GBYE JASON

Simple Square Nail tutorial

Wasn't sure where to place this so I decided to add it into my blog

You can use multiple colours and it doesn't have to be these three.!

Just make sure you dry your one hand before you move onto the next!
Otherwise it might smudge :s

English Language Learner Paper

Bonjour tout le monde. Actually this is not really a blog but more of my final paper.
 Although I have never been in ESL class myself, as an immigrant I find this topic dear to me. I decided to put this up regarding how the current school system is and perhaps provide for a different approach. It is my final paper for my class and it probably has many flaws, but as long as you understand the main message it would be great =). It is approx 10pgs double spaced on microsoft Word. Please take time to read it. Thank you.

 FYI:lingos
 L1= Child's first language other than English
L2= Child's second/other language aka English
THis is taken in context of the North American school system. Many thanks:

Implications on the Current Approach and Where to go from Here

Having a limited ability or access to the English language impacts the English Language Learners’ (ELLs) identities in various ways. In today’s North American schools, many follow the ‘Monolingual principle’ whereby Cummins explains it as “instructional use of the target language [TL] to the exclusion of students’ L1, with the goal of enabling learners to think in the TL with minimal interference from L1”(Cummins, 2007). The Monolingual Teaching Strategy which dominates today’s schools lack the inclusion of L1 students. This creates implications on their identity and thus I inquire for an alternative approach to addressing ELLs.

In response to the current Monolingual teaching method, I refer to Cummins’ alternative approach of Bilingual Instructional Strategies. Contrary to the Monolingual method, the Bilingual Instructional Strategy uses both of the child’s languages in order to maximize their learning potential (Cummins, 2007). The ‘Bilingual principle’ also incorporates prior knowledge, using it as a resource to help strengthen the students L1 and L2 and in effect empowering their identities (Cummins, 2007). 

 The ELLs identities are constantly negotiated and (re)constructed through the influence of their peers, how they view themselves and also by the environment around them.  In this paper I will address the power relations of the ability and inability of the English language in the mainstream classroom, and the implications it holds for the ELLs identities due to their lack of access to mainstream English.  Upon addressing some of the current implications that exist, I will then use the Bilingual principle to address these issues that may alternatively help to empower and present a more positive identity on the students.

The ELLs’ identities (or students in general) are major components that shape their social and academic opportunities (Lee & Anderson, 2009).  Lee & Anderson (2009) explains identity as, “The various ideologies, power structures and historical legacies associated with different forms of language use, cultures and situations that frame individuals’ linguistic and cultural practices as those of specific types of people”. It is how these individuals take these ideologies, power structures and historical legacies and then understand and interpret them according to their predisposition and how they see themselves in relation to the world across time and space that ultimately make up their identity (Chen 2010; Lee & Anderson 2009; Norton 2000).

There are several concepts I will define in order to clarify its meaning. Within North America’s school system, the ‘mainstream classroom’ is presented. It is the typical English school in which English is taught using the English language, to all students regardless of where they are from. In examining the existing power relations, I use Chen’s definition of power whereby it positions individuals to different access in identity roles, opportunities for negotiation and what kind of learning takes place (Chen, 2010; Hruska, 2004). These boundaries are created in the categories of the English language (the mainstream language) vs. the ‘other’ languages. When one has power, they have voice that is heard within the classroom and have opportunity with greater choice. They are the norm. They represent and determine what is appropriate, heard and listened to.

Proficient English speakers in a mainstream classroom hold more power since they have a greater voice and a more positive image of identity (Van Lier, 2007). These ideas and beliefs about the English language are actively performed and negotiated within the society representing ideas of power and identity as construed by a society (Chen, 2010; Cummins, 2000; Razfar & Rumenapp, 2011).

Influences by Peers, Families and Communities

            ELLs’ identities are most influenced by those who are closest to them: including their families, communities and peers. Most ELLs have a network of communities in their language that they consistently associate with (e.g- religious place, ethnic grocery stores etc.). The families are constantly helping to construct and reconstruct what it means to be a specific identity (e.g- of a sister, religion, culture). At the same time, they are learning the ‘English’ way of life (mostly with North American Western ideologies in place) within schools. With the ELLs constantly being immersed in these surroundings, they are exposed to the different ideologies, power and historical legacies that they interpret and respond to in the process of forming their identity (Chen, 2010).  It is these three that influence a bulk of their identity, where they must then be examined to see how they are influencing the ELLs identities.

When ELLs come into the ‘English’ way of life, they are exposed to many new and different practices of life (especially those who are ethnic minorities). Because being able to speak and communicate the mainstream language allows voice within the school and hence power, they may want to learn the mainstream language as soon as possible.

At the same time, they may not necessarily be accepted by all their mainstream English speaking peers. Hruska states that many of these ESL students attempt to socialize with the mainstream English students, but “native” speakers (proficient speakers of English) do not always respond because they do not consider being bilingual as a high-status identity (Hruska, 2004). “The Spanish-bilingual children were not particularly sought after” (Hruska, 2004). Children’s social interactions have significant impacts on the ELLs access to language and their identity (Hruska, 2004).  Being rejected by their peers shows ELLs that the status of being bilingual is not as powerful of a status as being able to speak English like a native. They do not regard the ELLs at the same level as all other mainstream peers because they are constantly being pulled out of class for their ‘lack of’ English skills. As a result, their identities were not viewed positively by everyone and this limited their ability to befriend students and have access to practice their English.

Even within the family, the ELL students’ identities are contested as they attempt to balance the practice of their traditional home language and the mainstream language at school. Because the ELLs’ parents often have very limited English skills, the students do not speak English in the home (Conteh & Kawashima, 2008). Many teachers see this as a hindrance to the student’s learning of English. As a result, many teachers focus on the ‘English only’ rule at school (the Monolingual approach) in order to maximize the practice. Eliminating the use of their L1 may present the message to the student that their language is not as useful, disempowering the student’s L1. This is problematic as their language is a big part of their identity. If the students were to lose their L1, this may present new problems such as language barriers within their families (whom are major influences of one’s identity). 

Through peers and families, the ELLs had difficulty accessing the English language in order to empower themselves for the classroom. Many times, they were discouraged to use and access the English language. These affect their identity as they are not given option to freely choose how much English to pick up to suit their identity.   

Understanding of the Self

Secondly, what peers, communities and families do or say affect the identity of the individual in different ways depending on how they interpret and respond to the environment.

The Monolingual teaching style requires the students to focus on the English language which may indirectly demonstrate its position of power in comparison to other languages. With less attention given to other languages, English is given importance as Razfar & Rumenapp’s (2012) study demonstrates, “Ms.A ‘What’s your favourite class?’ Zhimme ‘My favourite class is Mandarin…cus it’s the easiest. I like it. Because it’s my language.’ Ms. A ‘Which classes are important for the future?’ Zhimme ‘English and Math’” (Razfar & Rumenapp 2012).

