Educating+Rita+Class+Guide

**Socio-Historical Context in** //**Educating Rita**// **by Willy Russell**

The eigth of September 2003 an excerpt from a speech by David Miliband talking about the connection between education and social classes in Britain.
 * Social context: Classes in Britain, by Johanne**

//Four factors are key to this depressing pattern. First the simple fact of growing up in poverty, with the restrictions it places on housing, diet and lifestyle. Second, family factors - critically parental interest and support, which itself is driven by parental experience of education. Third, neighbourhood factors. The fourth is the quality of schooling.// This is an extract from the speech, and what we can see is that he is basically saying that what restricts those in lower classes in Britain is exactly the fact that they belong to that class. What they are born into is what they are to stay in, and he explains that it is hard to get out of the role you are born into. Neighbourhood, conditions at home, family: it all adds up to an environment which is does not encourage to breaking out. A social class is defined by sociologists as "the grouping of people by occupation". This means that the people who share the same type of occupation as you and approximately the same level of education will be in your class. It also involves levels of power, money and influence. Now, in Britain, the system of social classes is made up of three stages:

__The Upper Class:__ People with high education, a lot of influence and money, and their title is often inherited. This class included some of the oldest families of Britain, and they are often called aristocrats. __The Middle Class:__ Industrialists, shop owners, businessmen; all in all the majority of the British population. __The Lower or Working Class:__ Factory workers, people working in agriculture and mining, for example.

This description of the social classes in Britain is how we perceive it today and 30 years ago, but when looking at the social classes in Elizabethan England, it was not very different. //Descriptions of Britain and England// is a book written in the late 16th century, and it describes the social hierarchy in what was then modern Britain. It was described like this:

__Gentlemen:__ Includes the King, the Prince, barons, dukes, knights, esquires, and simply gentlemen. This category is divided into several stages, as it is possible to be more gentleman than others. __Citizens or Burgesses:__ Those who are free within the cities, are likely to bear public office and of some substance. They are required to serve the commonwealth in their cities and neighbouring cities, eg. merchants. __Yeomen:__ Categorized as free men born English. The word actually means settled man, and so this means a man who have settled himself with a home, a labour and a famil. They must not be confused with Artisans/Labourers, for they are higher in ranking, earn more money and travel more. __Artisans or Labourers:__ Not exactly slaves, for all men are free in England, but those who will do the work if there is a shortage of Yeomen, they are made churchwardens, sidesmen and aleconners (something like servants).

We can understand that this is a very old view, 400 years in difference from Russell's England, but it emphasizes the point that social classes in Britain have been a part of the society and has made up the social hierarchy. It determines how you are meant to interact with the other social classes, what you can achieve in your life, who you are to marry and where you belong. However, we do see that the categorization of the upper, middle and working class derives from this social hierarchy in the 16th century.

This categorization of people has been ongoing in Britain for many centuries, and this has been described by, amongst others, the German sociologist Ulrich Beck. According to Beck, the class system in specifically Britain was deeply rooted in Great Britains identity. However, in the late 20th century, around the time Russell wrote //Educating Rita//, he meant that a change had been apparent in Europe. This change was a change where more and more people got educated, and so the intellectual level was higher. Because of this, loyality to the companies decreased and their reflections increased, hence this period of time is by him called the Late or Reflexive modernity. The people realized that the companies they previously had owned loyalty to, no longer was primary for them to develop, so their prioritized this aspect of life less. This was a radical shift from a life where your identity and the meaning was grounded in the social structures and institutions set up for you, to a society where this was based in the self and how you could provide this meaning.

This lays the base for a period of time where Britain was in great change, and these changes were radical, for the social classes in Britain were and have been so deep into the society and the norms.


 * Sources**
 * [|__http://www.storyoflondon.com/modules.php?op=modload&name=News&file=article&sid=300__]
 * [|__http://www.woodlands-junior.kent.sch.uk/customs/questions/class.htm__]
 * [|__http://www.literacytrust.org.uk/socialinclusion/socialexclusion.html#counts__]
 * [|__http://www.ucel.ac.uk/shield/docs/notes_class.pdf__]
 * [|__http://nextreformation.com/wp-admin/resources/risk-society.pdf__]
 * [|__https://circle.ubc.ca/handle/2429/2623__]
 * [|__http://en.wikipedia.org/wiki/Ulrich_Beck__]
 * [|__http://en.wikipedia.org/wiki/Claus_offe__]

Jack: Very in detail explanation of the idea of classes in England at that time. Sources very sufficient, and precise at the same time. The idea that how the four factors created an environment "that doesn't encourage breakthrough" fascinates me very much. I personally felt that family is the most important factor involved when class struggle is present. The family's knowledge and support is what gives people the strength to breakthrough. But since this can be nearly infinitely traces back to generations, what now interests me is how it starts off. Excellent explanation overall.

Lisa: I found this part very well researched and helpful. Because of its good structure it's easy to understand and follow your ideas. You also put it in a historical context, which gives some background information to better understand the situation. What could be a little bit more explained is the first extract. How do those four factors keep us in our class and why is an outbreak so hard? It might explain itself, but a short explaination would make it easier to follow and understand.

