Allied Cultures
Literary Critiques
Written by our dedicated volunteers
Jeffrey T. Kidd
Cathy Sheafor
Robert Danielak
Erika Viado
Version: 2007 – 2014
“Cultural Diversity in the United States”
By Larry L. Naylor
“Cultural Diversity in the United States” examines culture and diversity topics, in regard to the
following categorizations: (1) Culture and Cultural Groupings, (2) Multiculturalism: Issues for
the Twenty – First Century, (3) Portrait of a Minority, (4) The Irish – Americans: From the
Frontier to the White House, (5) The Mexican – American Community in the United States, (6)
Filipino – Americans: The Marginalized Minority, (7) Of Prejudice and Pride.
Culture is defined as a system of changing learned ideas, and behaviors that humans adapt to.
Humans group together according to the posed problems in sociocultural environments. The
system of solutions to the relevant problems, where all needs are satisfied is called culture. Most
cultural groups differentiate themselves fro m other groups by their customs, history and beliefs.
The cultural system in the United States separates each cultural group according to their different
accomplished beliefs and behaviors. The assimilations version of multiculturalism reveals a
status quo viewpoint. This point of view directs attention to the privileged society. In addition,
the philosophy of multiculturalism ignores viewpoints, considerations and perspectives of racial
and ethnic minorities. In contrast, the multicultural version is more practical and ethical, since its
philosophical framework relies on harmony and cooperation between racial and ethical cultural
groups. The assimilations have nothing to fear from the multiculturalist’s version, since it
underscores the dominant category of society, as well as racial and minority groups, specifically:
African – Americans, Hispanics, Asians, and American Indians. The African – American
population is grouped by individuals whose skin color ranges from brown to black. In the United
States, skin color is the modus operandi of labeling a racial minority. The self – recognition of
African – Americans as an ethnic minority have resulted in limited access to political and
economic power in America. The majority and ruling class’s overwhelming control of power has
crystallized the African – American cultural group as a minority population group. Currently,
young Irish – Americans have had a painful history, since they have overcome oppression in
their native Ireland, and during nineteenth century America. This cultural group has healed from
its past history, since they do not harbor feelings of ill – will, resentment or revenge toward their
past and present oppressors. Another outcome from these experiences has been a demonstrated
ability to overcome by accepting the differences in others with the benefits of increased racial
group toleration. The Anglo dominance in Texas has led to racial prejudice and discrimination of
Mexican – Americans. Since the era of Texas independence (1836 – 1845), most Americans
have stereotyped the Mexicans as backward and lackadaisical. Discrimination and a lack of
educational opportunities are the reasons why Mexican – Americans have been underrepresented
in higher paying occupations. Filipino – Americans as a minority group have exemplified the
cultural and social diversity of American society. They have maintained their ethnic identity by
retaining their cultural values and beliefs. Filipino – Americans have also experienced prejudice,
stereotyping and discrimination, during their participation in American economic, political and
educational institutions. Furthermore, they have been ridiculed and discriminated against when
they speak the Filipino language. Overall, Filipino – Americans, and other racial and ethnic
minorities have made significant contributions to the United States based on, principles and
values of liberty, equality and justice for all. In American society, most of the population
perceives homosexual culture as a threat to beliefs about gender roles and sexua lity. An
expansion of the gender concept is the primary prerequisite for homosexuals to be accepted in
American society. The attestation of the presiding heterosexual white male dominance in this
country will worsen homosexual problems in regard to cultural diversity. Henceforth,
homosexuals who express their identities are ostracized and ridiculed. As a result, this hostile
environment inhibits their abilities to be healthy and functional in lesbian, gay, and American
culture at large.
Written by: Jeffrey T. Kidd
“Outcasts United”
By Warren St. John
Luma Mufleh, known as Coach Luma, is a 33-year-old Jordanian woman whose coaching
efforts are chronicled in this great book about the success of a soccer team composed solely of
refugees living in a suburb of Atlanta, Georgia. The players on Luma’s team, known as the
Fugees, are a variety of ages, sizes and abilities. They immigrated to America from Afghanistan,
Burundi, Kosovo, Liberia, Somalia and Sudan and most have endured tremendous suffering just
to get to America. They do not have much in common apart from their outsider status in
America.
Coach Luma is at times tough and at other times warm and sensitive. Her program
extends beyond soccer as she visits player’s homes, creates a mandatory tutoring program, and
teaches the boys about commitment and perseverance. She creates an oasis for the refugees
where they find an opportunity to live dreams they never dreamt. The setting for this true story
about an amazing woman, is Clarkston, Georgia which has become one of the most diverse
communities in the United States. Today, about half of the 7,100 residents are foreign-born.
This touching book is a must read for anyone who wants to understand how community is built.
Written by: Cathy Sheafor
“The Face of My Childhood”
By Alicia Ghiragossian
In “Beyond the Words” Alicia Ghiragossian reveals a profoundly poignant poem about her
identity issue and how powerfully it pierces her existence. Focusing on being an Armenian
growing up in Argentina, the result of her parent’s courageous escape from the Armenian
genocide in 1915 carried out by Turkey, the poem, “I Would Like to Buy” captures the essence
of her feelings of “otherness” within Argentinean society. The poem, even through its literary
nature, perfectly and accessibly delves into the conflicting psychology of discrimination.
Specifically the main issue of “otherness” is developed and the poet brings into discussion what
affects discrimination have on her adult identity- which can be universally felt by all people.
“I would like to buy The
face of my childhood. To
take it out
Of the photo album
Of refugees
And draw it identically
In another land
-that of my ancestorsNaked
Newly born
From the fires
Because in spite
Of all the lives
I have lived
I am still not myself.