Zhimme stated that her favourite class was Mandarin, but notably another language (English) preceded in importance over her favourite class. This suggests that English which is heavily emphasized is categorized higher on the scale of importance than other languages such as Mandarin. Since many ELLs such as Zhimme relate and identify with languages other than English, this may negatively impact their identities.

Additionally, without the ability to verbally communicate with other mainstream students the ELLs have limited voice. Since their L1 language is considered not of importance the students may resort to other acts to reflect a more positive identity. For example, some ELL students may resort to physical violence to defend their positioning for a higher and more desirable identity among their peers (Chen, 2010). This demonstrates that ELLs acknowledge and understand their position of identity in comparison to their peers. Since their language is not seen as powerful or of importance by others they try to compensate for their lack of English skills by resorting to other methods of power such as physical power. 

However, schools do not approve of these acts and may resort to identifying ELLs negatively.  The school may send these students to counselors or to the principal’s office for behavioural issues, when really the underlying issue is their lack of access to mainstream English (Chen, 2010). The ELLs lack of access to communicate effectively with others can result in expressing in ineffective methods. As a result the students do not see their language as an asset but rather see it as an ineffective method of communication within the school grounds.

Since the classroom follows the Monolingual approach, many times teachers use the ‘English Only’ rule (Razfar & Rumenapp 2011). Within the classroom, many teachers disapprove the use of L1, either with the intent of practicing their L2, or because they do not understand the conversation. When L1 is used, many are reminded that ‘You’re in an English class’ and then silence the students’ L1 even when they are on topic (Razfar & Rumenapp 2011). With strict limitation on using their L1 language, they have limited usage of communication. In schools, they are told to speak only English (which is ineffective as they have yet still to master it) and are forbidden to use the only other language to have voice. Their lack of ability to use language to communicate their thoughts can resort to lower self-esteem in comparison to their peers who are can freely communicate. Without being able to voice themselves, their power is situated lower as well as their identity status.

The Environment within the Institution

Finally, the educational institution has set up its curriculum that is disempowering the students due to their lack of English skills. Because they lack the mainstream language, the current program that is in place is the ‘pull out’ method. In this method, ELLs are pulled out for a period of time, with the sole focus on improving their English skills. However, there is evidence that this may not necessarily reside with a positive identity for the ELLs.

The ‘pull out’ method is highly visible to peers within the classroom and everyone within the classroom understands that the students lack certain skills (in this case English) that the rest of the class does not. As a result, ELLs risk stigmatization by the class, increasing the gap between ELLs and mainstream students’ opportunities to learn (Lee & Anderson 2009). Stigmatization can greatly damage the identity of the student, which presents a less than optimal place for learning English skills.

Additionally, after the ELLs were pulled out of class to practice their English (ELL classes), they had to renegotiate their relationships with the mainstream English peers when they were immersed back into the mainstream classroom (Hruska, 2004). Without the full-day relationship that other mainstream English students received amongst themselves, the ELLs found it a lot more difficult to bond with all their peers. This resulted in the ELLs not being able to effectively practice their ‘English’ with the mainstream students in comparison to others. Ironically, even when the ‘pull-out’ method was originally created to benefit the child, this may actually have the opposite effect.

Since the ELLs are pulled out of class they are also labeled (both by people and on paper) that they are ‘English Language Learners’. These labels are often attached with negative connotations and even years after, students have difficulty shedding this label. Lee & Anderson demonstrate that, “Everyday uses of labels suggest their false neutrality…they (ELLs) are commonly associated with being socioeconomically challenged, low-achieving, culturally deprived and at risk” (Lee & Anderson 2009). By labeling students as ELLs, they are already at a disadvantage even before they have a chance to present their identities (Lee & Anderson 2009).

As a result of the label, many teachers and administrators already have an expectation of the student before they can perform to their standards. Hence, “the label often overshadows the complex and rich sociocultural histories of students’ identities and instead only makes salient their learning practices and abilities in relation to speaking or not speaking English” (Lee & Anderson, 2009).  Here the students are perceived by others (peers, administrators, teachers etc.) as an English Language Learner who lacks the skill to communicate proficiently with others.

Their lack of English skills overshadows all other skills that the student may possess. As a result, their main identity is the label of an ‘English Language Learner’ which places them lower than English speakers. In comparison, English speakers’ identities are not enforced upon them as ‘English Speakers’ for this is the ‘norm’.  Instead, they are free to present all the other identities that they possess. The ELLs who are not part of this norm are ‘othered’, separating them from the rest of the class. The ‘ELL label’ results in disempowering the students even before they have a chance to present their identity.

Teacher Pedagogy & Conclusion

            These are a few of the current problems that ELL students face with the Monolingual Instructional Strategy. Cummins presents the Bilingual Instructional Strategy that can help relieve some of the negative impact on the ELLs identities. Using this strategy by no means solves all the challenges that the ELLs face, but it can help empower them even if they lack the English skills.

            One of the main components of Bilingual Instructional strategy is its strong voice for advocating the use of the students L1 (Cummins, 2007). It changes the lens of how the ELLs dominant language is viewed. Rather than exempting the students L1 (any language other than English) from the institution, it is rather recognized as a resource to learn and teach along with the English language (Cummins, 2007; Chen, 2010).

            To begin, changing the atmosphere of the class to welcome languages other than English may help balance the power relations. A main contributing factor to unequitable status of the languages are the tendency to dismiss or penalize any language other than English. In Monolingual Instructional Strategy, the focus is on teaching English, using only English. By embracing all the languages the teacher shows other students that the ELLs languages can be resources. For example, one can get the students to use their language to teach the class certain words pertaining to their curriculum (Chen 2010). The class will not only learn the content in a creative way, but also the ELL is empowered as they have a chance to teach the skill that only they possess. This helps the students see the ELLs through a different lens, from one who lacks to one who holds certain knowledge, resources and skills to teach the class.

            Another way to empower the students’ identity is to engage in tasks and assignments using their native language. For example, one can get the ELLs to read familiar books /picture books to students in another language (Chen, 2010). Students can also create dual-language books in the classroom as assignments (Chen, 2010). Giving voice to all languages within the classroom demonstrates to the class that power is given to all languages. This is important for the students’ identities because they are confident in using their L1.

            In addition, the ‘English Only’ rule may not necessarily aid in the students’ learning. One theory that contradicts this, is building on students’ prior knowledge in order to promote optimal learning (Cummins, 2007). Cummins states that “If this prior knowledge is encoded in their L1, then their L1 is clearly relevant to their learning even when instruction is through the medium of L2” (Cummins, 2007). Once a concept or skill is learned in the first language, then the student will transfer this to the second language (Cummins, 2007; Chen, 2010).  It is then critical for the students to have the freedom to use their L1 language within the classroom in order for optimal learning.

