# data[].attributes.attachment_caption
History of the City of Naples, Italy
• Greek Origins: Naples was founded by Greek settlers from Cumae in the 8th century BC as "Neapolis," a new city, and became an important center of Magna Graecia.
• Roman Rule: The city maintained its Greek customs throughout the Roman period.
• Medieval Period: After the fall of the Roman Empire, it was ruled by Goths, Byzantines, Lombards, Normans, and Suevi, becoming the capital of its own duchy and later of its kingdom.
• Kingdoms and Dominations: In the 13th century, it became the capital of the Kingdom of Sicily under the Angevins, a position it maintained under the Aragonese, Spanish, and Bourbons.
• Unification of Italy: Naples became part of the Kingdom of Italy in 1861.
Economy
• Port Importance:
Its port has historically been a crucial trading center in the Mediterranean, handling maritime trade.
• Tourism and Services:
Currently, its economy is largely based on tourism, agriculture, and industry, with a renewed focus on economic and cultural recovery.
• Challenges:
Despite its historical and cultural richness, the city faces socioeconomic challenges, being one of the cities with the highest unemployment rates in Italy.
Culture
• Gastronomy:
Naples is world-renowned for inventing pizza, especially the margherita pizza.
• Cultural Center:
It has been a cultural center for centuries, hosting artists, writers, and architects and serving as the center of Italian music, literature, and theater.
• World Heritage Site:
Its historic center, one of the largest in Europe, has been declared a UNESCO World Heritage Site.
People and Legacy
• Diverse Population:
The history of Naples has been marked by the blending of cultures and populations over the centuries, from Greeks and Romans to Spanish and French.
• Emigration:
Many Neapolitans emigrated to other parts of the world, especially to the United States and Canada, taking Neapolitan culture and values with them.
• Historical Figures:
The city has seen the passage of influential figures such as the Bourbon kings, Emperor Frederick II (who founded the university in 1224), and the Garibaldins, who facilitated Italian unification.

Analysis:

The film "Children's Train" tells the story of several families living in southern Italy in the post-war context of 1946.
The film is set in Naples, Italy, where we see a context of poverty, an unstable economy, and precarious conditions for the families living there.
On several occasions, there are also the context of dysfunctional families, where the family at the center of this film is headed by a single mother and a son. However, the context in which the mother's story unfolds becomes tense as the mother is in a relationship with a married man, in which he pays for sexual favors.
Here we cover two key points: first, the role of a single mother in a context of poverty, how to raise her son she puts ethics aside and also her Catholicism where she violates the 6th commandment "you shall not commit impure acts" and the 9th commandment "you shall not consent to impure thoughts or desires."
This makes us think to what extent we link ethics and humanity to carry out acts within our society.
While we remember that living conditions are precarious, she has chosen the wrong path, being viewed by society in a discredited way.
Here then we could also discuss the principles that govern this society. Let us remember that Italy is a country with a deep Christian heritage, the Catholic Church being the main denomination since ancient times, the presence of the Vatican in the  heart of the film, as an independent state and resident of the Pope, reinforces the importance of Catholicism in Italy.
The Catholic faith is of utmost importance to Neapolitans, with a deep-rooted presence in local history and culture. Naples is the seat of the Archdiocese of Naples, an important structure within the Catholic Church. Based on the above, we understand that the context in which the film is set is a traditional one where the basis is the traditional families observed since the Holy Family of Nazareth, composed of Jesus, Mary, and Joseph, which is a model of unity, holiness, and love.
The single mother then represents impurity, a sin before society.
Despite the mother's efforts, the money is not enough, and this forces the child to go in search of work. We see him recycling old clothes or sheets to be sold. Afterwards, the mother finds him a job with a neighbor. This helps maintain stability within the home. In the neighborhood, there is a father who owns a small family business where his children and the children of neighboring families work. The place makes shoes, and it is here that the little boy in the story, Amerigo, comes to work.
Amerigo is a charismatic boy who views life through love. His reality is precarious, but he tries every day to make the best of it and be well with his mother.
The situation worsens, and the solution to this problem is to send the children from this area to northern Italy, where they will be welcomed by the Communist Party and Italian women via the so-called "Train of Happiness." At this point, it is clear that the parents are afraid of such a difficult decision, but despite this being the best choice at the time, their only means of communication is by mail, and they hope to receive letters and photos that demonstrate the children's good care.
On the other hand, children are afraid until the moment they leave, despite living in a society ravaged by violence, experiencing food shortages, and having to work from a young age. They don't want to leave their parents.
The context changes when they arrive in northern Italy, and the children can admire the impressive change in the context they were in. They haven't left their country, but where they are, there is no longer hunger. People grow their own food, and they can live a dignified life accompanied by a family that protects and nurtures their love.
This completely changes the way the children see life, how they go from living in nothingness to having what they rightfully deserve: a home, daily food, health, education, and, above all, the joy of being a child.
Despite this, and despite the time that passes, children must return to their homes after a period of time. Some no longer consider this possibility, given where they are now.
They can count on a well-being for their existence. What would they do upon returning? Return to the precarious conditions offered by their families? They don't see this as convenient, and some reach agreements and stay with their new families, but this is not the case with Amerigo. His mother wants him to return and stay. Ignorance has completely surrounded him, and he doesn't see it as right for him to spend his life away from her.
He returns, but his heart remains in northern Italy, so despite attempts to keep him, Amerigo returns to what he considers his home with his new mother. It is there that he finds a family and a life of joy, doing what he loves: playing the violin, something his mother always deprived him of because she felt he didn't deserve it.

