The norms. Furthermore, to break away from the fairy

The title of my tale is Little Black and
Little Brown Riding Hood. I revised Grimm’s 
Little Red Cap. I chose to revise this tale for numerous reasons. I
chose the Little Red Cap tale (Normally referred to as “Little Red Riding
Hood”) because it is a tale of violation. Thus meaning that a person or persons
get violated within the tale. Little Red Riding Hood is the “Scholar’s Tale”
because it is the tale that scholars write about the most. Scholars write about
the transition between oral (“The Grandmother’s Tale”) to the written
(Perrault’s “Little Red Riding Hood”), to the latest (Grimm’s “Little Red
Cap”). Grimm’s scholars stress that the brothers were plagiarists. The Grimm’s
brothers stole from both The Grandmother’s Tale and Perrault’s Little Red Riding
Hood. I chose the Grimm’s version because there are two stories within the
tale. The only story/tale that circulates throughout western culture is the
first tale because the western culture is not interested in tales that have no
violation of young, beautiful girls.

The audience for my tale is minority
males from ages eight to twenty-five. I chose the audience of minorities
because I wanted to bring to light the violation that has been taking place in
America for centuries. Furthermore, I chose minority MALES because I also
wanted to expose the fact that American culture tends to be blind to the fact
that males can be victims of a violation, not only women. However, in my tale,
I do not express about “violation” in terms of sexual assault similar to how the
Grimm’s tale does. In my tale, I expose the violation of young men in America
from a “leader” standpoint. The white leaders within America create structural
inequalities that have held African American men back for centuries on end.
Structural inequalities are disadvantages and advantages determined by the
structures within the institutions of a society (i.e. the legal/court/law
enforcement systems, among others). Moreover, I wanted to express that young
black males are the leaders of the future and have the tools to bring up their
communities, but the “wolves” are lurking and waiting to pounce.

We Will Write a Custom Essay Specifically
For You For Only $13.90/page!


order now

My agenda for writing this tale was to
first radically revise the Grimm’s Little Red Cap. Then, to shape and
un-enforce cultural norms. Furthermore, to break away from the fairy tale
tradition that has constituted a history of revisions that present clearly
defined dynamics and roles. Furthermore, my agenda was to change the main
character from a female into two males. The morals that I wanted to convey is
that the ruling class that is within a position of power should steer away from
a material deterministic mentality (the way that the ruling class determines
who gets certain resources or how structural societies establish who can obtain
resources and who cannot). Furthermore, I sought to write about the racial
realism of our society and show that minorities have to use a racial realistic
mentality. Racial realism is a view that racial progress is sporadic and that
people of color are doomed to experience only infrequent peaks followed by
regressions. An example of this is the current continued assault on voting
rights by Congress. Many advances “guaranteed” by the Civil Rights Act (1964)
have now been repealed or severely undercut, as to make them virtually useless.
An example of racial realism within the tale of Little Black and Little Brown
Riding Hood is Little Black and Little Brown say, “Another fifteen minutes away
from here, you’ll know you’re there when you see the new, ugly houses that the
wolves have built in our community” (Grimes, 2). This quote highlights the
gentrification that takes place within minority communities.

The major dynamics of the Grimm’s Little
Red Cap tale were the beautiful, brainless little girl, the violator that was
the wolf, and the use of two tales in one. Little Red Cap was the most
beautiful girl throughout the land and everyone loved her, but her grandmother
loved her the most. The wolf in the tale meets Little Red Cap as soon as she
enters the woods. Furthermore, the wolf poses as a friend to Little Red Cap in
order to sneak into her grandmother’s house and “gobble” her up. In my opinion,
the most important dynamic of the Grimm’s Little Red Cap is the second tale.
The second tale introduces an alternate ending to the first tale, a good one I
might add. In the second tale, Little Red Cap and her Grandmother have a brain
because they come up with a PLAN to defeat the wolf. Also, the wolf does not
get punished in the first tale. The only person to receive punishment is Little
Red Cap because according to the Grimm’s point of view, she strayed off of the
path, so it is inherently Little Red Cap’s fault that she and her grandmother
were gobbled up by the wolf. However, in the second tale, drowning to death
punishes the wolf.

