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Fun Home: Bechdel’s comic treatment of serious (global) issues

Fun Home: Bechdel’s comic treatment of serious (global) issues

Choose one moment – or a pattern of small instances – in Chapters 3-5, which you think best illustrates Bechdel’s comic treatment of a serious (global) issue and what it achieves.

Excerpts from CHAPTER 5 of ‘Fun Home’ by Alison Bechdel from which my examples are drawn:

In chapter 5 of ‘Fun Home’, the representation of what ‘feminine’ and ‘masculine’ characters are in society is stereotypically, satirically and ironically used through Bechdel’s repeated portrayal of the ‘effeminate’ characteristics of her father in contradiction with the ‘masculine’ portrayal of herself to draw attention to and criticize stereotypes through humor, but also highlight that stereotypes in society, although incomplete, can be partially true (in regards to the homosexual community).

 Bechdel portrays her critical and satirical opinions of her father’s feminine characteristics whilst talking about his passion for gardening. Bechdel questions ‘what kind of man but a sissy could possibly love flowers this ardently?’ in which she satirically insults her father calling him a ‘sissy’, implying that any man who loves flowers is ‘weak’ and effeminate. This implication not only shows the stereotypical belief that men should be tough and bothered about aesthetics, but also shows that women are the ones who should possess ‘domestic inclinations’ such as gardening. Similarly, Bechdel plays on and highlights stereotypical gender roles when saying that there ‘was a chink’ in her family’s ‘armor’ as a result of her fathers ‘womanlike’ qualities and her family needs a tough ‘plain, two-fisted sinew’ instead of her ‘sissy’ father to feel protected. This statement is humorously illustrated by the frame which juxtaposes her father who is tending after the flowers in the living room to a buff man on the television holds a gun, representing the ‘ideal masculine’ man – yet again enhancing the societal expectations of men being strong, courageous and protecting people.

Ironically, for all of Bechdel’s criticism of her father’s lack of masculinity, Bechdel herself does not conform with society’s depiction of the ‘ideal female’. In this case, however, the roles are reversed and her father is criticizing Bechdel for her lack of female qualities. Bechdel depicts assumption that women need to ‘dress up’ to be beautiful is shown when her father tells her she ‘needs’ to wear pearls and, upon Alison’s rejection, questions ‘what are you afraid of? Being beautiful?’,  which indicates that society deems women ‘beautiful’ when their external materialistic and superficial appearances are up to par. 

On the other hand, Bechdel’s use of these gender stereotypes may also be used to comment on the stereotypes that gay people are more feminine and lesbians are more masculine, but also indicate that though stereotypes are incomplete, they can be partially true. Bechdel portrays society’s natural assumption that ‘masculine’ females are lesbian when her cousins call her ‘butch’ – a word used to describe manly lesbians – due to her short hair, boyish clothing and masculine interest in basketball. Interestingly, although this representation of society does show the stereotyping of homosexuals as ‘inverts’, all of Bechdel’s representation of her father and herself does prove the stereotype true as, in her case, her gay father is portrayed as effeminate and she portrays herself in a masculine light to hint her lesbian lifestyle.


Insightful Responses From My Peers

Oliver Lewis: The moment I have chosen is when Bechdel depicts her and her partner reading James and the Giant Peach while in intimate positions. The first one is to do with the positions Bechdel is in with her partner, the way Bechdel illustrates it so lightly not putting much emphasis on it tackles the issue of homosexual and how it is taboo in some cultures and isn’t the norm in most others. This being used simply tries to tackle this by showing that it shouldn’t be taboo and treated as abnormal but as similar as heterosexual relationships. This topic is hotly debated as heterosexual relationships have been covered in media for centuries and while the societies have adapted to accept homosexual relationships, it still evident media has not.

Sinuan Phoeng: Bechdel also connects a lot to literature and fiction which highlights how she cannot distinguish the reality, reflecting her father living in two worlds. Bechdel states, “the line…between reality and fiction was a blurry one” then referring to the library. The library seems to be the place reflecting Bruce reality while he continues to only show his ‘fictional’ side to the society, in fear of societal oppressions. This ironically seems to connect to Bechdel’s understanding of her own sexuality but she decides to do the opposite of her father but interestingly, it does not work out. Bechdel also uses sexual humour in children literature such as in “James and the Giant Peach” to outline her self exploration and indicated how people’s perceptions and views of texts are shaped by their experiences and identity. By using humour and connecting to fiction stories, Bechdel seems seems to have the intention of reflecting upon society and how repression has prevented a person from living the truth causing the line between reality and truth to become blurry.

Gianina Flegueras: Identity is defined by the way people choose to act upon realising certain ideas about themselves. Despite their similarities, her father chose to live in the shadows but she has chosen the contrary, even going on to write a memoir on her life. Bechdel therefore communicates a very important realisation about self and identity.

Dritika Jayanth: However, her coming out was overshadowed by the news of her father’s own homosexuality. Her response to this is rather exaggerated as she claims to have been ‘upstaged, demoted from protagonist… to comic relief’ – implying that her coming out had turn into some sort of joke, ridiculed in a way. Moreover, the atmosphere of seriousness Bechdel created prior to hearing the news contrasts heavily with her mother’s tone of casualty when addressing Bechdel’s dad’s homosexuality – which subdues Bechdel’s coming out and perhaps portrays it to be not as important as she made it out to be. Personally, I think Bechdel has used humour here to perhaps comment on how society treats sexual identity in an unnecessarily over-exaggerated way, instead of treating it as something that is normal. Perhaps to some extent, through using humour, she aims to normalise the concept of homosexuality, forcing us to look past the issue by stressing that what is more important, is the journey of self-discovery (as illustrated throughout the text).