            Lastly, because the students’ identities are also influenced by the home, it is important to include family and use them as a resource. Many teachers have difficulty reaching the families and getting them involved because of the language barrier. However, it is important to bring the ELLs’ communities and families into the classroom. One way to do this is to bring the parents in and get them to read a familiar text to the students in their L1 (Conteh & Kawashima, 2008). Exposing the class to other adults show that there are others, adults who are perceived as more powerful who speak other languages. 

            With all approaches there are however, limitations and challenges when practicing them within the classroom. On a practical level, all classrooms are not the same. Factors such as the make-up of the class and the resources given must be considered. Sometimes theory does not translate well to practice. One of the biggest challenges of the Bilingual approach is time. It can be difficult for teachers who are already pressed for time to find resources catering specifically to the ELLS (especially when multiple ELLs of all different languages are in one classroom) (Chen, 2010). Also, although teachers play a big role in influencing students, they do not have total control all the time (Hruska, 2004). Some conversations and discussions can gear for dominant cultures which can exclude the voice of the marginalized. Even when teachers try their best to be inclusive, sometimes the voice of students can hold a larger influence on conversations (Hruska, 2004). In addition, I wonder how this would impact a student who has multiple languages as their first language. Would this also impact students who speak English as their first language but are from different countries (e.g- England or Grenada) because of cultural change and dialects?

It is however, the teachers’ role to continue and try to give voice to all students. In almost every classroom in North America today, teachers will have at least one ELL student. Teachers still continue to influence and impact students greatly and it is their responsibility to try to provide the most optimal learning for all students. Given the rising population of ELLs, perhaps it is time to take a look and revise our current instructional strategy. For what we have, may not necessarily be the best approach in empowering the students and their identities.

Bibliography

 

Chen, X. (2010). Identity Construction and Negotiation Within and Across School Communities. Journal of Language, Identity, and Education, 9, 163-179. doi:10.1080/153 48458.2010.486274.

Conteh , J. & Kawashima, Y. (2008). Diversity in Family Involvement in Children’s Learning in English Primary Schools: Culture, Language and Identity. English Teaching: Practice and Critique, 7(2), 113-125.  

Cummins, J (2000). Forward. Language Ideologies: Critical Perspectives on the Official English Movement. 1, ix-xx.

Cummins, J. (2007). Rethinking Monolingual Instructional Strategies in Multilingual Classrooms. Modern Language Centre OISE.

Hruska, B. (2004). Constructing Gender in an English Dominant Kindergarten: Implications for Second Language Learners. TESOL QUARTERLY, 38(3).

Lee, J. & Anderson, K. (2009). Negotiating Linguistic and Cultural Identities: Theorizing and Constructing Opportunities and Risks in Education. Review of Research in Education, 33, 181-211, doi:10.3102/0091732x0327090

Norton, B. (2000).  Identity and Language Learning: Gender, Ethnicity, and Educational Change. Harlow, UK: Longman/Pearson Education.

Razfar, A & Rumenapp, J. (2011). Language Ideologies in English Learner Classrooms: Critical Reflections and the Role of Explicit Awareness. Language Awareness, 21(4), 347-368.

Van Lier, L. (2007). Action-Based Teaching, Autonomy and Identity.  Innovation in Language Learning and Teaching, 1(1).

Prepping with Purchases

Bonjour tout le monde!

This is probably going to be my last post until the week of the 17th. =) I am super excited!

It has been cold and raining lately...terrible weather here in Toronto =(
Florida is actually scheduled to rain too..I'm hoping that by Sunday the weather changes =(....
or at least shower for like 5 minutes and be all sunny the rest of the week! (cross ur fingers!)

I've basically finished my final (just gotta edit) and I've posted my other final (the stroll on here actually if you want to have a look) lol.

Here is my pile of work when I work on my essays...This one is basically done but needs editing. I had to research a number of articles and they are suppppper long O.O...along with my giant mug of tea ;) [super messy desk needs cleaning!]

So I want to show you my doings of today...
You know how last week I went on an errand to Lisa's Cosmetics for my mommy and grabbed some goodies for myself?

Well, for those of you in Toronto you may have heard of the Estee Laudier and MAC warehouse sale...basically, its similar style..warehouse except the products are different. The majority of these are actually MAC (some Estee Laudier) and other random things..

Most of it is actually MACs eyeshadows (a huge chunk), lip, foundation, powder etc. If you are a fan of MACs eyeshadows you'd probably go crazy here lol...there is an insanely variety...I usually stick to the eyeliners or darker eyeshadows so...wasn't too keen on it (although I did look around ;) )
There is also a tremondous amount of random assortments of perfume...it seems both Lisa's cosmetics and this one has a huge variety of perfumes/cologne if you're interested. I'm not a fan of the entire perfume thing..I wear it for special occasions and have my favourites so...

ANYWAYs, before I go on I totally forgot to post one more thing from Lisa's Cosmetics BUYS
-_____-;;; sorry! It was actually on my phone but I forgot to upload it.

I bought this: It's the Schwarzkopf's colour shampoo and Conditioner

 

For some reason, the Shampoo is a lot larger..I do not know. THis is my first time using this brand but I know theyre really known...for hairspray? I think...and its quite expensive..THe size is relatively small and I would say perhaps just a tab bigger than travel size...but it was relatively cheap so I wanted to buy and try them out to see if it puts up to the name...$3.99+tax and $4.99+tax I believe or a dollar more..wasn't insanely pricey so I wanted to buy them..

 

my hair isn't coloured but I bought the colour shampoo because right now everyone's been cray on the colour shampoo since it doesn't contain all the chemicals that normal shampoos have so it's the most gentle on your hair. So whether or not your hair is coloured, coloured shampoo has a rep for its gentleness so I bought it. =) I will try them out once I'm done.

 

OK...so back to this week's awesome deals:

 

Here is the ticket you need to get it. LOL -___- so much for keeping my name secracy..har. don't abuse my name xd. So this is the ticket you need to get in. Today is the first day so the line was insanely long (fyi: I seem to be using insanely a lot today...) Everyday the card is different colour and when you hold on to the card, at the end they give you a little thank you gift in exchange for this card.

I'm not at the end of the line but this opened at 10am and I arrived at 10am but the line was crazyyyyy

You see those tiny little people over there? yeah..it goes all the way there....

I took a picture of the line again when I moved up...the little ppl from the above picture are now here...and it extends all the way down..then you go inside this huge storage room and its another line of labyrinth. Oh you should have seen the check-out line though..the entire warehouse snaked in..literally..it went around the inside of the warehouse two times when I was in line...