This film deals with values, stigmas, and beliefs from a time (1946) when Catholicism was the centerpiece of Naples. All the events that occurred also reveal other problems already addressed within the same culture, where ignorance reigned, and social class was important. Children were limited in their dreams by their parents, who believed they didn't deserve it because they were from a disadvantaged class.
On the other hand, survival is also seen through humanity. As far as possible, the film doesn't involve theft or acts of violence to survive, but rather blends daily survival practices with assertive decision-making.
Despite the conflict experienced, the general population is seen living peacefully in a community, helping others whenever they can. Therefore, it is also important to highlight how the communists provided a favorable solution for these families in times of difficulty, putting aside differences and beliefs, simply by being good people. Finally, "The Children's Train" invites us to experience through a life, Amerigo's life as if it is possible, as they say "you can be whatever you want to be", ultimately "life always places us where we should be"

# data[].attributes.body
The film Rabbit-Proof Fence (2002) directed by Philip Noyce, is a powerful narrative based on the true story of three Aboriginal girls who were taken from their families during the 1930s in Australia. The movie portrays the consequences of the assimilation policies carried of the assimilation policies carried out by the Australian government, which aimed to integrated Aboriginal children into White society by removing them from their communities. The escape of the girls: Molly, Daisy, and Gracie, represents not only an act of survival but also a strong expression of cultural resistance. This analysis will focus on how the film illustrates cultural themes and values, the representation of societal norms, and the implications for cultural identity.

Cultural Themes and Values

One of the strongest cultural themes in the film is the deep connection between the Aboriginal people and their land. The land isn´t only a physical space but also a source of spiritual identity and continuity. In the scene where the girls decide to follow the rabbit-proof fence, the land becomes a guide and a symbol of hope. Their decision demonstrates how cultural knowledge and traditions serve as survival tools

Another key cultural value is the importance of family and community bonds. The girls’ determination to return home to their mothers highlights the Aboriginal emphasis on kinship. Unlike Western societies, where individuality is often prioritized, Aboriginal culture places great value on collective ties. This cultural principle drives the narrative and gives meaning to the girls’ dangerous journey.

Representation Of Societal Norms

The film also exposes the societal norms of colonial Australia. Mr Neville, know as the “Protector of Aborigines,” represents the government´s paternalistic and authoritarian approach. He believes that Aboriginal children should be separated from their families to be “civilized” and assimilated into while culture. This reflects he dominant societal norm of the time: the idea of Western superiority and the erasure of indigenous culture.

The contrast between Western and Aboriginal norms is strongly depicted. While the government enforces strict discipline, control, and cultural suppression, the aboriginal worldview emphasizes freedom, oal tradition, and spiritual connection to nature. For example, the scene of the girls´ escape highlights this clash: the authorities view them as runaways who must be recaptured, while the girls see themselves as protectors of their culture and family bonds.

The police officers and trackers who pursue the girls also represent societal norms. They embody the legal and institutional forces that maintained inequality and discrimination, showing how deeply colonial ideologies were embedded in everyday society

Implications for cultural identity

The journey along the rabbit-proof fence serves as a metaphor for cultural survival. The fence, originally built for agricultural purposes, becomes a guide that leads the girls back to their community. Symbolically, it represents the line between cultural erasure and cultural resistance.

The film demonstrates that even under systemic oppression, Aboriginal identity remains strong. The girls’ ability to resist assimilation and return home sends a powerful message: cultural identity can survive despite attempts to erase it. Their story highlights the resilience of marginalized communities and the importance of remembering history.

