Module A Crash

Course: Language,
Identity and
Culture
Shafana and Aunt Sarrinah: Soft Revolution
(2010)
 Language, Identity and Culture
Language:
- Preserves and shares culture
- A source of personal identity (voice)
- Can allow for connections, yet also create tensions
- Constantly evolving
- Does not just report experiences, but rather defines them beyond what we expected
- Also consider the rhetoric in the sociopolitical space of the play

Identity:
- Complex and dynamic
- Varies public and private
- Can be portrayed differently (ie in media, in real life)
- Constructed by communities in which we are involved in (ie local, religious, cultural/ ethnic)

Culture:
- Our way of life shaped by beliefs, values, etc. that sculpt our identity
- Language is formed by culture, while culture is influenced and impacted by language (as language
has the ability to challenge/ reaffirm our views) → the way we talk about, shapes what we know
about it
 Revising Module A
What you are being asked to explore is how texts can challenge or reinforce the assumptions and
stereotypes about identity and culture that exist in society

Purpose of the play Purpose of the essay

“Language has the power to both reflect and We are expected to “explore, analyse and assess
shape individual and collective identity” → the ways in which meaning about individual and
Hence by exposing us to different perspectives community identity, as well as cultural
outside of our ignorance/ exposing us to our perspectives, is shaped” through such texts.
homogenised views, we gain enhanced Hence we do this by “investigating how textual
knowledge regarding culture and identity, and forms and conventions, as well as language
also “deepen our understanding of how structures and features, are used to
language can be used to affirm, ignore, reveal, communicate information, ideas, values and
challenge or disrupt prevailing assumptions attitudes” that shape our overall self-perception
and beliefs about ourselves, individuals and and cultural perceptions (evidence) - Your
cultural groups” - You are proving the play’s evidence is proving this (prove how Valentine
ability to achieve this* skillfully utilises language)*

Remember, you are proving the PLAY’s ability to achieve this^, hence consider why these notions were
expressed through LANGUAGE OF THEATRE:
● Verbatim + Dramatic nature → Authentic representation + Reinforces and highlights purpose of play
● Stage directions → represent tension, captivate our attention, layers of purpose, beyond verbal
communication
● Entering their private homes
 Thesis Breakdown REMEMBER: CONCEPT → AUDIENCE IMPACT

To give yourself enough space to be concise and answer the question, separate your thesis into 2
sentences; concept and audience impact (this can also be done as drills for practice)

1. Theatre/language of theatre → powerful capacity to showcase concept → (link to identity and

culture).
2. As a result audience impact → confronting us with our ignorant assumptions towards marginalised
groups, compelling us to eliminate our myopic perceptions.
E.g. Language wields the power to explore dichotomous experiences that shapes one’s identity. As a
result, highlighting to us the evolving and multifaceted nature of culture to disrupt our myopic views of
identity as they are shaped by personal experiences. (you also want to be specific, tell the marker directly
our myopic views towards … is being disrupted)

Elaborate:
In your elaborate, you should:
1. Introduce Alana Valentine and the play “Shafana and Aunt Sarrinah: Soft Revolution” (2010)
2. Context- 9/11 acting as a conduit for the play due to the monolithic and insular perceptions of
cultural groups (Fueling homogenised perceptions)
3. List the general ideas of the play e.g. the emotional experiences of Shafana and Sarrinah
leading them to distinctively assert their cultural identity.
4. Mention the audience impact (what does the play show us?) and link.

Your introduction should give an idea of what your essay will be about, so remember to link to the
stimulus/question throughout.
 Sample Introductions