 

Apparently first day is the one of the more busier days...and this is on a weekday (although Friday morning...don't ppl work??) and you get first dibs if you go on the first day which is great =)

pros and cons

Here is the inside: 1 of 3 storage rooms..basically its a giant warehouse room..and theres 3 of them and each contain different things e.g- warehouse 1 has perfumes, eyeshadows and eyeliners or osmething like that with this this this brand etc. The ppl here were insanely crazy..

 

It was super crowded but this year was the best year becuase the first year I went, I was super sick and ended up buying NOTHING (didn't even recieve free nailpolish gift cus I was so sick) I went home right away...second year (last yr) I just got one eyepot from MAC (I use almost everyday =D!) I went with my bf and I think we were rushing or osmething cus I didn't really have a chance to look around...

This year was my best catch yet! I found all the best deals!

 

Here's my catch:

 

 

 

 

(Ugh I hate the Blog layout..I can't figure out how to size some of my pictures...)

 

Anyways,,,This is the goodie of bag stuff I got =D!!! Are you excited??

 



Neatly laid out ready for sortment! =D!!!! (Looking at it just makes me excited!)

 

1. I already have a eyelash curler but I figure I'd buy an extra in case I lost mine...I really liek the one I currently have (I bought from Korea but it's made it Japan and it's my all-time favourite..) but I needed to buy a new sponge and then I saw this which comes wiht an extra sponge and the price was super reasonable $12. I decided a snag. I tried it out and it's not as good as the one I currently own which is a little disappointing..but a good snag for $12 emergencies ;)

 

 

2. (sorry the picture seems to have cut off) From left to right

These are from the $4 bins (so each is $4). I don't recall seeing these last year so I might have missed it or all sold out!

THe first on the very left (that's cut off) is the Estee Lauder loose powder. I will try this out after I put on makeup becuase I have a combination/oily skin..so this will help set the makeup ;)

 

The next one is the clarifying lotion and moisturizing lotion by clinique. I bought em together to use together. I don't know if this was the best deal cus they are quite small. Definately for travel size (i'm going to take them to florida this sunday)

 

The last one is the Esteee Lauder gentle makeup remover. The one I currently own (L'oreal- my all time favourite) is about $8ish? so if this is half the size and $4 it's a steal! =D!!

 

3. This is actually from the $4 pile as well. I bought two (contemplated on buying more) and it's a pump spray. I actually picked a full-size one earlier in the buy for $15 and when I saw these I grabbed two cus they're travel size! Super cute. Used for finishing mist (to set makeup after applying)

I tried it to see how it would be, it gives you a full blast..perhaps you need to blast it from further away har..--;;;

Here's the link: http://www.maccosmetics.com/product/177/388/Products/Skincare/Solutions/Fix/index.tmpl

 

4. The next Item I picked up was a bit of a splurge for me $20 for the skin protector.

It says to use after lotioning..Helps fade discolouration and redness. It's suppose to be super good for your skin =) So I decided to try it out..It has a bit of a shimmer to it which I actually see it as a plus ;)

-glowing skin ;)

 

5.This I picked up for my brother's christmas present har. It's always SUPER hard to figure out what to get my brother and seeing he is picky with his clothes I got him this. Theres lots of lotion stuff. and i was superrrr tempted to buy more lotion for myself..RESTRAINT....I have tons of lotion that need to be used!! (fyi I didn't buy one for myself!)

 

6.This is a skin brightening primer..It's by vera wang and I think I got it for $10? I will try it out and see how I like it. I'm planning to buy the smashbox primer which is over the top pricy but I'm going to try this out too =)!

 

7. These are goodies that are not chosen by me. At the end of the sale when you are exiting, there is this thing called the 'charity bags' and basically they choose a bunch of products that are on the 'less-popular end' and each bag is worth $5. They all contain a variety of different things and seeing as I did not have any cash on me I bought one. (*FYI: missed the important part: if you don't like the product you end up with (for you don't get to choose) think of it as a charity event..100% of the proceeds go to cancer research =) ) It's for a good cause. The nude eyeshadows I will try out laterr..

and the pot eyeliner is actually a dark brown (was hoping for black) but I will also try that out as well! and lastly the powder at the top I am not too keen on..don't know how to use it and when I looked it up, they had terrible reviews on it...it has these glitter chunks so I'm not sure how i'll use it...

At the end of the sale, you trade in your card and recieve a gift (rmb!) This year's free gift is MAC's nude lipstick. I don't wear lipstick on a daily basis ( I use colour lip balm which essentially looks the same) because it's not as moisturizing and I feel like they have a weird taste on the lips LOL...I'll offer it to my mom and if not I'll try using it...see if I like it..afterall..it's FREE!

 

8. I leave the best for last...

 

This by far is my priciest but most worth purchase. I literally spent like half an hr looking at them..and then walked back and forth and left and came back to this room to buy these...I am SUPER happy with the purchase although still expesnive (it's a steal still!)...but I'm kicking myself for having a huge hole in my plastic...need to save $$....=(

 

It's Bobbi Brown's Platinum Mini Brush Kit ($45) :

Actually I was going to get these other ones ($10 cheaper) but I really wanted this one and it comes in this chic clutch case.

 

This is the packaging =D!! Super adorably chic!

 

Here is the case again. Silver metalic (super pretty!!!!)

 

It comes with 6 brushes

 

The best thing about Bobbi Brown's brush sets is that each brush states what its uses are for. So for me that was the winner. I have trouble figuring out what some of these brushes are used for (although some have multi-use) but if I have a general idea then it'll be great =) newbies!

 

 

Here is the close up of each brush:

 

LIP

CONCEALER (=D!)

(EYELINER - it's not angled but that's fine)

Eyeshadow!

Eye shader

 

Face blender*

 

Hope you've enjoyed the awesome purchases by me...

 

I am now going to go minimal shopping in Florida...I have exchanged my past 2 months of tutoring cheques so...my bank is broken.

 

I will also have to do some christmas shopping for people :(. oh winter. it's the month of being poor...

 

I am super happy with the purchases!!!

 

Oh and I leave you with this:

 

If you h aven't noticed in some of these pictures but I've been prepping for warm weather.

Did my nails with some christmas themes..I used the colours silver, red and White.

 

view1: left hand

View2 lefthand

View1: righthand

 

My work consists of: toothpicks, ballpoint pen (out of ink), tape (lots) and tons of TIME

 

I hope you've thoroughly enjoyed this =D

(sorry about weird lighting in some of the pictures!)

 

Happy Smiles~~~

 



MY Space, MY eyes and all OUT THERE

Hello readers =) This is an assignment I am doing called 'The Stroll'...
 ..it's quite similar to the draft I did way back at the end of September but revised, edited etc. ;)

Here's some 411 on the assignment. Basically, I have to create a blog on what I saw during my 20 minute stroll (it actually turned out to be 45 minutes) along with my thoughts/reflection upon it.