Benji: Johanne!!! This is a very good research you've done there. I like the fact that you used so many source and it is very convincing indeed. It is quite easy to follow your thoughts and you use highlighting so when i skim thru this i know that that's important. :)

**Historical context:** //__Feminism__// by Jen The book was written in 1980 which was after the second feminist wave. Feminism has altered predominant perspectives in a wide range of areas within Western society, ranging from culture to law. "The first wave focused on rights such as suffrage, whereas the second wave was largely concerned with other issues of equality, such as ending discrimination. The feminist activist and author Carol Hanisch  coined the slogan "The Personal is Political" which became synonymous with the second wave. Second-wave feminists saw women's cultural and political inequalities as inextricably linked and encouraged women to understand aspects of their personal lives as deeply politicized and as reflecting sexist  power structures." And about the Liberal feminis: " Liberal feminism  asserts the equality of men and women through political and legal reform. It is an individualistic form of feminism, which focuses on women’s ability to show and maintain their equality through their own actions and choices. Liberal feminism uses the personal interactions between men and women as the place from which to transform society. According to liberal feminists, all women are capable of asserting their ability to achieve equality, therefore it is possible for change to happen without altering the structure of society. Issues important to liberal feminists include reproductive and abortion rights, sexual harassment, voting, education, " equal pay for equal work ", affordable childcare, affordable health care, and bringing to light the frequency of sexual and domestic violence against women." (wikipedia)

And the second feminist wave somehow encouraged women to fight for their rights. In Educating rita, i got that women began to be aware of their rights, and they themselves wanted to improve their condition, their lifestyle and their social position as well as their class. They should be fully educated as much as they want to, they should be respected and have the right to do things other than just what men supposed them to do. And the interactions between men and women seemed to be better, and of course in order to end discrimination. For example: still, Rita's husband thought that she should have a baby and stay at home instead of going to school, doing homework or having exams. but then

//Johanne: I think this is a very interesting part and I really did not know anything before about the feminist waves. Still, I don't think the majority of the text should be citations from Wikipedia. It would be more reliable if you processed the text yourself and gave us the meaning in your own words, the way you would have said it, and also I think that it would be richer.//

Jack: More than enough information on what feminism is. But many of them came directly from the source. Would have been better if expressed in own words with quotes. But finely done already. The connection to the play it self shows the essential idea of the play. But could have been made better with a sentence or two dealing with the position the writer takes. Nothing much more can be said since the final conclusive sentence is not there.

Lisa: Your part gives good background information not only about the Second Wave but also on the liberal Feminism. I like the fact that you were relating it to the book. However this part seems incomplete. Furthermore it would be interesting to know a bit more about the First Wave. It would be more complete with sources, as we would have a good starting point for further research.

Aaron: This part gives me interesting background information about the book. I agree with Jack that it would be better if you collect the thought from other website but bring the idea out with your own words. Linking the second wave with the book is a really good thought but I wonder will there be also linkage between the fist wave with the book and what will be in the part after the last words 'but then'...

Jen: Good explanation or research on Feminism. Finish your last sentence though :) Cheers! Oh... Cite your sources by the way.  Educating Rita" was written in a time of change. The working class was longing for more rights and better paid jobs, which led among other things to a governmental change. The strike movement during the "Winter of Discontent" in 1978-79 was one of the biggest in the 20th century in Great Britain. Although there had been improvement since the early 70s unemployment and inflation was still a problem in the country. Added to that wages were very low. This was mainly due to a bill passed by the Labour Party, which imposed limits on rises of wages. Especially the working class was affect by this and went on many important strikes during the said Winter. One of the most important ones occurred on January the 22nd, the "Day of Action". 1.5 million workers went out and a lot of them on demonstrations. This was the largest general stoppage of work in the UK since the General Strike of 1926. The situation remained unstable until an agreement was reached in February. These were significant improvements for many tens of thousands of workers. However the situation wasn't completely solved. This might be one of the reasons for the change in the government. The Conservative Party promised a more liberal society and economic growth. The Labour party lost the elections and the Conservative Party had the majority with 43.9% of all votes. For the first time the Premier minister was a woman. Margret Thatcher was a very conservative person and often consider as being a classic autocrat. Her way of governing wasn't novel, but successful. This "Thatcherism" was part of the neoliberal movement meaning primarily an economic change towards economic liberalism and the idea of the free market. Her policies and reforms led to a constant economic growth. However they weren't very popular as they were considered liberal but were actually very conservative.
 * Historical and political context between 1978 and 1980, by Lisa:**

All in all you can see that the people, especially the discontented working class, took action and improvements could be seen.

Social classes/votes: [|__http://esr.oxfordjournals.org/cgi/content/abstract/22/2/215__] Timeline Britain 1970s: [|__http://www.bl.uk/chronology/1970.html__] <span style="color: #000000; font-family: Times New Roman,serif;">Timeline Britain 1980s: [|__http://www.bl.uk/chronology/1980.html__]

<span style="color: #000000; font-family: Times New Roman,serif;">Thatcherism: [|__http://www.bbc.co.uk/history/historic_figures/thatcher_margaret.shtml__] [|__http://thedamnedindublin.blogspot.com/2009/01/british-politics-in-1980s.htm__] [|__http://en.wikipedia.org/wiki/Thatcherism__]

<span style="color: #000000; font-family: Times New Roman,serif;">Neoliberalism: [|__http://en.wikipedia.org/wiki/Neoliberalism__]