Sample 1
 Sample Introductions

Sample 2
 Sample Introductions

Sample 3:
(From trial 1)
 Breakdown the idea + elaborate sentence for
each body paragraph.
Sarrinah
● Can have different arguments!!
● Societal pressures → choose to acculturate in a foreign environment → refine their cultural identity LINK TO
STIMULUS/QUESTION!
● Valentine uses Sarrinah as a medium to explore the struggles of the migrant experience that lead her to
choose to acculturate and assert her identity through education → challenging our myopic perceptions on
marginalised groups.
● The impact of her past traumatic experiences (e.g Taliban in her home country) influences her
internalisation of faith
● Must showcase how Sarrinah also has strong convictions and her decision to internalised her faith does not
make her weak, rather she has the ability to juggle both her Afghani and Australian identity (evident as we
enter their private homes) + her ability to reflect and discuss her trauma shows immense growth
● Must show how sarrinah views the hijab as a “tent”/ to limit one's freedom bc one is vulnerable to othering
and social scrutiny
 Breakdown the idea + elaborate sentence for
each body paragraph.
Shafana
● Explore her dual personal identity in embracing her afghan culture and Islamic faith in Australia
● Shafana expresses her Afghan culture and Islamic faith OUTWARDLY rather than internalising it
● She turns to understand her culture following the 9/11 attacks and social stigmas surrounding islam =
framework of New Historicism (historical events have inspired the play → allows Valentine’s play to act as a
vehicle in moving beyond homogenised views)
● She reclaims the narrative on veiled muslim women
● Hence, once gaining a greater understanding of her culture and faith, she is able to challenge the “veil of
darkness” and sociocultural hostility towards Islam as oppressive

Soft revolution: Movement coined by Valentine to represent those in silent protest against the rampant
Islamophobia + highlights the efforts of young western Muslims to embody and advance the themes of love and
compassion which underlie the Quran. (beyond the biassed and ignorant views towards muslims at the time)
 Breakdown the idea + elaborate sentence for
each body paragraph.
Both
● Explore the subjective nature of culture that is shaped by one's experiences, attitudes and choices = culture
is not homogenous, it is multifaceted and has unique influences on one's identity
● Valentine uses the framework of perspectivism (idea that everyone sees the world from their own unique
point of view, shaped by past experiences and background — basically it says that the truth depends on
one's perspective and personal philosophy) as means to validate both Sarrinah and Shafanas competing
perspectives
● Conveys the inevitability of tension that arises within collective groups due to dichotomous perspectives
and differing strong convictions, hence confronts us with our ignorance as we homogenise such complex
and multifaceted identities
(reinforcing how the narrative is an effective tool in reinforcing the purpose of the play)
 Sample Questions Breakdown REMEMBER: CONCEPT → AUDIENCE IMPACT

Key things to note before addressing questions:

● Verb: are you discussing (look at both sides), assessing (make a judgement), or analysing
(immense detail and description) the essay

Note: To what extent/ Assess questions may require a bit more-

- Yes you are making a judgement, but you must support this with broader evidence
E.g. “Drama relies primarily on characterisation to create cultural tension. To what extent do you agree
with this statement? In your response, make detailed reference to your prescribed text.”
- To a significant extent, however, elements such as setting and context also play important roles
in creating that cultural tension

● Identify the concept (ie. cultural identity, cultural voice, human connection)

● Identify the audience impact (ie. challenge our assumptions, disrupt our views, enhance
understanding/ perspective)

● Plan your arguments for each paragraph and how they will tie in together to support
your thesis overall (remember- thesis = argument, you will always be linking to this)
Sample Questions Breakdown REMEMBER: CONCEPT → AUDIENCE IMPACT
 Sample Questions Breakdown REMEMBER: CONCEPT → AUDIENCE IMPACT

Analyse how Alana Valentine’s ‘Shafana and Aunt Sarrinah: Soft Revolution’ effectively uses language to represent the significance of
endorsing diversity in Australia.

Develop a thesis: Theatrical language has the profound capacity to convey complex cultural identities shaped by experiences
and socio political landscape. As a result, challenging our assumptions towards multiculturalism and endorsing diversity in
Australia.

