Type a new keyword(s) and press Enter to search

Content based teaching

 

The situation is an example of the discrimination against the working class as Eliza is immediately suspected ofoliciting?or inappropriate behaviour. She seems so familiar with this situation, she insists many times that? a good girl I am? which suggests that she usually gets suspected of inappropriate behaviour which we assume is due to her position in society. Throughout the story Higgins constantly insults Eliza with comments such asuttersnipe?ilious pigeon?orquashed cabbage leaf?and refers to her asaggage? inferring that she has no feelings or emotions as she is just a working girl. Many middle class people shared this view with Higgins, but we also have the contrasting character in the form of Colonel Pickering who plays the nicer side of the middle class, the one which respects the feelings of others and treats everyone with respect. Pickering is part of a minority sector of the middle class but we must remember that there were nice, fair and good people in the middle class, otherwise we as readers would be going against Shaw? message in the story that one should not be judged on appearance or class, by assuming that all the middle class falls under theiddle class attitude? Higgins cannot see past Eliza? class, he is unable to treat her as human and shows his rudeness, immaturity and middle class values. The Eynsford Hills are another example of a stereotypical middle class family. They go to luncheon with Mrs Higgins, making small talk about the weather, the latest illness, and the disgrace of drinking. Though Eliza? way of talking is passed off ashe latest fashion? it is quite obvious that they are shocked by her conversational topics as they appear to be able only to talk about certain things, and never speak with the compassion or conviction which Eliza exhibited at their meeting. The way Shaw introduces a balance between the middle and the working classes is by using Albert Doolittle, Eliza? father.


Essays Related to Content based teaching