<span style="color: #000000; font-family: Times New Roman,serif;">Elections 1979: [|__http://www.spartacus.schoolnet.co.uk/GE1979.htm__] <span style="color: #000000; font-family: Times New Roman,serif;">Elections 1983: [|__http://www.spartacus.schoolnet.co.uk/GE1983.htm__]

<span style="color: #000000; font-family: Times New Roman,serif;">Winter of Discontent: [|__http://libcom.org/history/1978-1979-winter-of-discontent__]

//Johanne: A great and very informative part! It is very structured, and facts are presented to us in a way which is understandable but still with a lot of knowledge given to us. Could you elaborate on the point of why Thatcher was not very popular due to the changes she made to the country? It seems to me that the criticism of her was also an underlying criticism of the leader as a woman, and trying to understand how this can actually work.//

Jack: Very good opening sentence - 'Educating Rita' was written in a time of change. Very much brings out the authors point, as in my opinion. The explanation of working class revolt is clear, which is inflation and low wages, and backs up the reasoning being the changing working class. If with reference to the play is here then it would certainly better.

Benji: Thank you for the good work Lisa! The elaboration on change among the working class is very clear and accurate. I don't know if it's my problem but i sort of want a more obvious link to the play (maybe quote some lines) in your explanation. :]

[|**Aaron, Bas and Jack:Characters**]

Frank:
====Frank is a teacher in an Open University but how he acts does not match his identity. He relies on alcohol very much, whenever he goes back to his teaching office, he will get his hidden whisky out form the shelf and get drunk. This affects his performances in classes and talks. Frank does not have a really perfect marriage experience; he was divorced because of the problem of poetry which should not be a normal problem for other couples. This can tell us that marriage is not a significant thing in his life. Frank is actually a person who is closed to himself; he always spends his time in his office drinking and would not go out and interact with other students. His office is actually a boundary which he never wants and dare to get over. The place Frank chooses to go if he has problems is the pub. Frank chooses to keep everything simple and does not want any change for his lifestyle. However, Rita’s appearance changed Frank’s mind. Frank started to have motivation to work. He prepares for his classes especially the material for Rita. However, he started to have feared that Rita will not need him anymore after Rita has been educated abroad.====

Rita:
==== Rita's bright, bold, bubbly character is revealed in the very first scene. She makes a very dramatic entrance immediately drawing all attention to her. She isn't really sure how to act and speak formally; her insecurity and nerves make her appear in such a loud manner. Rita thinks an increase in intelligence and worldly knowledge will change this, and set her "free". She strives to change classes, aiming to reach her goal through an Open University course. She always spend time thinking what books to read, what clothes to wear and what play to watch will allow her to immediately become accepted in high classes as Frank is. After she has spend some time having educated abroad, she has more confidence in herself now, she is willing to speak out her own opinion in front of all the educated people. She has become someone new but on the other hand she kept part of herself unique. ====

**Character Appearances**
====For both Frank and Rita, it is remarkable that the appearance of the characters is not described much when they are introduced. We sketch an image of the appearance of the characters trough the way they act and the stereotypes we have for people in the different classes.==== ====Frank appears as a witty and ironic teacher. He is also sometimes sarcastic. He is obviously despises his culture and is dissatisfied with his life. He has a low opinion of himself; one of the reasons for this is that he is part of the educational system which he dislikes so much. As a result of all this, he drinks and puts on a cynical, ironic façade.====

The wild grown hair indicates that Frank’s life is messy and Rita gives him a new view on life. She takes “ten years of him” by cutting his hair in the end of the story.
====Rita's appearance is, just like her approach to literature, refreshing. Her reactions to literature are as unspoiled by received literary opinions as Franks were before. Frank is afraid that she will lose her uniqueness.====

Rita does not know how to dress herself up when she is invited to a dinner by Frank. This indicates the difference in appearance and class.
====As Rita becomes analytical, he dislikes her more and more and reacts to literature in the emotional way that once distinguished her from 'proper' students. The dress that Frank gives Rita indicates that she is an educated woman now, with the appearance that people expect with that.====

Frank
====First appearing as a dedicated and committed literature professor, he immediately turns out to be a dedicated and committed alcoholic. He’s in his 50’s, seemingly went through many up and downs in this life. Used to be poet, but stopped being after breaking up with his wife over poetry. He’s currently living with an ex-student of his. From the way he speaks, he’s deeply affected by his thought-to-be unfair and somewhat empty life. His backgrounds provoke thoughts of attitude towards life, which he placed them in contrast with Rita, which seemingly changed through the play, though not as much as Rita did.====

Rita
====She is a Liverpool working class girl WANTING education. This is fundamentally different from most working class people, who wished to stick to the status quo. She had a boyfriend Denny, and prevents him from having a baby between them by constantly taking the pill. Her attitude towards her background constantly changes throughout the play. She took her background as a pitiful motivation at the beginning, and gradually taking her background and her working class as disgust, feeling that the only way out it to become educated. This is very much influenced by her family (Denny, and possibly her relatives), and her later flatmate, Trish.====