I would like to wander
Through the streets Of
that land
Pregnant with freedom
Where bones
Were burst
With gunpowder
On a bed of flags.
I would like to touch that land
To feel my past
In its fragrance
And reclaim
My essence.”
The poem captures the reader’s attention by its rawness and truth and relates the psychology of
feeling discriminated against entirely. Throughout the poem there are references of a split soul- a
person who cannot claim her identity. The poet wants to “buy the face” of her childhood and cut
it out of the pictures that label her as a “refugee” in Argentina and “draw” it into the land of her
birth. The issue of labeling is inherent in discrimination which replaces the dignity of a human
being with a false idea and a false, usually damaging, stereotype, type, or image. A human being
cannot be pigeonholed. She is no longer a free child in the photograph but instead she is doomed
to be a “refugee” and inevitably an “other” in society. The status of “refugee” not only
negatively labels the poet, but also speaks directly to the fact that she does not belong in
Argentina and that she is ultimately a victim. The term “refugee” is not necessarily negative, yet
both the fact that she is a refugee from genocide and the “otherness” that society views her with
contribute to the negative association. No doubt this kind of labeling is destructive to a young
child and will affect her in adulthood.
Furthermore, it is intriguing how the poet mentions “in spite of all the lives I have lived I am still
not myself.” In a philosophical and existential way the poet makes a powerful and sorrowful
statement about how deeply the discrimination has affected her. The many lives she speaks of are
the phases of life, childhood, adolescence, adulthood, her creative life and how in spite of living
and breathing she is still not herself. She was never able to discover herself because her growth
was always tainted by false labels. Discrimination is destructive. And sadly, as seen in her
psychology, it has the power to make herself a stranger to her own self. This point is made
clearer in the next lines when she emphasizes how walking the streets of Armenia, now free yet
stained with the blood and the dead after the genocide, is the only place she can reclaim her
identity. It is there that she can “touch the land,” “feel her past” and ultimately “reclaim her
essence.” In her imaginary and hopeful visit to Armenia the poet pictures a time when she can at
last reclaim her identity and be herself. Significant to point out is the poet’s need to belong, the
poet’s need to experience a familiar culture, and the poet’s need to feel the history of her people.
As a refugee child in Argentina, the poet had to assimilate culturally by learning Spanish, going
to Argentinean schools and learning the customs. She did all those things and still had society,
mostly children her age at the Argentinean school, treat her differently and not understand her
accent or family. She would even try in vain to change her last name, culturally Armenian, due to
the fact that she was being taunted as a refugee. To be a child in an alien place while living with
a family deeply rooted in her native culture created an identity crisis within her. This crisis, in
turn, prompted the need to understand who she is, to belong to her culture. She cannot find
herself in a place where she is labeled, discriminated and not at peace. She loses herself. This
statement reaches universal levels and every human in every corner of the planet can relate to t he
need to belong and how discrimination forces into our faces our “otherness”, which is not a
negative thing after all. Therefore, discrimination does nothing but hurt, isolate and cause chaos
for the soul as so effortlessly expressed in this poem.
Written by: Robert Danielak
“Looking into and behind the color-blind mind”
By Ellis Cose
In "Looking into and behind the color-blind mind," affirmative action has made people
falsely believe that American Society is color-blind. American Society is originated on principles
of freedom and equality which is regarded as a subjective issue, and value. Ultimately, on the
other hand, American Society professes race-based slavery. The majority of white America
believes that racism is a dead issue. They also maintain that if blacks work hard they will be
totally successful. The latest white racist attitude presupposes that blacks are more successful
than whites; revealing a subjective disregard for racial equality. For black persons to succeed in
Anglo America they must excel in their job performance. To alleviate the problems of racism,
white America needs a reality check. Whites must ultimately realize that black America still
remains in a state of crisis. Once blacks become more active in government; they can change
society for equal opportunity, and complete integration in the workplace.
From the 1960's to present, there has been progress as far as racial equality is concerned. This
work in progress remains unfinished and unfulfilled. Black society must continue to advocate in
regard to human rights, civil liberties and racial equality. The present day status quo as far as
discrimination is concerned is unacceptable. The American public need not be ignorant and
uneducated as far as racial equality is concerned. Presently, the American public at large is
hypocritical in regard to fighting for the cause of racial equality. The public declares that they are
for racial equality; only for the reason that American Society views this cause as popular a nd
acceptable. In reality, what the public truly profess is that it is acceptable to have a divided So ciety with a powerful white majority, and a powerless black minority. In today's society, subtle
discrimination is being replaced with "aversive racism". Aversive racism is defined as the
behavior that whites exhibit toward blacks when they unintentionally and unconsciously
discriminate against them. An example of this is when a black applicant applies for a position.
The white person who has the hiring authority intentionally, searches for inadequacies in the
"black applicant's" application, then consequently disqualifies this person under false pretenses.
The hiring person utilizes his or her false pretenses to justify and rationalize their decision.
Written by: Jeffrey T. Kidd
“Our America: Life and Death on the South Side of Chicago”
By LeAlan Jones and Lloyd Newman with David Isay
Although not a feel-good story, this is a powerful poignant story of two boys living on
the south side of Chicago in a public housing project called Ida B. Wells. The story begins when
a radio reporter gives the boys a recorder and the boys set off to find the story behind the death
of a five-year old who was dropped to his death from the 15th story of a building by two other
young boys. The story quickly becomes more than the story of one boy's death and becomes
instead the story of the survival of LeAlan Jones and Lloyd Newman. Although the book is very
factual in its examination of the death of a young boy, it is also a story about poverty in
America. This book is a must read for anyone interested in youth and poverty and it provides a
great opportunity for young people to explore the topic as well.
