November 10, 2014 - 17:21
Persopolis has been one of my favorite readings of the semester so far. I had read the graphic novel a decade ago when I was in High School and I have had an entirely different experience this time. One of my biggest observations is the narrative of Marjane finding her own feminist voice, against her circumstances. I believe she is practicing her own nego-feminism in her conversations with classmates, teachers, and even her conversations with her parents. Both of her parents have a history of engaging in civil discourse but Marjane still fights to have her own, unique perspective.
I did not know much about the Iranian revolution and Persopolis seems to give a very comprehensive history. I would be interested to know if the facts match up with much of what Marjane is telling us about. Like @sunshine, I was struck by her admiration of famous revolutionaries and social theorists. Revolutionaries are not a part of the American elementary school curriculum, we are taught that democracy is the only way- revolutions should also in theory promote democracy. I wonder if Marjane's feelings about communism are reasoning for her highly developed sense of care for those around her.
The commentary about social class was also extremely well done. The line when Marjane says "we are in different classes, but we are in the same bed" broke my heart. It was hard sometimes for me to remember that these were words written by an adult ABOUT the views of a child. I kept thinking about how wonderful it was to see a six year old with such comprehensive emotional reasoning. I would like to talk in class about the audience for this novel. I read it as a 14 year old and while I remember enjoying it, I wonder if high-school is the first time this novel effective? (Acknowledging that the word "effective" is implying that there is a goal/right or wrong way)
I am excited to talk about feminism and how children develop their own means to understand the world around them.