Relation of Characters
====Rita and Frank are held together with a student teacher bond. But they are connected more than this. They are nearly two distinct contradicting characters. Rita, as how her personality is, appeared as fresh and charming and delightful. Frank obviously liked this, while Rita doesn’t. The whole contradiction comes from the idea Rita have, which is that education is the only way out, and all else except education is not. Frank, who has stayed in his job for quite a few lonely years, pointed out that education is what frames people, what restricts their freedom. This difference in attitude may have originated from their situation. Frank is free himself, educated and respected, but he never realises that. He felt all the University things hold him on to a cage, nowhere to go. Rita, on the other hand, is never free. She craves education since she’s not bound by herself, but by what she comes from. This misunderstanding in each other’s situation led to several arguments in the play. But as they slowly understand each other, this contradiction fades away. These all happens because of Rita’s determined choice for education, which they both seemingly missed.====

//Johanne:// //This is a very thorough (can you say that? as in complete) part, I think you have included most of the aspects. A good approach to compare the two main characters, but at the same time it is not as in-depth as if you were only analysing one character. I believe that if you focus on either Frank or Rita, you can develop some of the ideas you have presented here, and we can see them more in detail.// Lisa: I like that fact that you are comparing the different aspects, which makes it easy to follow and understand. You put in a lot of ideas and gave a very good overview. Furthermore it's very concise. Your part could have more quotes to underline your statements. Some thoughts, especially in the first part, could be more developed.

Benji: I like the way you go into details of the 4 aspects of the characters and i find it EXTREMELY useful. Thanks!!!! :]

<span style="font-family: Times New Roman,serif;"> **Setting**

Lettie & Benji Educating Rita - Setting: the imaginary world of a novel, story or play. Into this setting the characters and conflicts of the plot are introduced. <GCSE English at APS> <Educating Rita> is set in 1985, Open University. Characters’ background – RITA <span style="font-family: Times New Roman,serif;">FRANK <span style="font-family: Times New Roman,serif;">Act 1 Scene 1 Frank’s Office (whole play set entirely in it): <span style="color: #ff0000; font-family: Times New Roman,serif;">//A// //**room**// //on the first floor of a Victorian-built university in the north of England// <span style="color: #ff0000; font-family: Times New Roman,serif;">//A large bay// //**window**// //with a desk placed in front of it, which overlooks the lawn where students sit and chat under the sun// <span style="color: #ff0000; font-family: Times New Roman,serif;">//Another// //**desk**// //covered with various papers and books// //Walls are lined with// //**books**////, which hide the// //**whiskey**// //Frank drinks behind:// <span style="color: #ff0000; font-family: Times New Roman,serif;">//On one wall hangs a good print of a// //**nude religious scene**// //(erotic/religious):// > -FRANK: well-educated, numb, loses interest on everything. He sees things in a very generally-agreed way that female image in the picture is a religious figure. Frank has stopped 'looking' at things. <span style="font-family: Calibri,sans-serif;"><span style="font-family: Times New Roman,serif;">-RITA: a very fresh and new approach to things. “It’s very erotic.” She sees things superficially and in a different angle not like those educated people. She is looking at things for the first time -she 'sees' differently because she wants to learn about 'everything' <span style="color: #ff0000; font-family: Times New Roman,serif;">//The// //**phone**// //on the desk is the only connection to the outside world:// <span style="color: #ff0000; font-family: Times New Roman,serif;">//The// //**door**// //to Frank’s office is broken down://
 * <span style="font-family: Times New Roman,serif;">A young Liverpudlian working-class hairdresser
 * <span style="font-family: Times New Roman,serif;">A middle-aged Open University lecturer
 * <span style="font-family: Times New Roman,serif;">It represents the old decaying culture. Access to education has a certain formality and the Victorian-built university is a symbolism of the traditional education.
 * “<span style="font-family: Times New Roman,serif;">I love this room.” Rita P.10. here it shows the interests that Rita has for literature, and the passion she has for learning
 * “<span style="font-family: Times New Roman,serif;">I think you’re marvelous. Do you know, I think you’re the first breath of air that’s been in this room for years.” P. 15 The energy and freshness that Rita brings to Frank’s little corner.
 * <span style="font-family: Times New Roman,serif;">it was Rita’s dream to be one of them; (p.10, 91) while Frank was completely ignorant of it “I sometimes get an urge to throw something through it”
 * <span style="font-family: Times New Roman,serif;">Rita suggested having lessons out on the grass; Frank protested: “Nobody sits out there at this time of year”, “Well they’ll have wet bums”, “I have an aversion to sunlight” This shows how reluctant Frank was to open up his world and how his cynicism came into way
 * <span style="font-family: Times New Roman,serif;">The rows of classic books that hide Frank's whiskey bottles are introduced early on as an important and revealing leitmotif. The motif suggests that quite generally not everything is well behind the grand facades of the neo-classical buildings that dominate the campus of the University--that there really is "much less than meets the eye."
 * <span style="font-family: Times New Roman,serif;">The dialogue on the picture shows the different views of Rita and Frank due __to class and education background differences__: (p.5)
 * <span style="font-family: Times New Roman,serif;">FRANK: as he’s “trapped” in the office, the telephone acts as the only thing that connects him and the outside world. However, the conversation he has on phone shows that he is not very good at communicating and managing relationships. The first time he was arguing with his girlfriend Julia (p.3), while the second time he was struggling to find Rita.(p.80)
 * <span style="font-family: Times New Roman,serif;">It frames Frank inside while also avoiding people from the outside to enter.
 * “<span style="font-family: Times New Roman,serif;">The poor sod on the other side won’t be able to get in. And you won’t be able to get out.” Rita P. 4
 * <span style="font-family: Times New Roman,serif;">She later brings oil to help fix the door P.19. The willingness of Rita to learn and open up Frank’s world.
 * <span style="font-family: Times New Roman,serif;">Rita opens the door, “The room needs airing/A room is like a plant”; Frank closes the door p.61. How Frank reacts to Rita’s action.