Written by: Cathy Sheafor
“A Task”
By Czeslaw Milosz
Czeslaw Milosz, Polish poet, essayist, prose writer, and Nobel Prize winner captures the
essence of an oppressed mind victimized by the discriminations of the communist government of
Soviet Russia in his poem “A Task.” Specifically, this poem relates the profound damage that
controlled speech and the lack of freedom of speech can have on a writer- and on anybody
desiring to express themselves. Although this may not be the most common concern when
considering discrimination, it is discrimination against all people and the right they have to
expression. Controlling a person’s right to speech is lowering their status in society, making
them unequal to those in government or in roles of power, and damages human dignity. Many
countries around the world, most notably North Korea, Russia, Cuba, and many countries
touched by communism in the past, impose the injustice of “controlled speech” on newspapers,
media, writers, artists, and civilians wishing to speak up, protest, and petit ion. Dictatorships as
well, such as North Korea, and many African countries controlled by military regimes, and even
radical groups, impose this type of discrimination on their people- not to mention other and more
torturous forms of discrimination including race, religion, and gender. Milosz’s poem reads:
In fear and trembling, I think I would fulfill my life
Only if I brought myself to make a public confession
Revealing a sham, my own and of my epoch:
We were permitted to shriek in the tongue of dwarfs and demons
But pure and generous words were forbidden
Under so stiff a penalty that whoever dared to pronounce one
Considered himself as a lost man.
Milosz begins the poem by describing the “fear” and “trembling” he feels when wanting
to “fulfill” his life with the basic human need to express oneself truthfully. If he would be able to
express himself truthfully, his life as a writer and as a human being (with an inherent right to
expression) would be complete. However, the controlled speech the government imposes does
not allow this essential human right and he is left to “reveal a sham.” This “sham” is a lie, and he
knows it, and it is an example of the countless lies people are forced to tell in his “epoch.” While
the government allows lies, propaganda, and “shrieking” in “the tongue of dwarfs and demons,”
he writes so powerfully that “pure and generous words were forbidden.” Any reader can see the
hypocrisy in allowing lies and mutations of the truth, seen in the imagery of “dwarves and
demons,” to be allowed while forcing words of truth and justice into the shadows. However, the
point he is trying to make is even harsher than that: the fact that words of truth were not even
allowed at all, let alone pushed back into the shadows. If anyone “dared to pronounce” a truth
they would become a “lost man” hinting on the government’s punishment of shipping offenders
to Siberian work camps, gulags, jail, and even death.
The need to express oneself in this environment of communism and the dangers of doing
so is described to have destroyed the soul of the man (representing many people) in this poem.
Controlled speech robs humanity of fulfillment. And while this discrimination may not be the
most obvious type, it reminds us of the great freedom we have in America to be able to speak out
and produce change from the power of our will to do so. Milosz’s poem is a reminder of what
can happen to the individual, let alone society, when they are unable to stand up to those that
promote injustice. We are forced to become silent, and silence cannot fight injustice. Therefore,
the poem is an eternal reminder for the free world, especially in our great country of America, to
never allow injustice of any kind. Free countries must fight for the voiceless and the poem is a
reminder to stand up and get your voice heard for marriage equality, gender equality, human
rights, and any issue regarding racial and other types of discrimination. Any step in this regard is
powerful, from signing a petition to protesting. Milosz, in this haunting poe m, makes it
absolutely clear that it is the power of the voice that is so essential and instrumental to change
and that the lack of it is likened to death.
Written by: Robert Danielak
“Teach Like Your Hair's on Fire”
By Rafe Esquith
This is a must read for educators of all ages. Rafe Esquith teaches 5th grade in a Los
Angeles neighborhood where guns, gangs and drugs are part of everyday life. Most of his
students are first generation immigrants who live in poverty and few speak English well. But,
Esquith's students score in the top 1 percent on standardized tests and they go on to attend some
of the nation's best colleges and universities. Esquith details his teaching methods in this book,
explaining how he teaches Vivaldi, Shakespeare, algebra and much more to his students. But,
this book is more than a book about teaching. It is a story of courage, commitment, innovation,
and opportunity. While written and marketed as a book about teaching, Esquith's story is one of
overcoming discrimination and his approach is one that everyone can learn from, whether they
teach or not.
Written by: Cathy Sheafor
“The Bluest Eye”
By Toni Morrison
In “The Bluest Eye,” written by Toni Morrison, the author elaborates on the following
African – American themes: ugliness, black racial prejudice, importance of spirituality in
enduring lives of hardship, African Medicine, spirituality, and incest. The theme of this book
describes: racism against blacks, discrimination based on skin color, and black society’s
intolerance to the taboos of incest.
The story involves the following characters: Frieda and Claudia who were sisters, Mrs.
MacTeer, was the girl’s mother. Next, Pecola Breedlove, the central character, whose wish and
prayer for blue eyes was granted. Soaphead Church was a West Indian with light brown skin. He
was a, “Reader, Adviser, and Interpreter of Dreams.”
Pecola Breedlove was called ugly by her teachers and classmates alike. As a result she
developed an inferiority complex. To gain respect and acceptance, she prayed and wished for big
pretty blue eyes. After Pecola received her blue eyes Claudia and Frieda accepted her with
admiration. To black society blue eyes were symbols of beauty. Pecola’s possession of blue eyes
converted her from ugly to beautiful. Soaphead Church told Pecola , if the dog outside of his
apartment dies after eating poison, then she will get her blue eyes in two days. Next, he said, if
the dog lives after eating the poison, then her wish for blue eyes would be denied. Finally he
said, for her wish to become a reality it must be God’s Will. After two days, her prayers and
wishes for blue eyes was granted. She got her blue eyes.