On a broader level, the film challenges audiences to reflect on cultural identity in a global context. It shows how forced assimilation, colonization, and the imposition of foreign norms threaten indigenous traditions around the world. At the same time, it emphasizes the role of storytelling and film as tools to preserve memory and recognize historical injustices.

# data[].attributes.body
The film The Pursuit of Happyness (2006), starring Will Smith and based on the true story of Chris Gardner, has become a narrative reference that reflects the core values ​​of American culture. The story presents the journey of a man who facing poverty and homelessness, struggles to achieve economic and professional stability to ensure the well-being of his son. Beyond the biographical plot, the film serves as a window into the cultural identity of the United States, symbolizing the notion of the American Dream, the importance of resilience, the value of independence, and the central role of family in personal development.

This analysis explores how this story reflects historical, social, and cultural elements of American society and how these values ​​influence the way opportunity and success are perceived.

One of the main cultural elements illustrated in the film is the belief in the American Dream. This idea, deeply rooted in American identity, holds that anyone, regardless of their background, can achieve success through effort, perseverance, and determination. Chris Gardner embodies this story despite economic, social, and racial obstacles, he never abandons the conviction that he can achieve a better life.

The American Dream is more than an individual aspiration; it is a component of national identity that reinforces values ​​such as independence, self-reliance, and meritocracy. The film reinforces the message that hard work and discipline are paths to progress, a story that influences the way American society values ​​successful people and sometimes justifies social inequality as a matter of individual effort.

Although the film celebrates personal achievement, it also exposes social issues that are part of the cultural reality of the United States. In the 1980s, when the story is set, economic inequality, unemployment, and lack of housing were growing problems in large cities. Gardner and his son represent invisible families who suffer from a lack of social security and state support, showing that achieving the American Dream is not equally accessible to everyone.

Nevertheless, the story emphasizes resilience as a cultural value. In American identity, the ability to rise in the face of adversity is a fundamental virtue. Society celebrates stories like Gardner's because they reaffirm the idea that, despite structural difficulties, personal effort can make a difference. This emphasis on resilience has influenced how society perceives everyday heroes and how successful stories are portrayed in the media and in education.

Another relevant aspect is the importance of the family and the transmission of values ​​between generations. The relationship between Chris Gardner and his son shows how American cultural identity is not only built on an individual level, but also through teaching children to believe in themselves and strive for their goals. The scene in which Gardner tells his son, “Never let someone tell you, you can't do something,” reflects the cultural value of fostering confidence, autonomy, and ambition from childhood.

Likewise, education and professional training are presented as doorways to social mobility. Gardner pursues an opportunity as a stockbroker because in American society, these professions represent success, prestige, and stability. Thus, the film not only tells a personal story but also reproduces cultural symbols associated with progress and social recognition.

The narrative of The Pursuit of Happyness has had a major impact on how society understands success and social mobility. In the United States, stories like this are celebrated because they confirm the belief that the country is a land of opportunity. However, they also generate debate, as they highlight the structural inequalities that make it difficult for everyone to access those opportunities.

In cultural terms, the film works as a pedagogical tool as it inspires people to persevere and reinforces values ​​such as independence, discipline, and responsibility. At the same time, it influences the international perception of the United States, projecting an image of a country where individual effort can overcome any obstacle.

To sum up, the film shows the duality of American culture, on the one hand, the promise of success through effort and perseverance; on the other, the social and economic barriers that limit equitable access to that ideal. This contrast is what makes Chris Gardner's story a powerful representation of America's cultural identity and its influence on contemporary society.

# data[].attributes.headline
Cultural Analysis: Coco (Disney–Pixar, 2017)

# data[].attributes.subject
Cultural Analysis: Coco (Disney–Pixar, 2017)

# data[].attributes.body
1. Introduction
The animated movie Coco (2017), produced by Disney–Pixar, tells the story of Miguel Rivera, a young boy who dreams of becoming a musician despite his family’s ban on music. The film is set in Mexico and revolves around the Day of the Dead, a cultural celebration that honors ancestors. As an English-language production inspired by Mexican traditions, Coco bridges American storytelling with Latin cultural representation, showing how language and art preserve identity across generations.

2. Cultural themes and values
Coco highlights several cultural values deeply rooted in Mexican identity: family unity, respect for ancestors, and the importance of memory. The concept of familia is central; the story reminds viewers that belonging and love are essential parts of human existence. The film also introduces non-Mexican audiences to Día de los Muertos, illustrating how traditions and symbols—such as marigold petals, altars, and portraits—maintain the connection between the living and the dead. Through colorful animation and music, Coco communicates that remembering one’s roots is a universal value.