3 main points to develop argument (elaborate section of intro):

- Socio-Political events such as 9/11 inspired the play, critiquing Islamaphobic rhetoric, confronting our homogenous
assumptions within an assumed multicultural Australia, depicting the importance to endorse diversity
- Significance is also evident as we reocgnise both Shafana and Sarrinah grow to establish their own distinct identities
- Achieved through their reflective debate, we also learn of the multifaceted nature of cultural identity, and hence
importance of endorsing diversity

Sarrinah Paragraph Shafana Paragraph Both Paragraph

Main Point: Past trauma → desire to Main Point: Externalize her faith to act Main Point: Valentines aim is to convey
acculturate to attain a sense of as a silent voice for marginalised an alternate cultural voice through
belonging → internalization of faith in cultural groups → highly inspired by the means such as verbatim → depicts an
response to societal pressures. Hence, socio political events authentic representation of Muslim
indicating the importance to challenge E.g. 9/11 which led to her rediscovery of Women and how Culture/Religion is not
our previously held assumptions and faith → Aims to readjust our fixed homogeneous, it is multifaceted and
accept diverse groups within Australia perceptions of islam and thus endorsing diverse and we must endorse such
to allow for growth. diversity within Australia diversity in order to understand and
recognise it
 Sample Questions Breakdown REMEMBER: CONCEPT → AUDIENCE IMPACT

“To understand language is to understand human connection.” How is this idea explored in your
prescribed text?
BREAKDOWN KEY TERMS OF QUESTION:
- “HUMAN CONNECTION” — ones human connection to culture
- Language has the power to deepen our understanding of the multifaceted/different ways individuals connect with their
culture (within their identity)
Develop a Thesis:
CONCEPT
1. Language wields the power to explore dichotomous cultural experiences that shapes one's human connection to culture
within their individual identity.
AUDIENCE IMPACT
2. In turn, challenging our homogenised views to deepen our understanding of the multifaceted nature of one's cultural
identity and connection to their culture.

3 main points to develop argument:

- SARRINAH: human connection to her culture is shaped by her past trauma in Afghanistan → influencing her to privatise
her Afghan culture and Islamic faith as her means to connect
- SHAFANA: connects with her culture by outwardly expressing it e.g. wearing her hijab and through her education → she
was influenced to explore and connect with her culture following 9/11 and the arising xenophobia
- BOTH: subjective nature of one's human connection to their culture — shaped by one's experiences, choices, attitudes
and values — overall, valentine validating both Shafana and Sarrinahs competing ways of connecting with their culture
and perspectives
 Sample Questions Breakdown REMEMBER: CONCEPT → AUDIENCE IMPACT

“In what ways does your prescribed text reveal that self-perception is closely connected to cultural identity?”

Develop a thesis: Theatre provides individuals with insight into the role of varying past experiences in developing divergent
self-perceptions, effectively exploring the complex connections that these dichotomous perceptions have with asserting and
internalising cultural identity.

Sarrinah Paragraph Shafana Paragraph Both Paragraph

Theatre provides insight into how past Dramatic language allows for an Theatre is a platform upon which
traumatic experiences are embedded exploration of how education is used to dichotomous self perceptions are
within the migrant psyche, establishing provide individuals with an intricate explored in response to varying past
a complex self perception formed on the understanding of self, thus allowing one experiences, revealing how the
basis of fear. As a result, migrant to challenge societal presumptions marginalisation of minority groups
individuals acculturate to ensure safety through externalising cultural identity. results in polarising cultural identities.
in lieu of cultural identity.
Dramatic/Theatrical Techniques (If the question specifies theatre)

Climax - The turning point of the action in the plot of a play or story.
Conflict - A struggle between opposing forces in a story or play, usually resolved by the end of the work. The
conflict may occur within a character as well as between characters.
Dialogue - The conversation of characters in a literary work.
Exposition - The first stage of a fictional or dramatic plot, in which necessary background information is provided.
Flashback - An interruption of a work's chronology to describe or present an incident that occurred prior to the
main time frame of a work's action.
Foil - A character who contrasts and parallels the main character in a play or story.
Foreshadowing - Hints of what is to come in the action of a play or a story.
Fourth wall - the imaginary wall of the box theater setting
Figurative language - Includes Hyperbole, Imagery, Irony, Metaphor, Simile, Personification etc.
Monologue - A speech by a single character without another character's response.
Plot - The unified structure of incidents in a literary work
Point of view - The angle of vision from which a story is narrated.
Resolution - The sorting out or unraveling of a plot at the end of a play, novel, or story.
Setting - The time and place of a literary work that establish its context.
Stage direction - A playwright's descriptive or interpretive comments that provide readers (and actors) with
information about the action of a play.