After a few days, Pecola was sexually assaulted when her father – Cholly, had incestuous
relations with her. Frieda and Claudia heard the news that Pecola was pregnant from Cholly
when they were selling flower seeds in a neighbor’s home. Frieda and Claudia performed an act
of faith with the hope that the baby would survive. This act proceeded according to the following
stages: (1) a prayer for the baby, (2) planting flower seeds behind their house, (3) burying the
flower seed money near Pecola’s house. The flower seeds did not bloom, and the baby died. In
the end, Claudia and Frieda permanently sever their friendship with Pecola. They severed their
relationship with Pecola, since incest is regarded as a taboo to black society. In addition, the
black community discriminates against incest in black society.
Written by: Jeffrey T. Kidd
“War and Truth”
By Alicia Ghiragossian
In “War and Truth” (also available in Spanish) Alicia Ghiragossian, Nobel nominated
Armenian-Argentinean poet brings to light many human rights issues that the recent Bush
administration inflicted upon Americans and the international community. These issues involve
the administration’s and FEMA’s reprehensible reaction to hurricane Katrina, increasing foreign
anger around the world that discriminates against America, discriminating Iraq as the place to
create a false war and to wage Bush’s irrational agenda, creating propaganda similar to that used
to promote genocides in history, and initiating systemized torture. As she so powerfully,
poignantly, and truthfully recounts in the soulful landscape of the book, there were, and still are,
many issues of discrimination that have lingered from the Bush administration. The book bears
considerable relevance today after the release of the Torture Memos on April 16 th by the Obama
administration which now unfortunately proves Bush’s legacy of human rights violations. Dr.
Oscar Arias Sanchez, Nobel Peace Laureate, said about the book and Alicia’s illuminating
perspective that: “She is an eloquent witness to the enduring human quest for peace.” As a voice
for truth and justice the book is a reminder for all those who distrusted the Bush regime that they
were ultimately right in their disdain for a government now factually proven to have committed
many human rights violations and major discriminations.
The book begins with a soulful account of the 9/11 terrorist attack and then begins to
discuss the discrimination issues regarding Katrina:
“Of New Orleans… The
city you let submerge
Under water.
What was that?
Didn’t you like the status Or
the color of those people?
They were Americans like you
So why rescue them with guns?
And treat them like prisoners of war
Why were they arrested
For trespassing
In their own houses?
Whose spirit did you want to crush?
Although incredibly painful and difficult to read, the poet expresses a raw truth for tho usands of
people who were voiceless during the aftermath of the hurricane. It is the actions of a
government that count in times of crisis, and clearly in this disaster thousands of people were
forgotten. Her reference to rescuing them with “guns” and treating them like “prisoners of war”
also reflects the distrust law enforcement and officials had in these communities of the New
Orleans area, many of which were African American. Therefore, she poses a great question:
“why the guns?” and one may also add “why the disrespect?” These questions reveal many
issues which speak to the improper discriminatory responses that these officials and law
enforcement had in a time of crisis. The question must be asked: why there so much distrust and
indecency shown for the population of that area? Treating the victims of this disaster as
dangerous and criminal is injustice and transparent discrimination which to this day leaves the
area in shambles and lacking the potential it could have reached given proper federal aid in 2005.
Everyone should ponder the questions the poet poses as to why the costliest and deadliest natural
disaster in US history, killing more than 1,600 people, displacing more than 1 million, and
causing more than $25.3 billion dollars in damages (About.com US Politics) received such a
despicable reaction and treatment. The Bush administration did not only crush the spirit of those
affected by the hurricane, but of all Americans who sympathized and empathized in sharing the
burden of the disaster.
Furthermore, regarding the massive lies of the Iraq war, weapons of mass destruction,
and the now proven illegal torture, the poet makes a clear and emphatic statement saying that
instead of lessening the anger toward the Americans and our place in the world, the Bush
administration increased it. She writes about our false trust in the government: “We expected you
to dissolve foreign anger against the country, yet you increased it.” The Bush administration did
nothing to promote our better values and only increased discrimination against America as an
imperialist and a war monger, damaging the good efforts of innocent Americans everywhere.
The poet in her genius revelation of the Bush administration’s agenda declares that the American
ideal became Bush’s egotistical “I-deal” of massive brainwashing, corruption, confusion, and
war. In their quest to impose their self-centered “I-dealings” the Bush administration buried the
internationally respected “legal authority” and “civil liberties” of America under a massive lie
and myth in order to have his war. Is this not akin to the Third Reich the poet asks:
“We had the atomic era.
The time for Hiroshima.
We have the oil era.
The time for Iraq.
What happened
With civil liberties
And our tradition
Of legal authority?
Why barter those blessings
With this supremacy myth
To remind us the leaders
Of the Third Reich?”
The answers for readers everywhere are clear as they are haunting. Our rights, America’s
standing as a nation of laws and justice did indeed get “bartered.” She continues the brilliantly
accusatory and perspicacious section by explaining how the lies of the Bush administration grew
into a propaganda monster denouncing all those that spoke up for the opposite and for truth as
anti-American. This of course is discriminat ion against all those seeking justice. She writes that
this discrimination, in order to bolster their claim for war, for torture and for bartering civil rights
is the same corrupt mentality used countless times in history for genocides and other wars:
“It seemed tailor made
In the past
For a genocide
To exterminate millions
With impunity…
It seems tailor made
In the present
For tortures
Rape of dignity
And trampling
Human rights.”