//Johanne:// //It is easy to follow, with citations and references. The structure is great and overall it is of good use! Very good, I think.//

Jack: Absolutely in detail analysis of the setting, I would say it goes way beyond the setting. I liked how you grabbed the minor details and integrated them into the character. The paragraphs could be more on the objects of the environment rather than how the characters react, since then it would be not much of a setting analysis. Still, excellently written, with a touch of personal style.

Lisa: I do like your part. It's very well structured, short and it seems to be very complete. Some points however could be more explained than just a quotation.

<span style="font-family: 'Times New Roman',serif; font-size: 16pt;">__**Style**__ <span style="font-family: 'Times New Roman',serif;">__in Educating Rita.__

<span style="font-family: Times New Roman,serif;">**Allusions** Cristóbal and Louis
<span style="font-family: Times New Roman,serif;">__Allusion: A possible future re-writing of Pygamlion__ Pygmalion was a gifted sculptor from Cypros with no interest in the local women. He created a sculpture of his idea of a perfect woman (named Galatea) and praise aphrodite to allow him to have a wife as perfect as his creation. Aphrodite, intrigued by the request, visited the studio and discovered the statue was an image of herself. Flattered, she brought Galatea to life. Pygmalion and Galatea lived happily after this, praising aphrodite throughout their lives.
 * Pygmalion, the greek myth.**

__**Gender expectations in society.**__ In both plays, we encounter two female characters inadequate to fill expectations in their societies. In one hand we have Eliza (Pygmalion) single, poor and neglected because of her way of speaking. In the other hand we have Rita (Educating Rita) not single, but expected to have children and become a housewife and a mother with his husband Denny: “<span style="font-family: Times New Roman,serif;">//I've been realizin' for ages that I was. Y'know, slightly out of step. I'm twenty-six. I should have had a baby by now; everyone expects it”.// In both plays, the two female characters suffer a transformation in which they 'get to the standards' of their possible romances (Higgins in Pygmalion and Frank in Educating Rita). As soon as the transformation happens, both of the characters are, at least in the context of the greek myth, to marry their 'sculptors'. Lets look at pygmalion for example, Higgins was never able to find a woman to marry him, because he found being married or woman are the time inadequate to his form of lifestyle and his character: //“Most men are the marrying sort (poor devils!)”// and in Educating Rita, where Frank sees Rita as a “charming” and “funny” creative woman and in a certain way expects to get her in love with him. In pygmalion, after Liza is over the full transformation, is __expected__ to probably marry Higgings: //“You might marry, you know (…) I daresay my mother could find some chap or other who would do very well.”// or marry any other man. But Eliza argues that before she //“sold flowers”// but did not //“sell herself”//. And if all that education provided by Higgings and Pickering was for her to end up restrained in a House wife life, it would be better to stay as a flower girl. Or in the case of Educating Rita, were education plays the contrary role, education is supposed to be that way out of a housewife life. A pad way out of 'men as the worker, woman as the housekeeper' life. After //“discovering herself”// though the __expected__ romance between her and Frank is unavoidable. However it does not happen... why? Because it would be illogical to come from that unfree life to return to it again. She, even educated, is expected to have a man in her life to be complete, but after she has the possibility and the ability of choosing and taken decisions... she decides not to. She is the 80 years-later Liza. Liza does marry a man, bu not because expectation or obligation, she __decides__ to because of love... nothing else but love.
 * Pygmalion by Bernard Shaw and its resemblance to Educating Rita by William Russell.**

__**Impossibility of romance.**__ In both plays, the romance expected by the audience is not realized. In the Greek myth "Pygmalion" is based on, Pygmalion falls in love with a statue he sculpted. Shaw uses metaphoric techniques to represent this aspect of the plot in 'Pygmalion' whereby, Eliza Doolittle is not actually statue but an illiterate, poor flower girl, and due to her situation and social status/class, is unable to rise to a better social position; metaphorically, she may as well be a statue in that, her life is static. Henry Higgins then starts transforming Eliza. He teaches Eliza, whom he describes as a "Draggletailed guttersnipe", how to speak with an 'upper class' accent and teaches her the etiquette until she is transformed. According to the myth, Venus/Aphrodite gives life to Galatea and similarly, Higgins can metaphorically be seen as giving life to the 'new and improved' Eliza. In the Greek myth, once the female statue is given life and becomes a real woman, Pygmalion and she instantly falls in love. In 'Pygmalion', over time, Higgins and Eliza grow close but ultimately Eliza, despite being the “creation” of Higgins in regard to spoken languages, rejects Higgins. She realizes she is a human being and not just an experiment, that she needs not conform to everything her “creator” requests: When Higgins asks that she stay with him, but does not guarantee a consistent interest in her, Eliza says she will not care for someone who does not care for her. Therefore, contrary the Greek myth, Eliza chooses her way and pursuits a “natural affectionate relationship” with Freddy. Shaw hereby poses a direct challenge to conventional plots and “natural” endings just to make his point of Choice. In Shaw's conclusion he says that Eliza never loved Higgins and that similarly, Galatea never loved her creator, Pygmalion. The unconventional ending of Pygmalion is seen as a subtle hint at Feminism. In Educating Rita, Frank and Rita grow close, but never have any romantic relationship with each other. The ending of the play depicts Rita cutting Frank’s hair, symbolizing that, after Frank transformed Rita to an educated person, Rita now finally uses a technique unique to her, and transforms Frank. However it was never a romance: again, the author plays with the reader and challenges the conventional thinking to bring out the point of Choice of the Created instead of Rule of the Creator. __**Teacher student relationship.**__ Both educating Rita and Pygmalion have this student-teacher relationship or 'sculptor'-'sculpture' one. Which develops into the different themes within the style of both plays presented in this guide.