*UPDATE: Now at the end of the footnotes I am relating to several key readings from my class
 =) ENJOY.

WELCOME to my eyes and what I experienced.

INTRO:
My stroll starts with my usual exercising route in my neighbourhood. I live in the Border of North York and Thornhill (AKA Toronto and Vaughan) although I am considered to live in Thornhill. Because I do not usually explore around my neigbourhood I am not too familiar wtih the routes and perhaps that is the reason I chose this route (If a friend was present to walk along with me, it is more likely I would have explored a new route as I previously did in the past).

 I wonder if I feel this way because I am a female...

I also wonder if males have to go through this experience..?

However, to feel safe and to know where I am walking I decided to trek my usual trek.

And so I begin my usual route scheduled towards the local park and back...

LINKING GOOGLE maps: https://maps.google.ca/maps?hl=en&tab=wl

IN THE BEGINNING:

As I walked down the steps of my house I was intrigued to find a large what looked like a beetle??? So I took a picture...I don't see many giant bugs like that I thought to myself...Usually it's mounds of ants and flies etc...

TADDAH!

So I took a picture...and there was an open peanut shell which made me wonder who ate the peanuts and left it here...hrmm...

Why did this intrigue me?

It was in my path...and I don't normally see beetles around...
I wonder why there are certain animals and creatures more visible than others...

My journey goes on..a few steps out of the door I see this black/brown bird by itself, pecking and looking for food...hrmm I wonder...I slowly take 2 cautious steps ...afraid I am going to make the bird fly away..it made me a little sad my technology couldn't zoom up to take the picture of the bird.

*Later I learned I CAN zoom ...I just didn't know all the crazy embedding of Technological functions my Ipod held..
 -___- (*face palm)
 

 

My first two encounters made me realize that humans share life with nature.

SHARE?...(*reconsiders word.)

well..to a certain degree...

...if we choose to share. 

Because we are at the top of the food chain I realize that we will create spaces for ourselves when we choose to, at the expense of others creatures and animals. The birds here were here long before we paved our way into society. The proximity for the birds now is to always be on watch when they are near us humans...and I knew that if I got too close with the bird, the bird would have flown away to make way for me (no share in this space!) and hence my cautiousness.

It's hard to see the bird (so small) but it made me wonder where the rest of the pack went...

INTO THE PAST.

It brought back my memory of the summers where sometimes were 10-20 birds all in my front/side/backyard pecking away looking for food. One summer I found a nest of birds on the side of my house just above my eye-level. A robin had nested at a small tree and I could hear the chicks. I quickly looked at them, took a picture and ran away before mommy robin could get there (I've heard that if the mommy robin could come and if she sees you near the birds, she'll abandon the baby birds)...but I couldn't resist the temptation of the rare occasions of seeing birds up so closely... and something about being babies is just draws me. This once again reminded me of the power relations between human and nature. We're always complaining about the birds who have nestled in our roofs but we never stop to think about how they were here first and we've destroyed their habitat and almost forced them to adapt to a new environment with a loss of nature.

 

It all boils down to Nature vs. Human.

Humans needed the space and thus we created it and catered it to our needs. SELF-REFLECTION.1.

   

CHANGE OF SCENERY:

Normally I see my next door neighbour who is an Italian Grandpa but he has been renovating (aka demolishing) his house completely so he has moved out temporarily. The house next door and the house across my house...and many houses on my street have been revamping (from tiny bungalows, side-splits and back-splits) to GIANT modernized two-story houses.

The houses in my neighbourhood are ideal for building because it is TTC and YRT accessible and close to the main traffic, yet on a quiet street away from main streets.

Also, it is an old neighbourhood which is great for developers because these older houses are smaller in size but have large backyards fit for new large-scale homes.

It is a mix of old and new houses...

I noticed that all the smaller houses are slowly disappearing and our neighbourhood is changing. As the houses change, the make-up of these homes are changing as well. The original homes that have been occupied for decades by older generations are being sold to younger families changing the demographics of the neighbourhood.

A CHANGE...a change of space ...

My take on it? Personally for me...I hate it...why?

What used to be sounds of birds waking me up each morning (as I said my backyard and gramps backyard are birds or used to be birds heavens) has suddenly become sounds of machines...grinding away...cutting...screeching...banging...loud radios etc. Is this how the birds felt when we invaded their space? 2.

 

 


CURIOUSITY:
I actually took a picture of the telephone pole because I never noticed the numbers before, but you can tell that within this picture the house itself is also under construction.

You can also tell how old these streets are by looking at the telephone poles because it is constructed with old wooden logs. Imagine the history this piece of wood has.. where is it from? What process has it gone through in order to get here...?

I stopped to take a picture because I realized the number did not correlated with the address number of the house O.o hrmm..

...and what is this? danger sign? voltage?? What does that even mean? and why is the number 1 sideways...is that a number?

 O.o super confused..but I did notice that as I kept walking down, the street the number decreased...definitely did not follow the house numbers...and I never realized that all the streetlights had numbers on them..I wonder if every single one has them..or if its just in my neighbourhood.

Hrmm...I never noticed...Is it because it was placed too high?

Who is the number intended for then?

This is an important question because to me, it speaks of power...
It reminds me of many items and things that are intended to speak to only a specific number and specific group of persons.

Here are two examples I can think of...

For example, the tiny little stickers on your fruits..? did you know they have meanings
(4 digit # starting with 3/4 = conventionally grown hence in farms etc. vs. 5 digit # starting with 8 = Genetically modified/altered vs. 5 digit # starting with 9 = Organic)

or...

For example, those random code #s you see on tires? did you know they decode to show the exact date of the manufactured date?! ID with dots followed by 10-12#s. If the last part of the ID shows 3#s= manufactured BEFORE the year 2000 (which means you need to change ur tires NOW)
If you have 4digit #s it provides the week and year the tire was manufactured. For example, if the digits are 4308, the tire was manufactured in the 43rd week of 2008

OK off on a tangent but...point is...

MAKE IT PEOPLE FRIENDLY!!!

I wonder if this is ok...
There's a man mowing his lawn...

O.oa Is it bad because I didn't ask him?

 err..it felt really awkward, the thought of going up to him in the middle of his lawn cutting and explain my entire situation..
.
I took a picture of his back to eliminate any ethical difficulties.

I felt like I was impinging on his privacy by snapping a picture of him.

Definitely some power relations here.

 I felt really awkward and weird walking by myself without any means of goal...except to take pictures which felt really awkward too...taking pictures of things that belong to other people made me feel like I shouldn't be doing that...I even looked around for people before I took the picture..