The first major dynamic that I changed to
the tale of Little Red Cap was the title. I changed the title to Little Black
and Little Brown Riding Hood. I wanted to plainly state in my title that there
would be two main characters or main victims instead of one. I chose to use two
main victims instead of one because I wanted to represent black and brown
minorities (Black and Hispanic). The next major dynamic that I changed to the
tale was the descriptions of the two boys. The tale states, “It was the melanin
in their skin, the plumpness of their lips, the honey of their eyes, the span
of their hips, the shine of their smile, the ribs of a king, and the hearts of
gold” (Grimes, 1). I chose to use imagery, which is the use of adjectives and
subjects used to create a mental picture within a readers mind. I wanted the
reader to almost create the image of an African King or the image of a Hispanic
Emperador. I chose to let Little Black and the community get gobbled up in the
first tale in order to highlight the fact that within our communities, us
minorities tend to let the “wolves” in with no remorse. I show this by writing
the dialogue between the community and the wolf saying, “Who’s there?’ they
would ask. ‘I am a friend. I’ve brought you the knowledge and a dream. Open up,’
said the wolf. ‘Just come on in,’ they said. ‘We’re too weak and can’t get up
to see you” (Grimes, 3). However, in the second story within my tale, Little
Brown Riding Hood and the community come up with a plan in order to kill the
wolf. They use their BRAIN in order to entice the wolf from his perch by using
the scent of wealth and property.

Being gender dissonant comes from the
music term “dissonance”, which means there are no harmonious sounds. Gender
dissonance is when there is a conflict with expected gender norms. Western
culture is obsessed with the violation of little beautiful girls with no
brains, in this tale I try to break away from the cultural norms. Though my
tale plays into the “norms” of society in describing the two boys in my tale,
my tale is extremely gender dissonant. My tale address the double standard in
society that boys or males cannot be violated. Furthermore, I address the
violation of young boys not sexually. I address violation from a policy-making
view. Furthermore, our adults raising and teaching their children to not only
“do not stray from the path Timmy,” but to also teach them about the dangers of
the “woods” or the world. There are many violators waiting for children when
they enter into the world, whether female or male. Children should be equipped
with the knowledge of the many dangers before they start on their path.
Moreover, parents should reinforce to their children that they have someone
they can rely on and trust if they are ever violated in ANY way. My tale also breaks
away from the misogynistic mentality of “every man for himself” because the
boys in my tale are risking it all in order to save their COMMUNITY, not
themselves.

One of the major dynamics of any fairy
tale, especially in tales of violation is what scholars call the “triangle of
violation.” The triangle of violation is either the way the author wants you to
see or how reading against the grain wants you to view the violator, protector,
and the victim. In my tale, within the first story, the violator is the wolf,
there is no protector, and the victim is Little Black Riding Hood. Little Black
Riding Hood gets punished in the first story because I wanted to shed light on
racial realism. Racial realism is a view that racial progress is sporadic and
that people of color a domed to experience only infrequent peaks followed by
regressions. Think about the current continued assault on voting rights by
Congress. Many of the advances “guaranteed” by the Civil Rights Act
(1964) have now been repealed or severely undercut, as to make them virtually
useless. However, in the second story within my tale, I wrote that Little Brown
Riding Hood and the community worked together in order to punish the wolf with
death. Thus, in doing this showing that if minorities address racial realism
and work with the future women and men that will lead, they will be rewarded.
Furthermore, I rewarded the community and Little Brown Riding Hood because I
also wanted show that the marginalized can overcome the social construct of
race and the structural inequalities that minorities face every day.

Thenceforth, the lessons that my tale
teaches are: the ruling class that is within a position of power should steer
away from a material deterministic mentality, to break away from the fairy tale
tradition that has constituted a history of revisions that present clearly
defined dynamics and roles, the community should build up the youth, and that
males can be violated also. My tale teaches these lessons by addressing the
colorblind mentality of “wolves” in the world, by going against the grain when
composing my tale, by recognizing racial realism, and by being gender
dissonant.