__**Roles we play, life is a play, we are the actors.**__ Both plays present the 'roles' certain members of society are supposed to fill withing their lifestyle. In //Pygmalion// for example, we encounter the main stage with a theatre on a side, probably resembling those roles we learn to play. We learn how to dress and speak with the //“correct pronunciation”//. And in //Educating Rita// we found this too. When Rita feels the necessity of dressing up for Franks invitation to his home, and feels intimidated because she does not know what to speak about. Frank replies with: //“you were not asked to// //__play__// //that// //__role__////”// This also relates to the roles of the //“real students”// as supposedly believed by Rita. Of course this again relates to the gender roles in society, which are attacked by both authors in both plays as seen in the point “Gender expectation in society above.” Both plays explicitly show how should you behave regarding the social class you belong too. How you should dress, what you should buy (Rita: dresses, Frank: Books) how you should speak (Liza: flower girl at start and 'educated woman' at end) everything, as if written in a script, is related to the perception of society structure as a play in which individuals have 'pre-written' roles, dialogues, costumes and expected actions they should follow to maintain the play going until a possible resolution in which they eventually change, but become part of another play, with different scripts and so on.

//Johanne:// //Can you include the page numbers with the quotations you give us so it will be easier to look up? The part about// ** //Teacher-student relationship// ** //could be extended a bit, or become a part of another paragraph.// Jack: The Greek mythology is THE allusion, good! Some similarity to Wiki noticed! On the interpretation part, got carried away a little bit. But the overall idea of educating (sculpting) is probably somehow improbable for their class shift is clear (I may have got the wrong idea though). The impossible romance depicted as the writer's play on the reader is intriguing and interesting. On the part that life is just playing a role, it triggers a strong resonance in me. Brilliantly written, though there are seemingly redundant parts making the whole thing quite long (we also made the same mistake though).

Lisa: Your part is very detailed and you found the key comparisons between the books. The quotes you use are well chosen and underline your claims (I do also miss the page numbers). It's very clear written and explained. However there are some errors in the first part: Aphrodite is a greek goddess, Ovid was a roman poet, therefore the godess is Venus. The statue didn't have a name until the 18th century. The statue doesn't represent Venus, but his idea of a perfect wife. He loves her even before she's alive. You could say he loves the idea he created and is upset that she isn't alive. This is his innermost desire. You can find the original text here: http://www.gottwein.de/Lat/ov/met10la.php (starting from line 234)

<span style="color: #ff0000; font-family: Times New Roman,serif;">**THEME** Education and identity: <span style="color: #000000; display: block; font-family: Times New Roman,serif; text-align: justify;">Sometimes, a person’s personality can change when he goes through certain experience or when trying to improve, but does that mean that his identity can be then lost? Or does it depend on the personality itself, and the value of what the identity is changing for? A person can be unsettled between two choices. In educating Rita, for wily Russell, the main character, Rita is the example of that position, the position of being between improving herself and loosing the real her. Rita is the active sallow hairdresser, with the blonde hair and high heels and who is unsatisfied with herself, so she decides to improve it by EDUCATION. therefore, she goes to frank ,the old teacher who has so much potential but chooses to waste it all on his anger and sarcasm .Rita was longing to know everything ,she had a hunger for education .what she wished to be is a lady who knows what to eat, to wear, what wine to buy ,because she did not want to be herself anymore, she refused to be the funny girl anymore, who buys new dresses ,and goes to clubs .she made a choice, a choice to change herself and not to change her dress. She said to frank (I don’t want to be myself, me? what’s me ?some stupid woman who gives us all a laugh ) The kind of education that Rita needs to achieve her dream of being educated and able to mix with the students was the philosophy of education that is built on truth and reality. The one that gives guidance and more thoughts, doubts about life. That was what frank gave her, because the philosophy of education is what is going to provoke her thoughts as all the essays and papers on which philosophy of education is based on, made her realize, think and develop her own perspective of things. The more Rita knew and learnt, the more she changed. She used to interpret the books based on her sentimental nature like her sympathy with poor people and she did not care about her appearance until she learnt more and lived with Trish, she just based her opinion on what Trish thought ,judging frank’s writing from Trish ‘s point of view. She chose to live a civilized life, talking serious and filling her mind with knowledge, not caring about losing her real soul .the one that distinguished her and made her special. She chose education and change and that is her right. As every human being has the right to be educated, civilized and not to be laughed at. but from my opinion and from what I read in this book, Rita killed her soul, her spontaneity ,she did not improve but got worse. as the real her was gone .and that is not the purpose of education ,it should help the person grow his personality not erase it. I think education is blamed in the play, but it should not be because education does not change someone’s identity, quite the opposite, it helps people figure out them and fortify their confidence. But its because of rita’s personality ,impulsivity ,and longing to learn that made her unaware of the risk she is taking as she just wanted to imitate the image of the classy women who dresses and talks seriously that she lost her real identity. And so ,as I see it, education never makes us lose our identities but helps us figure out who we are because it provides us with the skills of thinking, analyzing and mediating but Rita was not fortifying her own skills that she had in the first place as much as she was erasing them and herself. Rita lost her identity because she was not satisfied and did not fight to keep the real her, but not because of education. __[|A man's errors are his portals of discovery.]__ <span style="color: #003399; font-family: Times New Roman,serif;">” <span style="color: #000000; font-family: Times New Roman,serif;">This is a quote by James Joyce that states that a man’s error and identity and who he really is ,is what makes his discoveries and intellectual growth <span style="color: #003399; font-family: Times New Roman,serif;">. <span style="color: #000000; display: block; font-family: Times New Roman,serif; text-align: justify;">This one states that ,sometimes education can not teach everything and that sometimes we have to know the things that are worth knowing as values from life .and education form life would not happen if one would lose his identity. //Johanne: I think that the observations from the movie should not be drawn into this guide which is about the book,// //"the blonde hair and high heels". The analysis is very good, but I think there is a bit of a contradiction that you in the second paragraph explain what she wants to become (the woman who knows what to eat, drink, wear, read etc.) while you in the third paragraph tell us that she wants something built on truth and reality. In the last sentences you describe how Rita was not fortifying her own skills like other people do when they are educated. Could you explain this a bit further? Great idea to include the Joyce quote, also the Wilde quote.//
 * Nada**
 * “<span style="font-family: Times New Roman,serif;">[|Nothing that is worth knowing can be taught.]” ||
 * [|__Oscar Wilde quotes__] ||