Am I suppose to feel like this during the assignment? O.oa?

The original intention of this picture was the attraction of the smell of the freshly cut grass.

It reminded me so much of summer. for a split second the weather and the smell brought me back to summer...last week has been FREEZING and I've been wearing sweaters and jackets...I don't know just today when I decided to go and walk it was so beautiful....

but LOOK at that giant rock. where in the world is that rock..boulder.. from!!! Don't you wonder how it got there? It definititely didn't come with the ground around them...someone bought it?...but for what reason? hrm...on the way back from my walk the grass was all cut so nicely and a layer of fresh cut grass looked super nice...

Also, one last thing to note: You can clearly see the picture of the old and new houses set side by side.

The community is definitely changing from the older generation to the younger.

Space is changing.

So I keep on walking down the street.
 

LOOK at this! So pretty! They had loads of this in their front yard as I was walking by one of the larger houses..

I'm sure it's for people to look at

 

 (By saying this convinces myself that it is ok to take pictures of other people's things..even if it is nature)

..still I felt weary of taking pictures of someones flower! LOL..I'm sure they put it there for 'Hey look at my pretty flowers!' but I felt like trespassing their property (although technically I was still on the sidewalk)

*Every time I took a picture, I looked around my surroundings before taking this.

 I also noticed there were quite a few people on their 'stroll': a couple walking their dog into a bushy area, another couple taking a walk, bikers and children...and then me, by myself.

 hahah. It kind of reminds me of an apple. Is that weird? the colour...like the red part is like the outside peel and the inside is the apple...since the peel is so thin on apples...totally weird O.o I love plants..I should become a botanist (jks!...slightly)

 Everything I recorded has to do with nature (so far)...LOL

THOSE CLOVER DAYS:

This next photo I took was a single dandelion amongst the clovers. Man..are they annoying to get rid of!..but here is just one out of many many clovers. Any time I see dandelions I get super annoyed as it reminds me of pulling the weeds out of my backyard every summer. Terrible memories...they must have really adapted to staying rooted on earth. I wonder if they are native to Canada..

I stopped by looking for four leaf clovers.

It reminded me of  my Gr.9 geography class where Sarah and I met.

Our classroom was located on the second floor overlooking this great and giant oak tree.

She and I would ask on days we were bored if we could go and explore outside where our teacher can still see us.

He surprisingly gave us permission.

I don't even know how we ended up there but since that day we went down often during geography and pick four leaf clovers.

Once I SWEAR we even found a five leaf clover! That's how much time we spent down there in gr.9!

Oh memories...every time I look at clovers it brings me back to that memory =). 

A very different but way more memorable learning opportunity of exploring the outdoors.

I wonder why our teacher allowed us to go outside..It was a privilege, although I never thought of it then..I have great memories thanks to our teacher...perhaps I was learning about the local geography ...trip down memory lane =)

btw I failed at looking for four leaf clovers..I realized how much less of a patient person I've become since then...I enjoyed it then..now I basically want it to shoot out at me

LOL...a little sad on how fast life is speeding by with me..

Have I been sucked into too much of an urban lifestyle?

Everything suddenly become always speed vs. time. At times I always forget that once in a while I need to take time and relax.

I guess this is part of the assignment.

The fact that we go on a stroll, take time to look around the everyday surroundings that we pass..

A STRUGGLE FOR LIVING IN THE MOMENT.

THE HALF SIGNIFIER:

Hello!

This is a beautiful tree.

It is literally half red and half green (Green is on the losing side though)

 ...Sigh* the end of summer and just the beginning of fall..

 

When I walked outside I don't recall seeing any indications of fall...but I guess it's definitely coming

 

I loved how this tree looked. beauty of nature. How wonderous and majestic His works are.

It's funny because I must drive past this tree tons of times but had failed to notice it...It also signifies that time is passing and that my bestfriend will come back home =)!

 

I'm sure this picture stands to represent many different things to many different people.

WOW.

Am I glad I took this picture!!

I did not notice until today how many planes flew across the sky!

I lost count after 13!

...and that was from...5:15pm-6:00pm I got home exactly 5:59pm so..

that was 45 minutes walk and I saw that many..!

No wonder sometimes planes collide with each other mann! It's probably rarely but my opinion may be skewed.

This observation may be heightened because lately I have been on a marathon with the show 'MAYDAY'. Basically every possibly way that planes can go wrong...and a few of those episodes feature planes running into each other..(terrible casualties) 

...and also I questioned where so many people on those planes are going...what is in store for them on their next destination?..Don't they have work? Or is this part of work? So many people moving in and out. They take part in a big part of the globalization process and also to show how nations are so closely influenced by one another than ever!

(e.g- How quickly SARS came about through one plane and spread to become pandemic crisis!)

And so my journey continues until I hit the park. I got distracted by people playing tennis at the entrance of the park before I actually hit the park. Was intrigued by how young the players were (teenagers). I guess this perspective is influenced by my childhood when my grandpa used to make us play tennis with him. Such a tiring sport..none of my friends played tennis so I guess I assumed only old people played tennis...and NOTE* I felt like I would have invaded their privacy so I didn't take any pictures.

However, when I saw this I HAD to take a picture...

Qu'est-ce que c'est?

Je ne sais pas. O.oa???

That is the question I wanted to ask my group members when I was taking this picture.

I pass by this all the time when I go to the park and I've never been able to figure it out.

This was scheduled to be my final destination...the park is where I intended to go and then head back...Can anyone guess what this is? It definitely must've been constructed for something..and seeing that there are repairs to it they still must be of some value (when I looked closely there were new nails vs. older nails to hold the wooden planks together)...yet it looks deserted in the park.

 

 I thought it must be some kind of skating rink...but then it looks super small to be a skating rink..and I thought it was a skateboarding park...but can't be..and why are there gates???? Is there suppose to be grass growing there?! I honestly don't know....I took this picture so

hopefully someone could answer it :s 3.

 

THE STARE-DOWN:



Continuing along the path of the park towards the playground and there were two young teenagers.

I was initially going to take a picture of the playground...(it has been recently revamped with new and and interesting equipment which is probably due to the changing demographics) ...but all my thoughts of this stroll project went out of my head when suddenly 'they' took notice of me.

Suddenly I felt their gaze as I passed the playground (where they were) and it was quite uncomfortable.

 

I noticed that they stopped talking or possibly was talking quietly enough for only themselves to hear each other...

Suddenly the power that I held was no longer in possession. I felt like they were almost investigating me on why I was where I was and what I was doing.

The roles it felt like...suddenly switched. My gaze of what I was taking on was noticed by them...

Without meaning to, suddenly the speed of my walking had changed...a much faster pace.

And I calmed down after they were out of sight which takes me to this location: 4.

