Critical Essay On The Film The Class

Critical Essay On The Film The Class

Assigned Readings 1) Critical Essay on the Film The Class 2) The Intouchables racist - French people don't think so and here's why - Slate 3) Untouchable- How did a French comedy about disability become global hit. The Guardian 2. VIEW/ STREAM ONLINE To stream online the French films: 1 . The Intouchables . 2 . The Class. Requirements of Homework: 1. Discussion: Share TWO posts on the discussion forum designed for Module 3, in response to ALL of the following questions. Two posts must be individual contributions: Your assigned readings show that the French film Intouchables was received with mixed reactions nationally and internationally. Discuss this idea using examples from your readings to explain why this was the case. Discuss and compare how social conflict is represented in both The Intouchables and The Class by answering the following questions: 1). How does the film The Intouchables signal differences that exist between the two main characters? How do those differences reflect social realities and biased social perceptions of difference in France? How does the film portray the ways both characters come to form meaningful connections, affirming self-perceptions (to counter biased social perceptions of their difference) and bonding experiences despite their differences ? 2). What kinds of struggles do students face at school in the film The Class as a direct result of class and racial differences ? What are the consequences of those struggles? What challenges do teachers face? What factors contribute to those challenges? How do they attempt to resolve them? 2. Assignment: Question/Prompt: Please answer ALL of the following 3 questions: Summarize what you learned from this week’s three assigned readings, by indicating how they help us understand the setting, themes and social issues explored in the films The Intouchables and The Class . Illustrate your points by using specific examples directly from the assigned readings. In the film The Class , how is the figure of the teacher portrayed in this film? How does he respond to the struggles faced by the students? How does the school experience of the students shape their sense of identity? Choose one character from the film and offer an analysis of his/her dilemmas/struggles and their school experience and how it mirrors larger social issues that affect contemporary French society. In the film The Intouchables , what do you consider to be a strength and/or a weakness in the film’s character portrayal and the social issues it explores (immigration, disability, class relations, race relations)? Does the film advance our understanding of these realities in France? If so, how does it do so? Give specific examples directly from the film to illustrate your points.

Paper For Above instruction

This essay explores the social realities depicted in the French films The Class and The Intouchables, drawing on critical perspectives from the assigned readings. The films illuminate contrasting and overlapping social issues such as class inequality, racial and racialized identities, disability, and the perceptions shaping these identities within French society. The assigned readings provide an analytical framework to understand how these themes are represented cinematically and socially, offering insights into the broader context of French multiculturalism, social conflict, and integration challenges.

From the critical essay on The Class, I learned that the film intricately portrays the educational struggles synonymous with the multi-ethnic, socio-economically diverse environment of a Parisian middle school. The reading emphasizes the persistent issues of racial tension, social exclusion, and the struggle of teachers to mediate between students’ cultural backgrounds and the curriculum. It highlights that the classroom becomes a microcosm of larger societal conflicts, illustrating both the resilience and limitations of the French educational system in fostering equal opportunity. For instance, the teacher’s efforts to maintain discipline and motivate students reflect broader societal struggles with systemic inequality and immigrant integration, providing a nuanced depiction of French social stratification. This understanding helps contextualize the educational scene in the film, illustrating how school becomes a battleground for social identity and racial reconciliation.

Similarly, the critical essay on The Intouchables discusses the film's portrayal of race, disability, and social mobility. It underscores that the character of Driss, a young man from a marginalized background, challenges stereotypical perceptions of race and class in France. The reading illustrates that the film’s depiction of Philippe, a wealthy quadriplegic aristocrat, offers a nuanced view of cross-class friendship, highlighting that genuine human connection transcends societal biases. The reading critiques that while the film romanticizes disability and friendship, it also risks oversimplifying complex issues such as immigration, race, and class. Nonetheless, the film raises awareness of marginalized groups and their struggles, providing a lens through which to view French social hierarchies. For example, Driss's candid attitude and unintentional advocacy reveal hidden biases and the potential for transformation, demonstrating how personal relationships can serve as a catalyst for social change.

In terms of the portrayal of the teacher in The Class, the figure of the teacher is depicted as a resilient but often overwhelmed mediator attempting to navigate the diverse cultural identities of his students. The teacher responds with patience and persistence, trying to foster respect and understanding amidst conflicts rooted in racial and racialized differences. The students’ school experiences shape their identities significantly, often reinforcing feelings of exclusion or resistance, which reflect the broader societal tensions of immigration and social stratification in France.

Focusing on a character, such as the student Abdel, reveals the profound impact of social and racial struggles on individual identity. Abdel’s experiences of discrimination, academic pressure, and familial expectations mirror the larger socio-economic challenges faced by many marginalized youth in France. His dilemmas—balancing his cultural identity with the desire for social acceptance—highlight the ongoing struggles of immigrant communities striving for integration and recognition within a divided society.

Regarding The Intouchables, one strength of the film’s character portrayal is its emphasis on authentic interactions that reveal human vulnerability and resilience, especially through the characters of Philippe and Driss. The film’s portrayal of disability as a source of both hardship and humor humanizes its characters and stimulates empathy. However, a critique might be that the film tends to romanticize or oversimplify complex issues such as race and class to appeal to mainstream audiences. Still, it advances the understanding that social connection and personal dignity can transcend social divides, aligning with broader discussions about inclusion and social cohesion in France.

The film’s depiction of immigration and race issues, particularly through Driss’s background, raises awareness of the systemic barriers faced by minority communities. By illustrating how personal relationships can challenge societal prejudices, The Intouchables offers a nuanced look at social mobility, race relations, and the human capacity for empathy. For example, Driss’s attitude and genuine care disrupt stereotypes about marginalized youth, suggesting that societal change begins with individual acts of understanding and acceptance.

In conclusion, both The Class and The Intouchables serve as critical cinematic reflections of contemporary French society. The films, supported by the assigned readings, reveal that social identities are complex and often contested. They demonstrate that education, personal relationships, and social awareness are crucial pathways for addressing social inequalities, fostering inclusion, and challenging stereotypes across race, class, and disability in France. Analyzing these depictions helps deepen our understanding of how societal issues are lived and portrayed through French cinema, emphasizing the importance of empathy and critical engagement with social realities.

References

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