Jack: The theme being said is education and identity, on which the ideas are elaborated quite well. But reading on makes me feel the theme is somewhat CHOICE and CHANGE. It is Rita's choice for education changes her identity, but not the education itself. She has attained a self-proclaimed identity before she was educated. This identity went through gradual change and finally halted in the place wanted it to be. My opinion only, and the paragraph was well written, in detail of course, just the first directions are confusing.

Lisa: You definitely found key ideas and described them. The different approaches and interpretations to the text are very interesting. You state that Rita loses her identity not by education but because she "didn't fight to keep her real identity". The questions that come up are: Did she really lose her identity? What is her real identity? As you say education "helps people figure out" (I guess you mean who they are?). If so I would say, that it might be possible that Rita wants to be this woman she is in the end. If she wasn't happy before, she didn't want to fight, because there was nothing to fight for... Sometimes it's quite hard to read the text, because of its long sentences and some spelling mistakes.

<span style="color: #ff0000; display: block; font-family: Times New Roman,serif; text-align: justify;">Christy (see below) <span style="color: #17365d; font-family: Cambria,serif;">Educating Rita – Theme: Education and Change The transformation and change of Rita under the influence of education is, of course, central to the plot and theme of Educating Rita. Education gave Rita the power to choose her future rather than for any specific insights into literature. The positive aspects of change brought by education to Rita will be discussed below. (The negative aspects of change brought by education will be discussed by Sophia.) Starting from Act 1 Scene, Rita mentioned how naïve those women in her hair-dressing shop wanted to change within an hour by changing their hairstyles, she thought that change could only take place if the inner side of the person changes. This serves as the hint of foreshowing the change of Rita by education. We can see the determination of Rita to change for her sayings, **“I want to know everything,”** and **“****I’m not gonna get a proper dress, not till- till I pass me first exam. Then I’ll get a proper dress, the sort of dress you’d only see on an educated woman, on the sort of woman who knows the difference between Jane Austen and Tracy Austin. “** Later in the play, we witness the change of Rita gradually, for example, Rita asked her customer in hair-dressing shop about Peer Gynt after she learnt the play written by Peer Gynt from Frank. Ridiculously, her customer thought Peer Gynt was a new perm lotion. The difference between Rita and her customer clearly showed that Rita had changed; at least, Rita knew Peer Gynt was not a perm lotion. Moreover, Rita had undergone transformation after summer school in London, she became more confident and self-motivated in studying literature. For instance, Rita was confident enough to stand up and ask questions in a university lecture. Rita was brave enough to challenge the point of view of a university student. Despite her working-class background, Rita was no different from a real university student. On the other hand, Rita learnt to think critically and independently, she was no longer the uneducated woman; she even had thoughts against Frank’s opinions. Take the discussion of a literature piece “The Blossom” between Rita and Frank as an example. Frank thought the piece was simple and uncomplicated; however, Rita thought that there was implicit meaning in the piece; she thought that it was about sexuality. This proves that Rita was independent of Frank and she could have her own opinions on the interpretation of literature works, even it was opposite to what Frank thought. In short, what education gave Rita was more than insights into literature, but education also gave her choice for her future. As Rita said in the last scene, **“A good pass in examination might be worthless in the end. But I had a choice. Because of what you’d given me I had a choice.”** Insights into literature actually mean nothing and worthless to Rita, however, education trained her thinking so she could choose what to do in her future now. Education did not give any specific destination to Rita and Shaw did not mention where Rita go at the end, because the actual destination is not the main focus in the play, Shaw mainly wanted to express the choice gained by Rita when she was educated. This can be reflected by what Rita said, **“****I might go to France. I might go to me mother’s. I might even have a baby. I dunno. I’ll make a decision, I’ll choose.”** //Johanne: The way you take us through it, and that you consider the pro's and con's. I think that the two parts about Identity and Change could be clearer on what they are both dealing with, because they melt together sometimes, but this applies both to Nada's part AND Christy's part. Maybe defining exactly what you are to analyze for us, so that we know that they are two very different aspects.// Jack: Given a rather different view at a glance, saying it's CHANGE rather than IDENTITY that matters in the theme. But still, it seems that in this view choice is given by education. I still hold the rather opposite, that choice gives the pathway to education. If any ordinary working class girl is educated, she might end up VERY differently from Rita. Thus it's personal choice that matters the most. Still nicely done, as well as in great detail.