 

[Note*I originally took this picture because I thought it was ironic to have a sign as there is a no vehicle sign and yet one can clearly see the tire track marks...Whether the cars came first or the sign..hrmm...I wonder why vehicles go there because by the time I finished my walk it leads to a dead-end...One the left side is the backyard of homes and on the right side is the train tracks]

My original path was to keep going along the path curving to the left. (I had never noticed this in my previous usual walks)

However, my turn to the right actually brought me to this unknown territory that had an opening area (which I took a picture of) surrounded by a high gate.

As you can see the bushes/nature has taken the responsibility to cover the fence (on to the right). My original thought was to take a step back and return to my original route.

My second thought: curiosity especially since I am observing my surroundings why not. If anything happens I will record it with my Ipod ;) [weird feeling of power with technology]

 

Should I re-route?

The determinant rested on the couple walking the dog into a bushy area (recalled earlier in my stroll). We took a different route but I saw them walking out of this area and I figured it was from here so it couldn't be too dangerous.

Also I could hear people (not see as the field stretched far into the distance) which made me feel more comfortable as well...right?

Considering all of these pros and cons...tick tock tick tock..

Sketchy area for a flaneurie..but feeling safe for today.

I figured I knew where the end point was (generally) so it couldn't be too bad.

--> bushy area I found on Google maps:

( Once I entered the realm of the forest, I was too busy looking around 360' that I forgot I was doing the assignment...sorry no recordings available on my route back)

My neighbourhood in broad daylight..but I have difficulty accessing this bushy area...how unfriendly.

Whose space is this created for then?? Definitely not for the single woman. 5.

This is taken at a crossroads (3way) and if you look closely there is a ramp/fence guarding the entrance of an open grass area. it has always looked sketchy so I've personally never been there cus I don't know where the route ends...but from the other side (where the park is) i figured this is where'd I end up.

True to my words, I ended up coming out of these bushes and off I went home =)

 



My journey ends here today...

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1. Environment (Rasmussen & Akulukjuk)

In today's 'western' culture, one's residence/lives have been separated from the 'environment'. Rasmussen & Akulukjuk (2005) discuss their definition of the environment where "Quallunnat (European Canadians) have a strange concept of their environment. For instance, (the western Canadians), the term 'wildlife' is used to separate ourselves from their home. Essentially our community is separated from the natural environment...However as Akulukjk explains, "we are part of nature and cannot be excluded from it". From the perspectives of the natives, they demonstrate that they and the environment are one. One in which they cannot remove theirselves from what encompasses them. What is interesting is that because they see themselves as 'one' with the environment, they too are level with nature. They do not create any sort of hierarchy and rather this is communal as the Inuit term demonstrates, "The word 'Inuit', itself means 'living beings', it does not connote any sense of superiority" (Rasmussen & Akulukjuk 2005).

 

This is often true of how I feel. Taking time to see the nature all around my neighbourhood awes me how integrated we are with nature. For example, currently the birds that live outside my house  accommodate their lives to try to live in harmony with our 'urban' selves (e.g- by nesting in various buildings). No matter how much we try to, we cannot 'escape' nature. We try to do our best to disconnect ourselves from nature by limiting the number of trees growing in specific areas of our 'urban centers'. It is saddenig how  hard we try to clamp out nature and provide a 'reserve' for nature in small, designated areas. Rather than living as 'one' the community does all it can so that it does not have to share its space with the environment.

In my exerpt you can clearly see who is in power. Having been exposed to very little nature growing up (e.g- hatchling) I took the risk to look at the birds. Rather than respecting the nature, I realize now that I have taken advantage of my power in order to satisfy my curiosity. It can be clearly seen that my superiority was more important than perhaps the lives of these hatchlings (if I had been caught by the mother bird).

 

Reference: Rasmussen & Akulukjuk (2005). My Father Was Told to Talk to the Environment First Before Anything Else. New Jersey: Hampton Press.

 

2. Urbanization core for the mixed community (Boudreau):

Urbanization is an interesting term as it relates to many things. In Boudreau's article, Canada is "redefined most visibly as the face of an urban nation" (Boudreau, 2009). In helping to define the term urban, Boudreau states that these "urbanized regions account for much of the country's economic activity, cultural shifts and demographic change." (Boudreau, 2009). These regions are the core and affect the country the most. She states that, "In another powerful thrust of urbanization, people have moved away from cities into the suburban and exurban fringes of major urban regions, which are spreading across fertile farmlands, arid deserts, and drained wetlands at a scale unimaginable even to the keenest prognoses of megaurbanization only one generation ago" (Boudreau, 2009). Here, the urbanization is seen to be expanding to incorporate regions that were once not a part of the 'urban'. The process of urbanization is expanding its original region of the 'urban place' that "large number of Canadians now live in 'in-between cities' between the glamour zones of the gentrified downtowns and the traditional suburbs" (Boudreau, 2009).

 

 

Here the term urbanization is applicable in my ethnographic study because according to Boudreau's article, I am now considered to be living in the location where 'urbanization' is occurring. The urban location encompasses bigger areas than ever before and what was once my home considered to be a 'traditional suburb' has now become 'urbanized'. Here you can see the changing of the space as my neighbourhood is continuing to transition into the urbanize region. Many older houses are being torn down for newer and much larger ones. As larger houses are being constructed, they take up more space resulting in a loss of nature. With this process, the demographics are changing as well from older generations to younger generations. These retired folks are selling homes to working couples who are at the heart of the economic industry (as they contribute and drive the economy) and can afford the more luxurious homes. Finally, there is a cultural shift that come along with this change. For example, I am used to seeing many homes where people just sit outside of their front porch. I am seeing less of the sitting and more of the 'on-the-go' folks. As a young woman myself who is always 'on-the-go' I fit right in with the new demographics. However, I do miss the older folks who always reminds me to take it slow when I used to see them on their porch. The entire dynamic of the community is slowly shifting to what Boudreau would define as 'urbanization'. My neighbourhood is still in a transitioning stage but eventually the urbanization will continue to spread as it has been for a while until it completely swallows my community.

 

Reference: Boudreau, J. (2009). Changing Toronto: Governing Urban NeoLiberalism. Toronto: Univeresity of Toronto Press.

 

3. Historical Space and the Psychogeography (Murmur Project):

I begin by defining history in terms of the Murmur Project. The murmur project "helps record stories and memories told about specific geographic locations" (Murmur 2003). It demonstrates that these specific geographic locations have stories and recollections of memories attached with history. That being said, historically the space was designated for specific reasons to that specific area. All buildings have a reason and hence a history whether told or untold. The Murmur project is dedicated to bring 'voice' to what otherwise would be seen as just another location or building. It takes the person back into the history to explain the space as it states, "Secret histories are unearthed, private truths unveiled and tales as diverse as the city itself are discovered and shared (Murmur 2003)".