Therefore the poet in her deliberate, direct, and profoundly raw style denounces this
discrimination imposed by the Bush administration against all those trying to speak the truth. She
likens them to the other radicals in history that used lies and corruption to promote and succeed
in their evil agenda; and it is the way the Bush administration protected their “right” to torture.
Countless Arabs, Muslims, and international individuals of “interest” were made scapegoats and
discriminated to fulfill Bush’s terrifying agenda for oil and power in Iraq and sent to be tortured
in Guantanamo. The New York Times, in April 2009, reported that water boarding was used
even before Justice Department lawyers “approved” any interrogation techniques. As citizens,
our own privacies of the 4 th Amendment, through the wire tapping that occurred, were “bartered”
and because of this our dignity as a people of the free world “raped” by a discriminatory and
delusional administration.
Furthermore, in addition to the physical losses of bartered rights and the casualties of
civilians and military are also the countless “possibilities,” she says, that were lost. She writes:
“Will humanity and justice ever prevail? Again
My child did not go to war.
I have not lost anyone.
But haven’t I truly When
my country has lost so
many
and So much…
Don’t we all lose
A little of something When
human beings vanish Before
fulfilling their dreams?”
Many politicians, pundits, and journalists have talked about the legacy of the Bush
administration. War and Truth, written in 2006, is a timeless voice of truth and justice that
reminds us, however painfully, that Bush’s legacy is one of major and disgraceful discrimination
that separates itself from the true ideals of the United States of America. From the victims of
Katrina, to the attacks on human rights, to those barred from speaking the truth so many years, to
the recent revealing of the “legalized” torture, the administration left nothing but a trail of
destruction and demise for American values and in so doing damaged human dignity for every
one discriminated against nationally and abroad. To read the full book War and Truth/Guerra y
Verdad please visit www.poetalicia.com.
Written by: Robert Danielak
“Leola and the Honeybears: An African American Retelling of Goldilocks and the Three Bears”
By Melodyue Benson Rosales
Melodye Benson Rosales’ Leola and the Honeybears: An African American Retelling of
Goldilocks and the Three Bears tells the story of Leola, a young African American girl who
wants to help with her grandmother with the wash. When dismissed by her grandmother, Leola
wanders into the Piney Woods where she meets a stranger, Mr. Weasel. In order to escape being
swallowed whole, Leola hides in a strange home where she eats southern food before finding a
comfortable bed on which to rest. This southern retelling of the classic fairytale is elegantly
illustrated with oil paintings that draw you into Leola’s adventure. It provides an excellent
opportunity to discuss cultural differences with children and is a must read for anyone lo oking
for good children’s picture books.
Written by: Cathy Sheafor
“A Long Way Gone: Memoirs of a Boy Soldier”
By Ishmael Beah
In "A Long Way Gone: Memoirs of a Boy Soldier" Ishmael Beah depicts the reality of
the atrocities committed in Serra Leone from 1993 to 1998. The author describes the details of
the murders, rapes, and looting committed by both the rebels and army factions. In addition,
Beah reveals the drug abuse of the armed factions by revealing that marijuana, and cocaine were
the drugs of popular usage.
In January of 1996, when Beah was fifteen years old, he was released from the army.
After this he was sent to a rehabilitation camp called the Benin Home. The purpose of the Benin
Home was to rehabilitate boy soldiers, and rebels who suffered from the major symptoms of Post
Traumatic Stress Disorder. Ishmael was selected to interview (by Mr. Kamara the Director of the
Benin Rehabilitation Center) for presenting a speech at the United Nations in New York City
based on his past experiences of giving inspiring speeches about why boy soldiering must be
stopped. Beah was selected to give his speech for the following two reasons: One, he personally
suffered, and participated in the war. Two, he had successfully undergone rehabilitation.
At the United Nations Economic and Social Council (ECOSOC) Ishmael began his
speech by saying "I am from Sierra Leone, and the problem that is affecting us children is the
war that forces us to run away from our homes, lose our families, and aimlessly roam the for ests.
As a result, we get involved in the conflict as soldiers, carriers of loads, and in many other
difficult tasks. All this is because of starvation, the loss of our families, and the need to feel safe
and be part of something when all else has broken down. I joined the army because of the loss of
my family and starvation. I wanted to avenge the deaths of my family. I also had to get some
food to survive, and the only way to do that was to be part of the army. I have been rehabilitated
now, so don't be afraid of me. I am not a soldier anymore; I am a child. We are all brothers and
sisters. What I have learned from my experiences is that revenge is not good. I joined the army to
avenge the deaths of my family and to survive, but I've come to learn that if I am going to take
revenge, in that process I will kill another person whose family will want revenge; then revenge
and revenge and revenge will never come to an end ..." (p.199)
In conclusion, "A Long Way Gone: Memoirs of a Boy Soldier", defines the reasons that
children join the army or rebel forces. These children are the children that are permanently
displaced from their families. Their parents, brothers, and sisters are either massacred or flee
wherever they can find safety. The children are faced with two horrendous options: One, join an
armed faction, or two, starve to death. The author expresses through his experience that the
concept of revenge is meaningless.
Written by: Jeffrey T. Kidd
“Waiting for the Barbarians”
By J.M. Coetzee
Internationally acclaimed South African author J.M. Coetzee shows both his literary
power and political/social insight in his novel Waiting for the Barbarians (1980). The novel is
known as one of the most gripping indictments ever written on the subject of colonialism and the
innate discrimination and human rights violations it produces. The novel is set in an unnamed
empire that is being threatened by “barbarians” or the native people of the land. The narrator of
the novel is portrayed with a greater compassion for these “barbarians” whom he considers mere
victims of an irrational war. However, he is too weak and lacks the conviction to protect them
against his brutal and vicious colleague, Colonel Joll. It is through the eyes of the narrator that
J.M Coetzee shows the victimized and human side of these supposed “barbarians” and the
ultimate realization at the end of the novel which is a scathing an eternal voice against all such
discrimination and human rights violations.