Lisa: Your part is very well written and easy to follow. Especially the last point about Rita's choice is very well explained. Some parts, for example the one about her determination, tell the story with well chosen quotes but don't develop it further.

Benji: I like the way you explained it. You actually followed the chronological order of the events in the story and gave analysis. I think you can go a little deeper cuz you're good:)

__Theme (Sophia) Education and change__ <span style="font-family: 'Cambria','serif'; font-size: 11pt;"> In //Educating Rita,// we can see how education affects Rita’s life. This examines one of the themes that the relationship between the education and choices. To have education, Rita, as a young woman, has to make different unavoidable choices, in which things around her may be gained or given up because of the choice of having education. //Marriage// **<span style="font-family: 'Cambria','serif'; font-size: 11pt;"> In //Educating Rita//, Rita is married to Denny but she doesn’t want a baby. She wants to complete her education and takes the examination as every student does. However, her husband disagrees with her pursue of studies but only wants her to have a baby. On the other hand, according to the standard and values of the society, what Rita wants to do is contradictory with the expectation on the role of young wife. At //act one scene 5,// Rita said “//I told him I’d only have a baby when I have a choice. But he doesn’t understand. He thinks we’ve got a choice…//” This shows that Rita has no choice but to give up either education or marriage. This dilemma eventually leads to the breaking up of the marriage at the later stage of the play. By choosing to have her freedom, she has to give up the marriage between Denny and her.
 * //<span style="font-family: 'Cambria','serif'; font-size: 12pt;">Things to give up: //****<span style="font-family: 'Cambria','serif'; font-size: 12pt;">

As mentioned at //act two scene 6,// Frank accuses Rita that she has lost her freshness and uniqueness after she is educated. Quote of Frank, “//No- you’ve found a different song, that’s all- and on your lips it’s shrill and hollow and tuneless//” In Frank’s eyes. He believes the conventional education is “//pretentious, characterless and without style//”. By choosing to have education, Rita gives up her bright and fresh originality, her unique personality and freshness. Education changes her thoughts. She is not able to see things in a creative and new way as before. This is pointed out by Frank’s words, “//hollow//” and “//tuneless//”.
 * //<span style="font-family: 'Cambria','serif'; font-size: 12pt;">Originality and Uniqueness //**<span style="font-family: 'Cambria','serif'; font-size: 11pt;">

Lisa: I really like how it is written. It's easy to follow not only because of the structure but also because of your use of language. You definitely stated the choices she has, but it could be developed further. How does Rita feel about giving up her marriage? She really seems to love her husband and so the decision wasn't easy. This could show, how important it is for her to be free. Last part: She might have lost her originality and uniqueness, but hasn't she gain a lot more? I personally think, that it depends a lot on what you value.

Benji: Good work Sophia :) I think you kinda pin-pointed the 2 obvious transformations of Rita and i appreciate the fact that you did quoted lines from the play to support your claim. However, just a little suggestion, you might want to show more differences other than this two like her job, style, her appearance... <3

= __Comments: The class should comment here about the guide.__ = remember this is not away of criticizing, but //commenting// to achieve a really good guide.

=Cristóbal:= Johanne's point is interesting and almost complete, but I believe she should aso talk about the current division in British society. Now days, British society also devide itself by highly strong matters and they identify still by their accents. We have for example people from Esicks (sorry if my spelling is wrong) which accents is easily recognizable in Londoner society and gives away the stereotype of a plumber or a construction worker. Direct example of educating Rita and class division (quotes) could complete completely the guide's section.

Jen's par of the guide is highly informational but seems a little bit incomplete, more quotes are needed to relate important themes as <span style="color: #000000; font-family: Times New Roman,serif;">"all women are capable of asserting their ability to achieve equality". Plus, Jen did not finish the last sentence.

Lisa's part was very simple and informative, good to get a grip of the hitorical background, however relating it more to the text would be useful for those reading the guide in my opinion, something like: Rita could be a representation of the working and changing classes of woman during that time.

I found benji's and Lettie's part very full-filling, with clear allusions to the texts and simple, concrete explanations. Vey well done.

Nada's points very interesting ideas but the way to point them is not that consice, I would recomend a less 'roundy' text. Sometimes it seems she sas something and the ocntradicts herself. for example, it seems that she implies Rita, "does not want to be the funny girl anymore" because she wants to be educated. Of course, we understand what Nada tries to say because we discussed this together in class... but for a moment it seems nada is implying educated people are not funny.

I liked Christy's form of concise writing and her well put ideas, she correctly outlined one of Russel's themes in the play, I like the idea of "fighting against frank" as an example of development.

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