 

This Murmur project help me to see that every location I visit is embedded with many historical stories but lacks the voice to explain. Why are certain architectural buildings/structures built at certain locations vs. another location? This is the untold story of which I discovered during the sharing of my STROLL. It shows that even within a playgrounds an untold story stands. I found out that the gated area with two carved lanes have a untold history of my neighbourhood. The park which was originally served for Italians and the unknown lanes were actually Bocci Fields (which I've played before but did not know they had specific fields dedicated for the game). It confused me because whenever I state the location of my area to friends or family they respond, 'Oh, the Jewish area'. Why then was there a Bocci field which is an Italian game? It made me dig a little deeper on my neighbouthood. I then realized that before the majority of my neighbourhood were comprised of Jewish people, many Italians used to reside in the area. When the space was originally created, it was catered to the ethnic group of the time 'Italians' and hence created Bocci fields. At the time of the architectural development, there was a specific target group in mind. Space changes with time, but it made me realize that there were small remnants of their history. Italian-style homes throughout my neighbourhood for one*refer to pic below. I just assumed that there were Italian architectures, but I never thought to reason that it was because many Italians lived in the area and it was probably a popular demand. It made me realize that space has history. Space has meaning of these untold stories. We just have to take the time and look around. The layout of this neighbourhood has been created in such a way for a reason. Unfortunately, the voice of the once residing Italian group seems to be missing as very few people would think that it as 'once an Italian community'.

 

Reference: http:// murmurtoronto.ca (2003). Toronto: CFC Media Lab.

 

4. The Gaze at my Stroll (Jenks & Neves):

In Jenks and Neves flaneur's gaze, they discuss the gaze in relation to power. One where having the ability to gaze is power or as Nietzsche states 'the Will of power' (Jenks & Neves 2000). Having the ability to gaze allows the gazer to hold power over the person being gazed at. It is where one 'masters that of seeing without being caught looking' (Jenks & Neves 2000). It is one of the questions or 'supernatural powers' we all answer when asked "What super power would you want?" with the answer "Invisibility". Having the power of Invisibility or what Harry Potter would call it 'The Invisibility cloak" (Rowling J.K, 1997) (random relation to my obsession). We have all wanted to see how people would act naturally without our presence.

 

This was essentially the gaze that I had power over others until the roles reversed. I felt self-conscious and suddenly in the spot-light. The power that I held (to see without being seen) was suddenly 'caught' by these teenagers and now it was they who gazed at me. I felt powerless and could not hold their gaze. Perhaps I felt the way I felt because I was caught doing the 'gaze' (whether or not they know what I was up to). Or perhaps it was because I was by myself and I felt the power of two-to-one ratio outnumbered. I knew then that my mastery of 'seeing without being caught' had been broken and all I wanted was to get out of their gaze. I walked faster and faster, looking anywhere but at them until I was out of their sight. But, what makes all of us want to avoid being in the midst of all this attention unless we initiate it? Is it because we are not expecting it and haven't prepared to 'perform' a certain way? Is it because we are not giving the impression we want to or ought to give?The gaze is powerful, so powerful that at times it can make one being gazed want to squirm away (if they are conscious of being gazed at). *I also note that even if the person being gazed at is not aware that they are being gazed, there is still a power that the one gazing holds. It is the attention given to those who do not want attention or are expecting it. Almost all of us have felt the negative feeling of being gazed at. At the same time we all have had times where we do the gazing. Which spaces allow us to freely gaze without being penalized and which spaces prohibit the gazing? Are there appropriate spaces for gazing? This 'power of the gaze' makes me reflect times where I have done the gaze and have also been gazed at. In my experience, I feel there is a more powerful emotion attached than if I were to be doing the gazing..

 

 

Reference: Jenks & Neves (2000) A Walk on the Wild Side: Urban Ethnography Meets the Flaneur. Journal for Cultural Research. Vol. 4, 1:1-17.

 

Rowling, J.K (1997) Harry Potter and the Philosopher's Stone. London: Bloombury Publishing.

 

5. The Stroll of the Flaneuse (Nes & Nguyen)

This is the female version of the flaneur. The concept of the flaneuse begins in the city where the city was not to be experience by them but a place to consume (Nes & Nguyen 2009). Unlike the counterpart of the flaneur whereby he takes a stroll for the sake of strolling (enjoying the scenery and its surroundings), the flanerie does so for it's reasons such as for consumption (e.g- to shop). The flaneur is and can be a wanderer of the city 24/7 without a problem. In order for the flaneuse to do the same, Nes & Nguyen states for more crowds with a better sense of security (Nes & Nguyen, 2009). In order for the flaneuse to do the flanerie "to see and be seen" it is suggested that the space of the environment (spatially) must accommodate them. It seeks change in the architectural layout so that it can be friendly for both the flaneuse and flaneur (Nes & Nguyen, 2009). This is especially upheld for the later times of the day when the sun sets and when an issue of feeling secure within the area/space arises.

 

The flaneuse helped me realize how and why I navigated my stroll the way I did, and the decisions I made. For example, when I saw the unknown territory I had to stand at the spot for a minute or two contemplating whether the pros outweighed the cons. The field has a lot less traffic and situated away from main roads which are both reasons to not enter (supported by Nes & Nyugen's sense of security). It did not provide a navigation or a map at the entrance which would have helped me get familiar with the area and know what to expect. Spatially, the environment was not created to be 'female friendly'. Perhaps it is more popular for the male counterpart or for plural bodies to 'stroll'. My sense of security came from: 1. my phone which I held on to dearly, 2. the few people I did see in the distance and 3. the speed at which I walked and my 360' peripheral vision. However, this would have been a different situation if it were night. It would be highly unlikely for any flaneuse to see and be seen in that environment. Space changes with times and situations. As I walked through the grassy area, I realized that there were no lamp posts anywhere. At night the area would be surrounded by darkness. This is concerning especially nearing winter time as the sun sets much earlier around 4:30pm (which is still considered the day time). The planners of this neighbourhood made me re-think to whom this was catered for. Who was the target group (gender, age, race etc.) of this neighbourhood? To conclude, I realized that the neighbourhood with its dimly lights and sparse crowds, it is difficult for the flanese to do its flanerie even during the day. Because the stroll is mine, and part of my identity is being young and a woman allowed the opportunity to draw these conclusions. If I had been someone else, perhaps these thoughts would not even have crossed ym mind. However, because this is my stroll, I conclude with this thought: perhaps it is time for the developers to wake up, and realize that it is the 21st century, and the voices of all people are strengthening.

 

Reference: Nes & Nguyen (2009). Gender Differences in the Urban Environment. Stockholm: KTH.