February 11, 2020; In-Class Discussion (Interview)

Interviewee: Rachel Williams

The artifact I want to talk to Rachel about is a ring that is always worn on her finger. It’s gold, with what looks like a diamond in the middle, and green stones on either side of it. It looks like a traditional piece of jewelry – something like an heirloom. I believe it may be used for more than just decorative purposes because it is more delicate than flashy. It’s very elegant in terms of its shape and size, with a thin gold band and smaller-sized jewel stones. It reminds me of a similar ring that my grandmother passed down to my mother when she was married.

Her ring was her mother’s engagement ring, and she has had it for 1.5 years. Her attachment to it is that she’s the only child and finds it special to have something that was exclusively her mother’s and was given by her father. When her father bought her mother a new set, her mother passed this ring down to her.

January 28: In-Class Discussion

Group members: Lea Roberts, Neha Harve

Ghabra’s way of reshaping her students’ assumptions and stereotypes of the oppression Palestinians faced was through a rhetorical strategy of teaching her students about it through photos, videos, lectures, and personal experiences. In this way, she managed to remove the rhetoric from the dominant perspective that these students have heard and studied so far, and was able to tell them the story as the ‘inferior’, or marginalized ‘other’. She was initially hesitant to talking to her students about it in fear of being under attack, and this further emphasized the barrier that can create a physical and emotional displacement. As she went further into her discussions with her students, she found that her strategy was breaking these walls as these students were learning a complete different side of the story they never knew. The same barriers are being broken as marginalized voices come out in the open and form coalitions between cultures that were always seen as far from being interconnected, whereas go through the same struggles. Ghabra and Calafell question this mainstream representation of marginalized communities or populations by revealing to the world their side of the story as opposed to allowing the dominant rhetoric reign.

The Queen’s rhetorical strategy was to convey a message of resistance and unification to her people. Queen Lili’uokalani’s strategy of using meles were a voice of resistance in the sense that these were specifically catered to native Hawaiians, and wouldn’t be understood by others. She wasn’t trying to teach anyone anything, rebel or overthrow the colonizer. Her message to the people was to reassure them as a moral figure they looked up to, that they would get their day of freedom. More than reshaping any norms or debunking any stereotypes, her strategy was about having a conversation with her people and giving them hope to stay strong and stay true to their Hawaiian identity.


Hi! I’m Neha Harve, a first-year MAPC student. I’m originally from San Jose, CA but lived in India for a while before moving back. I did my undergrad in Bangalore, India, and got my bachelor’s in Communication Studies. After finishing my program here, I’m looking to get into PR or corporate communication.

My latest work experience was through an internship with the Idaho National Laboratory, where I handled their internal and external communication, edited publications, and worked on design and content for their websites. I’m extremely passionate about mental health awareness and try to work on helping the cause when I can.

For fun, I love binge-watching psycho-serial-killer shows and documentaries (and the occasional romantic comedy), overthinking into existential crises (unintentionally, most of the time), singing, and traveling where my wallet allows me to.

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