It is significant to describe the many images of the horrible treatment of these
“barbarians” to grasp the effect the novel is making. While these images are physical they are no
doubt metaphors for the additional damage the strong and powerful do to the souls and spirits of
the weak when positioned as erroneously superior; such as colonial empires and what they do to
the natives. Specifically in this novel, Coetzee is not shy to portray the “barbarians” in
dehumanized situations while also paralleling them to more tender portrayals which allow the
reader to feel the internal struggle of the narrator. He sees “a little boy who stands on one leg, his
arm on his mother’s shoulder, staring back curiously at the onlookers. Someone brings a bucket
of water and a ladle. They drink thirstily.” Clearly these “barbarians” are human. A young boy
with one leg is no threat, nor is the mother who clutches him to her shoulder. So why are they in
captivity and why do these soldiers of the unnamed Empire treat them as dangerous? Perhaps it
raises again the question of “otherness” which is inherent in discrimination. The “otherness” of
these people engendered a fear in the stronger Empire, and thus they responded to the false fear
with war. In addition, the “otherness” of the “barbarians” is also described in parallel terms: at
once showing their majestic relationship to nature and the psychology of the Empire and why
they captured them. The narrator, struggling with the question of dehumanizing these clearly
human beings says:
“These river people are aboriginal, older even than the nomads. They live in settlements
of two or three families along the banks of the river, fishing and trapping for most of the year,
paddling to the remote southern shores of the lake in autumn to catch red worms and dry t hem,
building flimsy reed shelters, groaning with cold through winter, dressing in skins. Living in fear
of everyone, skulking in the reeds, what can they possibly know of a great barbarian enterprise
against the Empire?”
This section of the novel is significant because we are able to see that these
“barbarians” are not the evil enemy and it is the Empire’s own fears which dehumanize them in
order to control them, and ultimately their fear creates a system of captivity. This is not unlike
racial segregation, marriage inequality, gender inequality, and slavery. All of these systems
dehumanize a set group of individuals in order to assuage the majorities fear and ignorance of the
“differences” of these people while keeping the transparent power they do no t wish to “lose” to
them. And this is exactly the struggle that the narrator recognizes. Unlike his other comrades, he
is not afraid of these “differences” and sees no need to dehumanize them.
Beyond the death, sickness, hunger, and illness, however, the narrator makes a
surprising discovery that also adds to the cycle of dehumanization that the majority afraid of a
minorities influence creates. He notices that the bread, sugar, tea, and food they receive are
enough to suffice. The narrator is in awe of the unusual peace of these people, while in captivity
and how quickly they grew accustomed to the ready food no matter how little. He says: “They
are happy here; indeed unless we chase them away they may stay with us forever, so little does it
seem to have taken to lure them out of a state of nature.” “Happy” here of course is a relative
term. While the narrator describes the “barbarian’s” acceptance of their captivity as “happy” it is
quite clear they inherently cannot be, especially when many are sick, dying, and many have lost
their babies and children. However, this section is significant because it explains the fear of the
“other” perfectly. It is the fear that they may enter their society and stay forever; integrate and
never disappear. And this is the goal of the unnamed Empire: to keep them dehumanized so they
can never be equal. This is akin to segregation all over the world and seen especially in the
apartheids of South Africa- which as a native of the country is defiantly a political message made
by Coetzee.
The ending of the novel is the epiphany section. The narrator finally breaks down the
excuses he makes for the Empire, the excuses he makes for himself, and takes a stand. He
releases the prisoners because they are human with an inherent right to freedom just like citizens
of the Empire. However, because he worked with the Empire to capture these people he cannot
be part of the “New Empire” of clarity and freedom. He, representing the majority, are tainted
and stained by the discrimination, injustice, and dehumanization they forced upon these people.
So long as they are alive the “barbarians,” now natives, are a reminder of the injustices caused
upon them. The narrator states in one of the most poignant epiphanies ever written on the
subject:
“It would be best if this obscure chapter in the history of the world were terminated at
once, if these ugly people were obliterated from the face of the earth and we swore to make a
new start, to run an empire in which there would be no more injustice, no more pain. It would
cost so little to march them out into the desert (having put a meal in them first, perhaps, to make
the march possible), to have them dig, with their last strength, a pit large enough for all of them
to lie in…leaving them buried there forever and forever, to come back to the walled town full of
new intentions, new resolutions.”
While incredibly poignant, the point is harrowing. As a living reminder of injustices he
caused them, the narrator, representing others like him, would rather erase the memory of this
dehumanization by killing these people. He recognizes the injustice he caused is so deep and
painful that there is no other way for him and others like him to start over fresh. However, this is
not reality and he must deal with the reality in front of him and therefore he will use all in his
power to better the situation, regardless if the memories stay alive. He declares:
“But that will not be my way. The new men of the Empire are the ones who believe in
fresh starts, new chapters, clean pages; I struggle on with the old story, hoping that before it is
finished it will reveal to me why it was that I thought it worth the trouble. Thus it is that,
administration of law and order in these parts having today passed back to me, I o rder that the
prisoners be fed, that the doctor be called in to do what he can, that the barracks return to being a
barracks, that arrangements be made to restore the prisoners to their former lives as soon as
possible, as far as possible.”
