Thursday, October 20, 2005

Chloe and the System

This is post 12 of Section II. To begin at the beginning, go here. Section II begins here.

Nor was her course work a welcome diversion. She found that hegemonic power relations were not as spellbinding as they had seemed in the Senior Honors Seminar, yet concepts like beauty or truth were hopelessly naïve (or diabolically delusory) constructions of the power structure. She often worried that her own appreciation of these qualities was a craven capitulation to the system.
As Elizabeth grew older, Chloe’s bond with the child weakened. The girl was unquestionably bright, and Chloe did not want to hold her back, but she had a notion that the educational computer games Gregory brought her were not giving her the leg up they were supposed to deliver. While Gregory and the parents and staff at the Wee Care center marveled at Lizzy’s speed in negotiating mazes and memorizing catalogues of dinosaurs, Chloe worried about her inability to pay attention and her proclivity for uncontrollable tantrums. Weekends at the mall with Gregory’s mother did nothing to abate these behaviors or allay Chloe’s misgivings.

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5 Comments:

Blogger Doug The Una said...

Aspberger's syndrome? Boredom?

8:47 PM  
Blogger Tom & Icy said...

It takes a whole village to screw up a child.

8:53 AM  
Anonymous Anonymous said...

Doug, did you go to Camp Makebelieve ?

9:05 AM  
Anonymous Anonymous said...

I went over there, and at first I thought it was sarcastically implying that Aspberger's Syndrome was a make-believe disorder, because the symptoms sounded like the traits of most people I know, especially family members (except Mall Diva, who is amazingly well adjusted; must be a sport).

8:49 PM  
Blogger Doug The Una said...

Dusty, I should have but the counselors thought I was wierd and annoying. Weirsdo, it's like ADD, a diagnosis whose symptoms are endemic to Homo Sapiens.

I can always tell a victim.

5:45 AM  

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