Writer’s Fortnight Reflection

Writer’s Fortnight Reflection

Writer’s Fortnight Article: Connections Create Change

Writer’s Fortnight Article: Connections Create Change

Connections Create Change:

The FIB Service Experience

By Megna Srinivasan


From it’s teaching kids to juggle in Circus Club to planting pots in Gardening, most of our students here at UWC spend quite some time participating in a fundamental part of our community – The UWC Service Learning Programme. Whilst our students dedicate an hour or two after school each week to service,  the Foundation IB students are given the opportunity to expand their service experience.

This January, the FIB class took a Global Perspectives Service Trip to Bintan, alongside an NGO called The Island Foundation (TIF), with the shared aim of assisting local communities in Bintan through creating lessons targeted to help students with English Communication and the 21st Century skills of critical thinking, collaboration and confidence.

TIF is an International Charitable Organisation, registered in Singapore. It runs an education programme in collaboration with local people in the coastal communities of the Riau Archipelago in Indonesia with a goal to “create lasting change by educating the next generation to create resilient, resourceful problem-solvers, equipped with skills for better prospects in life.”

The UWC-TIF Partnership started 5 years ago as a minimal half-day collaboration that, over the years, developed into 2 three-day trips with students working directly with the NGO in Bintan, Indonesia.

Students spend their time on the trip engaging closely with the community in Bintan by following the 5 Stages of Service Learning: Investigation, Preparation, Action, Demonstration and Reflection – and of course, having fun.

Upon asking Pranav Harish, a FIB Student who went on this year’s trip, what his most memorable moments were, he said with a chuckle, ‘I remember playing with one of the kids on Snapchat, putting different filters on our faces, and she was so happy. It made me feel really good knowing that I showed her something she’s never seen before and gave her a new experience – it was those small connections we made with the children and the community that made the trip stand out for me’.

Daniel Lee, another FIB student on the trip says that his favourite moments were ‘playing football with the TIF Staff and learning more about them in a fun and engaging way’ and also mentioned how this ‘helped develop our connections, making it easier to work together’.

These ‘connections’ are what Mr.Rick Hannah, current Chair of Service UWCSEA East, says is ‘the way to connect students to world issues in a meaningful way – with reciprocal benefits’. Mr. Hannah has seen his share of world issues, be it the slums of Soweto in Africa, trash-picker communities in Jakarta or the effects of the civil war in Luanda, Angola. He recalls the powerful moment, while working with students in Angola, that sparked his long-lasting passion for service learning:

‘I set up an interaction between the local students in the slums of Luanda and our UWC students of similar ages so they could connect; and one of the activities the students there planned for us was about the dance and the arts of the local culture and our students learnt so much in the process – it was all very moving, we were on the receiving end of so much knowledge. After which, our students were like ‘We need to reciprocate’ so they set up a project whereby they taught students Computer Literacy Skills and looked at how they support them with infrastructure as well.’

He goes on to mention that this project was when he saw the true reciprocity and power of service and concludes with the thought

 

People from other cultures and places have got so much to share that we don’t know, have or can learn from and vice-versa.

 

So, regardless of whether it’s just a sharing snapchat filter or being immersed in ways of Angolan cultural dance, the more connections we make with communities and people different from our own – the more we have to grow and change.

But is simply making connections with other communities conducive to change? Do these benefits of Service Learning also benefit our service partners?

According to Erlina Ramli, The Education Manager in TIF over the past 3 years, the most impactful changes on the students are ones created by ‘the interaction with the UWC Students speaking English – they don’t always get that, because most of the teachers and people around don’t really speak a lot of English. I think that’s one of the best experiences for the students and of course they also learn different kinds of activities from UWC Students as well’.

But, these aren’t the only impacts – Erlina says ‘the ones who benefit the most would probably be the TIF Staff, because not only do they get the chance to learn English as well, but also see the tools you guys [UWC FIB students] use during service (like the compass tool) and now can apply that in their own teaching’.

She goes on to mention how “seeing the interaction between Mr.Hannah and the UWC students, how you guys communicate and work as a group,” is really helpful.

Feeling, seeing and learning from ours connections make all the difference.

If these connections create change – What have we seen happen so far?

Since the start of the UWC FIB Service Trips to Bintan with TIF, the community and our students have seen a few magic moments that show how our process and efforts to come together are worthwhile.

For instance, FIB students created a project with the Panglong community in Bintan which focused on the environment. After implementation, the local students within the community were seen to be more responsive in picking up waste and trash in the community and upcycling and repurposing them to sell in shops and making an income while cleaning their environments as well.

A group of FIB decided to address the issue of diabetes in Indonesian communities by picking apart traditional Indonesian recipes, substituting some ingredients with healthier counterparts – this was where we observed another magic moment. The community took on these proposed recipes and made healthier food decisions as a result.

And, even though this process of ‘Service’ may feel like it takes a while to come full circle to see the benefits, when it does – it’s worth the wait.

Work of Pak Madun, a community local in Bintan, who repurposes trash like shoes, plastics and wood to make and sell artwork

As a UWCSEA Student, one has the opportunity to connect with over 31 local service partners, 23 NGO’S, 9 Focus Groups, and  115 different services groups and projects within our school community.

So, in the words of the quintessential giver, Mahatma Gandhi

‘The best way to find yourself is to lose yourself in the service of others.’

 

 

 

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