term “creole” ties its roots to “the sixteenth century to identify descendants of French, Spanish, or Portuguese settlers living in the West Indies and Latin America.” (Countries and their Cultures) The actual genesis of the word “creole” many have Spanish or Portuguese roots. One theory being, “the word Creole comes from the Spanish word, criollo, which roughly translates to native or local. People used this term to describe things that were part of the New World during the time that the Spanish and French controlled Louisiana.” (WiseGeek) However, another possibility is “the term ‘Creole’ derives from the Portuguese word crioulo, which means a slave born in the master’s household.” (Countries and their Cultures)
Another prominent group of people found in Louisiana are the Cajuns. The difference between Creoles and Cajuns revolves around migration history of the two groups. Creoles are essentially the product of the merging of several different cultures as Louisiana was colonized. However, Cajuns are said to have travelled from Canada and settled in Louisiana. Another subtle difference is the language utilized by either group. “Although both types of people use French as a basis for their speech, Creoles rely more heavily on other languages.” (WiseGeek) Additionally, most Cajuns are Catholic; while many Creoles practice Catholicism, elements from influencing cultures are often present. This is evident as “some people… lean toward Native American spirituality, using medicinal healing. Others focus on folk religions from Africa or the Caribbean. In some cases, individuals mix a little bit of everything together, using an eclectic combination of prayer, voodoo, charms, candles and ‘wild’ church services that emphasize being ‘possessed’ by the spirit.” (WiseGeek)
Works Cited:
“Creoles.” Countries and Their Cultures, www.everyculture.com/multi/Bu-Dr/Creoles.html.
Hobby, Jessica, and Bronwyn Harris. “What Is the Difference Between Creole and Cajun?” WiseGEEK, Conjecture Corporation, 4 Feb. 2019, www.wisegeek.com/what-is-the-difference-between-creole-and-cajun.htm.
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- How do Haitian culture Creoles differ from NOLA Creoles?
- Is voodoo still a part of Creole culture today?
- How did Mardi Gras traditions evolve into its current form?
Unit 2 word
“EDP”
“Skell”
Unit 2 Word
“Ambulance Driver”
