The narrative known as Invisible Child is based on an 11-year-old girl from a poor background in New York suburbs. According to Andrea (2013), her family lives in a homeless shelter where they do not access sufficient basic needs and their neighborhood is full of crimes, drugs, sexual vices, diseases, and violence. However, this does not deter Dasani's pursuit of academic excellence alongside being a dancer. She does arts and dances to balance her emotional life due to the challenges she regularly faces. She lives in a poor shelter with members of her extended family including a blind sister, where there is no privacy and developmental resources. According to Green (2008), these aspects are facilitated by ethnic background: African-American marginalization, discrimination, and denial of opportunity.
This narrative changes my view of equality and opportunity provided to lower “class” members of the society. There are various reflections of ethnic profiling and social injustices accompanied by the homelessness (Bouton, 2007). However, as the narrative develops, advantages of social and cultural integration are significant in promoting development and cultural acceptance and cohabitation efficient in promoting national and international Socio-economic development (Suppiah & Singh, 2011). Moreover, narratives expose the social and economic divide and disparities in opportunity, healthcare, resources and education in societies dominated by upper “class” groups (Hinyard, & Kreuter, 2007).
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However, through the narrative, I have broadened my perspectives on social cohabitation regardless of ethnic, social or cultural background. Narratives are essential in delivering cultural understanding through character experience ( Phillion, He & Connelly, 2005) It has also enlightened me on the values of success attributed to self-motivation /intrinsic factors based on personal desires and goals. These aspects should not be undermined even by lack or inadequacy of resources (Clark & Medina, 2000). I have also cultivated on self-awareness and exploration based on the experiences of Dasani and her dreams. Roles taken by characters in narratives not only do they highlight issues facing the society, but they strive to provide a foundation for change or transition ( Ibarra & Barbulescu, 2010). Moreover, I gained outstanding skills and knowledge on opportunity seizure and ethical reflection especially in multi-cultured setting while aiming at avoiding destructive impulses such as behavior and emotions which may negatively affect my wellbeing or the environment around. Positive attitudes and skills learned from narratives include empathy and emotional sensitivity by mentally placing oneself in the character's situations (Huczynski, Buchanan & Huczynsk, 2013).
References
Andrea Elliott, 2013. The Invisible Child. Retrieved from: The New York Times.
Bouton, M. E. (2007). Learning and behav ior: A contemp orary synthesis . Sinauer Associates.
Clark, C., & Medina, C. (2000). How reading and writing literacy narratives affect preservice teachers' understandings of literacy, pedagogy, and multicul turalism. Journal of Teacher Education , 51 (1), 63-76.
Green, M. C. (2008). Research Challenges: Research challenges in narrative persuasion. Information Design Journal , 16 (1), 47-52.
Hinyard, L. J., & Kreuter, M. W. (2007). Using narrative communication as a tool for health behavior change: a conceptual, theoretical, and empirical overview. Health Education & Behavior , 34 (5), 777-792.
Huczynski, A., Buchanan, D. A., & Huczynski, A. A. (2013). Organizational behavior (p. 82). London: Pearson.
Ibarra, H., & Barbulescu, R. (2010). Identity as narrative: Prevalence, effectiveness, and consequences of narrative identity work in macro work role transitions. Academy of management review, 35(1), 135-154.
Phillion, J., He, M. F., & Connelly, F. M. (Eds.). (2005). Narrative and experience in multicultural education. Sage.
Suppiah, V., & Singh Sandhu, M. (2011). Organizational culture's influence on tacit knowledge-sharing behavior . Journal of knowledge management , 15 (3), 462-477.
