Introduction
Radu Mihaileanu, a Romanian filmmaker, narrates the story of an African kid who poses as an Ethiopian Jew to enter Israel but encounters bigotry and heartache in his film “Live and Become,” which is built from solid dramatic aspects but was hastily put together. However, the rambling plot, shoddy performances, and sentimentality keep the picture from being the gut-punching experience it could have been. However, “Live and Become” has strong niche-release potential and is likely to find a home at Jewish festivals (Mihaileanu and Blanc, 2005). It brings up the challenges immigrants face and how they are forced to cope with the situations surrounding them. The text is about the film and the orientation of its ideologies towards immigrants. It shows ways used by the immigrants to survive the countries they want to live in.
Immigration Issues in the Film
Fundamental issues of ethnic and religious identity and the agony of exile are at the heart of “Live and Become,” an intermittently compelling swatch of recent Israeli history filtered through the experience of an African immigrant. With epic aspirations that are only partly realized, the movie, directed by the Romanian-French filmmaker Radu Mihaileanu, aspires to be something like a contemporary “Exodus” from an outsider’s point of view (Mihaileanu and Blanc, 2005). However, so many themes converge with so much history, as the film tries to integrate an anguished personal odyssey with two decades of events, many seen briefly on television that 140 minutes is barely enough time. The young African who goes by the name Schlomo for most of those 20 years lives a lie (Mihaileanu and Blanc, 2005). The movie’s moral heft and tension over whether his secret would be revealed come from his secret: that he is Christian and not descended from the Falasha, an Ethiopian Jewish tribe known as Beta Israel. The movie is conceptually a follow-up to the director’s Holocaust parable “Train of Life” from 1998, in which Jews impersonate Nazis to avoid deportation.
Schlomo (shortened from Solomon) is drilled to recall the specifics of another boy’s identification and is admonished never to betray his actual identity should he be deported. Years pass before he understands that his mother’s rejection was his rescue rather than a punishment (Mihaileanu and Blanc, 2005). The rest of the movie is spent with him pining after her, and a recurrent, overused scene features him talking to the moon. Hana succumbs to disease soon after arriving in Israel, and Schlomo is adopted by liberal French-Israeli parents Yael (Yael Abecassis) and Yoram (Roschdy Zem), who already have two kids. Schlomo struggles to adjust; he refuses to eat, picks fights, and attempts to flee despite their compassion and support. Racism is a universal reality. Schlomo, the only non-white student at his school, is rejected by his peers, whose parents want him removed because he could expose their kids to rare African illnesses (Mihaileanu and Blanc, 2005). Yael enters the school with a passion because of their prejudice and then makes the most surprising and poignant gesture in the movie by openly kissing and licking Schlomo’s face to prove he is not a danger to others’ health.
Usage in Class
Migration has been featured on the top page of newspapers worldwide for the past two years. According to the most recent statistics, there are around one million immigrant students in the United States alone. These pupils struggle with issues like anonymity and high mobility. Additionally, educators who engage with and learn from immigrant kids and their families must be aware of the unique requirements that immigrant students have. The main goal of multicultural education in programs preparing teachers is to prepare them to educate pupils from varied cultural and language backgrounds. Despite the importance of this concept in pre-service teacher education, programs frequently need to adequately explore the unique qualities and features of immigrant children and their families.
Although immigrant students are frequently included in other categories, such as second language learners, the way teacher preparation programs train aspiring teachers is restricted by the need for a thorough understanding of immigrant students’ intrinsic characteristics. Program graduates leave preparatory programs prepared to adapt their teaching methods according to their students’ linguistic demands and to enrich their classes with information about their cultural backgrounds. However, they regularly demonstrate a lack of awareness of how immigration affects how immigrant kids act, perform, engage in class, and develop.
Conclusion
Since acculturation has been essential to sociocultural justifications for immigration worries, the film is helpful to the class. It shifts attention away from migration’s historical, political, and religious aspects, and its measures have been called into question. Discrimination has been cited as one of the factors hindering successful immigrant integration and producing unfavorable life consequences. Individual and institutional measures of racial discrimination are associated with health disparities among minorities and immigrants, even after controlling for various social and behavioral factors, including acculturation. A stressor that can be harmful to the body and soul is perceived discrimination. There is enough proof that social connections matter in people’s lives. The phrase “social support” has developed to signify the advantages of social connections. This may be because by mixing with natives, some of whom may have negative ideas about immigrants, newcomers are more likely to encounter prejudice. People should thus be made aware of the value of immigrants and given a chance to coordinate their worldviews with indigenous people. Cultural appreciation is nurtured throughout a person’s life and is first taught to youngsters.
Reference
Radu Mihaileanu and Alain-Michel Blanc (2005) Live and Become – IMDB Producers. Web.