3. Representation of social norms
The movie portrays the social norm of prioritizing family decisions over individual desires, which reflects many traditional Latin families. Miguel’s conflict with his family represents the generational tension between modern individualism and traditional collectivism. The prohibition of music symbolizes how families preserve social order through customs, even when they clash with personal dreams. This cultural tension between obedience and self-expression is familiar in many societies, making Coco relatable to audiences worldwide.

4. Implications for cultural identity
Coco serves as an example of how language and art preserve cultural identity in a globalized world. Even though the movie was created in English, it integrates Spanish words and cultural references that celebrate bilingualism and multicultural awareness. The narrative also illustrates how stories can resist cultural loss by transmitting traditions to new generations. In this sense, Coco promotes cultural revitalization through media, encouraging respect and curiosity toward other cultures while validating minority identities within global narratives.

5. Conclusion
Ultimately, Coco reflects the intersection of language, culture, and identity. The film shows that remembering where we come from strengthens our sense of belonging. It communicates a universal message: identity is not static but built through relationships, traditions, and storytelling. By sharing a Mexican story through an English-language lens, Coco becomes a bridge between cultures, promoting global empathy and cultural appreciation.

References (APA 7th edition)

Riley, P. (2007). Language, Culture and Identity: An Ethnolinguistic Perspective. Continuum.
Da Silva Sinha, V., Moreno-Núñez, A., & Tian, Z. (2020). Language, Culture and Identity – Signs of Life. John Benjamins Publishing Company.
Unkrich, L. (Director). (2017). Coco [Film]. Pixar Animation Studios.

# data[].attributes.body
In this collaborative reflection, our group analyzed four cultural narratives from English-speaking contexts and global cinema: The Kiddie Train(2024), Rabbit-Proof Fence (2002), The Pursuit of Happyness (2006), and Coco (2017). Although each story emerges from different cultural backgrounds, all of them portray the powerful connection between language, identity, and the search for belonging. Through these narratives, we explored how individuals and communities express their values, resist social inequalities, and maintain their cultural roots in a changing world.

The Kiddie Train(2024), presented by Deiba Ruiz, highlights the historical evolution of Naples, Italy, through multiple cultural influences such as Greek and Roman heritage. Even though this narrative is not originally in English, it was analyzed within an English-speaking academic context, emphasizing how history and language shape identity. The story reflects cultural resilience, showing that traditions and memory allow a city to preserve its sense of self despite centuries of foreign domination.

Rabbit-Proof Fence (2002), analyzed by Alejandra León, is a strong representation of the forced assimilation of Aboriginal children in Australia during the 1930s. The film shows how language loss and colonial oppression threatened Indigenous identity. However, the girls’ journey back to their homeland symbolizes cultural resistance and survival. The use of Aboriginal language and storytelling demonstrates that language is not just a communication tool but a core part of identity. This aligns with Riley’s (2007) idea that losing one’s language often means losing one’s cultural consciousness.

The Pursuit of Happyness (2006), analyzed by Diana Mercedes Cabezas Gómez, portrays a different dimension of identity—one based on personal struggle and social mobility in the American context. The film depicts how perseverance, hope, and determination form part of U.S. cultural values. Through the protagonist Chris Gardner’s experiences, the narrative reflects how success is socially defined by economic stability, but true happiness comes from emotional resilience and family unity. This film emphasizes individual agency as a cultural trait of American society, contrasting with the collective values seen in other cultures.

Finally, Coco (2017), analyzed by Elica Lorena Volker Giraldo, presents a bilingual English-language film that celebrates Mexican traditions, specifically the Día de los Muertos. The film connects memory, art, and family as essential components of cultural identity. Through the character of Miguel, Coco demonstrates how young generations can reclaim their heritage and resist cultural forgetting. The mixture of English and Spanish dialogues exemplifies how globalization can foster cultural revitalization instead of erasing diversity.

Across all four narratives, several common ideas emerge. First, language functions as the foundation of identity—whether through the spoken word, music, or storytelling. Second, family and memory are universal elements that connect people to their roots. Third, cultural survival often requires resilience, as communities face pressures from colonization, migration, or economic hardship. As Da Silva Sinha, Moreno-Núñez, and Tian (2020) argue, identity is continuously shaped through communication and shared meaning-making. Each of these narratives supports this concept by illustrating how cultural expression allows individuals to redefine who they are within broader social systems.

In conclusion, this collaborative exercise allowed our group to appreciate how cultural narratives from different countries can converge around shared human experiences. Through the analysis of these films and stories, we recognized that cultural identity is not static—it evolves with language, family, and community. By reflecting on these diverse perspectives, we strengthen our awareness of global diversity and the importance of preserving linguistic and cultural heritage in the modern world.