After listening to a number of episodes from None on Record there was one specific video that I connected with about Umlilo https://www.youtube.com/watch?v=MRq98n61ido .
To what extent is the work explicitly challenging or responding to a dominant narrative? What is the dominant narrative?
The work is explicitly challenging the dominant narrative that prescribes rigid gender roles and identities, as well as the narrative that marginalizes queer and non-conforming individuals. The dominant narrative in many societies is that gender is binary and that each gender has specific roles and behaviors. The individual in the transcript speaks against this by embracing fluidity in gender pronouns and expressing themselves through music that is "very electronic" and "gender bending."
Who seems to be the audience for these works? Explain your answer.
The audience for these works appears to be individuals who are open to challenging traditional gender norms and those who may themselves feel marginalized due to their gender identity or sexual orientation. The reference to the individual's experiences with depression and suicidal thoughts due to societal rejection suggests that the work may also be aimed at providing solace and empowerment to those facing similar struggles.
How do the stories told in these resources (and their very existence) extend on or complicate Komla Dumor’s points in Activity 1?
The individual's story in the provided transcript challenges and complicates Komla Dumor's points by offering a personal account of an African's experience with gender fluidity and its intersection with their art. This narrative extends Dumor's points by centering African voices, challenging stereotypes, highlighting diversity, and addressing complex issues within African societies. The creation of such resources by Africans is crucial as it ensures authenticity and credibility in portraying the continent's diverse realities, aligning with Dumor's emphasis on authentic storytelling by its own people.
Why does it matter that these resources were created by Africans?
It matters that these resources were created by Africans because it adds authenticity and a first-person perspective to the narrative of gender and sexual diversity within African societies. It challenges the "single story" of Africa as a monolithic entity with uniform cultural norms.
By creating these resources, African individuals are reclaiming their narrative, highlighting the continent's diversity, and contributing to a more nuanced understanding of African experiences. This is especially important for
Marginalized populations within Africa, whose stories are often overlooked or misrepresented by external narrators. When Africans create and control their own narratives, they can address the nuances and complexities of their identities and experiences, which is essential for fostering a more inclusive and accurate portrayal of the continent's cultural landscape.
Here are 2 ways that ways I could incorporate resources documenting the voices and lived experiences of marginalized populations into courses:
Curated Multimedia Presentations: (Focusing on standards related to evidence and Author representation and influence)
Action: Create a multimedia presentation that includes videos, podcasts, and articles from resources like None on Record, focusing on specific themes such as gender fluidity, racial identity, or cultural diversity.
Objective: Encourage students to engage with the material by reflecting on the content and discussing how it challenges dominant narratives. For example, after watching Umlilo's video, students could discuss how the artist's expression challenges traditional gender roles.
Outcome: Students will gain a deeper understanding of marginalized perspectives and the importance of diverse voices in media.
Interactive Discussion Forums: (focusing on The speaking and listening standards of English
Action: Set up an online forum or in-class discussion where students can share their thoughts on episodes or stories they connected with, like the one about Umlilo.
Objective: Facilitate a space where students can critically analyze the content, discuss the dominant narratives present in their own societies, and explore the impact of these narratives on marginalized communities.
Outcome: Students will develop critical thinking skills and empathy by engaging directly with the experiences of others and considering the societal implications.
Incorporating these resources into courses not only enriches the curriculum but also fosters a more inclusive and comprehensive educational experience. It allows students to hear and understand perspectives that are often marginalized, thereby promoting a more empathetic and socially aware student body.