Coetzee’s genius can be seen in this last epiphany expressed by the narrator. The narrator
must live with his choices and “struggle on…hoping that before it is finished it will reveal to me
why it was that I thought it was worth the trouble.” It is clear that Coetzee is analyzing the
psychology and politics of colonialism and its bitter production of segregation, apartheid,
discrimination, and truncating of civil liberties. This epiphany is especially true for countries like
the U.S.A, South Africa, Germany, Cambodia, Rwanda, Russian, Turkey, and many others with
a history of slavery, discrimination, segregation, and genocide and unfortunately those that still
practice it today. However, Coetzee also integrates a realistic hope within his message. Beyond
showing what dehumanizing a selected group of people through discrimination or truncating
freedoms can do to society in general, it is possible for those in power to change. Like the
narrator who realizes the uselessness of fearing and dehumanizing “others” there is hope for
everybody to change by accepting people that are supposedly different and respecting the
humanness that is theirs just like yours.
Written by: Robert Danielak
“How the Garcia Girls Lost Their Accents”
By Julia Alvarez
Julia Alvarez’s novel, How the Garcia Girls Lost Their Accents, a semi-autobiographical
account of a family’s immigration to America, begins in 1989 with a visit to the Dominican
Republic. The novel is a series of short stories, presented in reverse chronological order. Each
focuses on a different family member: Papi, Mami, and their four daughters, Carla, Sandra,
Yolanda, and Sofia. The family arrives in New York in 1960 after their father’s attempt to
overthrow Dominican dictator Geralissimo Trujillo forces the family into exile. In the
Dominican Republic, the Garcia family lived comfortably, taking advantage of opportunities
afforded to them because of their genteel status. The Dominican culture takes center stage in a
series of stories of the family’s homeland and each story unveils the differences between
Dominican and American culture. As the girls grow up in America, struggling to exist in a new
culture where skin color matters and language is a barrier, each symbolically loses her accent.
Alvarez’s novel is a powerful story of individual struggles to bridge cultural gaps and build
identity. In addition to telling an intricate story of culture clash during the social and sexual
revolution of the 1960s, Alvarez reveals the power of family during times of change and
transformation. How the Garcia Girls Lost Their Accent provides an excellent opportunity to
explore the issues of culture, race, gender, family, war, and change. Add it to your reading list.
You’ll be glad you did.
Written by: Cathy Sheafor
“Shooting an Elephant”
By George Orwell
George Orwell, internationally renowned author of Animal Farm and 1984, was born in
India in 1903. His father was a British civil servant there, and later Orwell also served in the
Imperial Police in Burma from 1922-1927. These facts are crucial because it was his work as an
Imperial Officer which instilled within him the abhorrence towards British Imperialism and
towards imperialism in general so prevalent in some of his works. His Imperial service also
produced within him a sense of guilt about his services for the government, which he only
realized in his later twenties, and which gave him the haunting feeling that he must make up for
it. It was this volition and need for justice which led him to write one of the most controversial
and anti-colonialist essays in English Literature, Shooting an Elephant (1936). The essay is still
relevant today as it explores the ultimate futility of a class society and also the psychological,
political and social implications that imposing rule on seemingly inferior people creates. This
futility can be seen in modern military campaigns such as the American war in Iraq and the
conflict between Israel and Palestine where violent and deadly tension is created as a result of
imposition. The essay focuses on one man, who must take responsibility and do something about
the elephant that runs wild and attacks the native Burmese. It is in this situation that Orwell
masterfully divulges the psychology of a man “selected to power,” who really is only a mask for
colonialism and quite divided himself over the evils of imperialism.
Primarily, the essay divulges the raw and anxious nature of the narrator directly at the
onset as he describes his persona and how he is perceived in Burma. He says: I was hated by
large numbers of people – the only time in my life that I have been important enough for this to
happen to me. I was sub-divisional police officer of the town, and in an aimless, petty kind of
way anti-European feeling was very bitter. The section goes on further to describe how the
Burmese jeered and molested European women walking alone in the streets, and how he himself,
though a police officer, was insulted and harassed even by Buddhist monks. This is a significant
introduction because it shows that imperialism and the forced imposition of rule by an alien
power on a native people not only forces discrimination upon the natives, but instills hatred in
the natives themselves and creates a cycle of racism and anger. Therefore, the essay excellently
reveals this truth about the nature of imposed rule that sadly instills hatred and discrimination
that may not have been there before. This is akin to Bush naming Iran, one of the most pro
western countries in the Middle East, as part of the “Axis of Evil” and therefore instilling a
negative hatred that may not have been there before. Furthermore, this is also seen in the futility
of the Guantanamo torture and prison sight which by imposing a fake “mask of power” on
supposed and as yet not convicted “terrorists” only increased hatred towards America.
The essay continues to show how the narrator himself is confused about imperialism, and
offers us this profound and insightful revelation that: I had already made up my mind that
imperialism was an evil thing and the sooner I chucked up my job and got out of it the better.
Theoretically – and secretly, of course – I was all for the Burmese and all against their
oppressors, the British. As for the job I was doing, I hated it more bitterly than I can perhaps
make clear. In a job like that you see the dirty work of Empire at close quarters. He also gives a
reason for joining the Imperial Police, which rings true for many young people around the world
and reveals how government blinds youth to serve in futile and evil purposes through
propaganda: I was young and ill-educated and I had had to think out my problems in the utter
silence that is imposed on every Englishman in the East. Surely this speaks to the disruptive
powers of propaganda that the government imposes on youth to recruit them in their imperialistic
and military ploys, and it is utterly unjust and unfair, just like the injustice it reaps. The narrator
realizes this himself: All I knew was that I was stuck between my hatred of the empire I served
and my rage against the evil-spirited little beasts who tried to make my job impossible. Feelings
like these are the normal by-products of imperialism; ask any Anglo-Indian official, if you can
catch him off duty. Therefore, masterfully the essay pinpoints the cycle of hatred and anger
which is born from all types of imperialism, colonialism, and any discriminatory system which
subjects one type of society to lower standards and human rights.
After learning that an elephant was running wild in the streets, the narrator reacts by
getting a gun, for protection only, and heads out to instill peace. He emphasizes many times that
he only wanted to “observe the elephant” until it leaves and had no intention of killing it. It is
this moment in the essay where the narrator reveals the psycho logy of a man trapped between the
evils of a government and the hatred of a populous which he must play the leader to. While the
elephant was not harmful in any way and was busy eating, the narrator felt pressure from the
crowd that this would be the perfect time to shoot the elephant. He realizes his divided situation
and thinks:
Here was I, the white man with his gun, standing in front of the unarmed native crowd –
seemingly the leading actor of the piece; but in reality I was only an absurd puppet pushed to
and fro by the will of those yellow faces behind. I perceived in this moment that when the white
man turns tyrant it is his own freedom that he destroys. He becomes a sort of hollow, posing
dummy, the conventionalized figure of a sahib. For it is the condition of his rule that he shall
spend his life in trying to impress the "natives," and so in every crisis he has got to do what the
"natives" expect of him. He wears a mask, and his face grows to fit it. I had got to shoot the
elephant. I had committed myself to doing it when I sent for the rifle. A sahib has got to act like a
sahib; he has got to appear resolute, to know his own mind and do definite things. To come all
that way, rifle in hand, with two thousand people marching at my heels, and then to trail feebly
away, having done nothing – no, that was impossible. The crowd would laugh at me. And my
whole life, every white man's life in the East, was one long struggle not to be laughed at.
Therefore, the power and prestige of an Imperial officer is nothing more than mask and a
puppet, and even worse he kills his own soul for working for the evils of the government. He
finally shoots the elephant and feels so much agony for the wounded animal, which takes hours
to die and which the people were prepared to strip for food. The profound barbarism of the
situation creates a momentous impression on the mind of the reader and we are able to see, and
also feel, the profound futility of the narrator. What was his role? Wouldn’t a native be better
prepared to deal with the elephant without killing it? And it is this very futility that unveils the
mask and hollow role of the Imperial officer, the modern equivalent of any forced military
operation which imposes its role on a people who have no trust for it. By playing a false role the
narrator does nothing but continues the evil discrimination of the British government and
destroys
his
own
soul
while
being
utterly
lost
in
a
foreign
land.
The essay concludes with a haunting reminder of this fut ile “role playing” that leads to
nothing but destruction and the narrator ponders about the opinion of the populous and about his
leadership. He also shows how he has changed negatively as a human being and how he became
his
role,
which
means
he
is
only
concerned
for
the
mask
he
wears:
Afterwards, of course, there were endless discussions about the shooting of the
elephant. The owner was furious, but he was only an Indian and could do nothing. Besides,
legally I had done the right thing, for a mad elephant has to be killed, like a mad dog, if its
owner fails to control it. Among the Europeans opinion was divided. The older men said I was
right, the younger men said it was a damn shame to shoot an elephant for killing a coolie,
because an elephant was worth more than any damn Coringhee coolie. And afterwards I was
very glad that the coolie had been killed; it put me legally in the right and it gave me a sufficient
pretext for shooting the elephant. I often wondered whether any of the others grasped that I had
done it solely to avoid looking a fool.
The bitter irony has become that while striving to not look like a fool, he has become a
fool. He does not even see the death of the native as the death of a human being, but as
something that will maintain the right for him to have shot the elephant in the court of law. He is
a fool, playing a role that is futile. And while this essay may be at once specific to this situation,
there is no doubt that George Orwell elevates the relevance of the discussio n about imposed
military power, and many governments around the world must realize the destruction they cause
to the souls of young people and generations everywhere due to their thirst for power, rule,
military exploits and the subsequent subjugation of certain peoples.
Written by: Robert Danielak
“The Shame of the Nation: The Restoration of Apartheid Schooling in America”
By Jonathan Kozol
In “The Shame of the Nation: The Restoration of Apartheid Schooling in America,”
activist and author Jonathan Kozol explores the modern-day segregation of children in various
public schools across the nation. Years of hands-on research and experience, coupled with the
personal accounts of the children and teachers at such schools enables Kozol’s work to be
poignantly informative. “The Shame of the Nation: The Restoration of Apartheid Schooling in
America” illustrates the disconcerting reality of poor and minority children of urban schools,
most of whom are comprised of African-American and Hispanic families, that have become so
segregated to a degree comparable to that of a pre-Brown v. Board of Education era. Throughout
the book Kozol presents data that shows unpleasantly ironic situations; he mentions how it is like
a “slap in the face to pioneers” such as Rosa Parks and Martin Luther King, Jr., who fought for
equality, yet, the schools bearing their names are typically the least integrated. In another
instance, Kozol shows the discrepancy between the rich “white” children’s education and that of
the poor minorities who attend the segregated urban schools; the more privileged private schools
benefit from extra teachers, enrichment programs, smaller class sizes and significant monetary
contributions from the parents. On the other hand, segregated schools rarely have any financial
contributions where essentials like textbooks, teachers, and school building repair do not get
fixed. Despite such circumstances, Kozol also highlights the people who are constantly trying to
work through the constraints, such as compelling teachers, principals and especially, the students
themselves. Jonathan Kozol’s knowledgeable background and passion for education reform
powers the work to be eye opening and creates motivation for change.
Written by: Erika Viado
“We Are All the Same”
By Jim Wooten
This heart-warming tale of a South African boy with AIDS is both powerful and eye-opening.
Written by an award-winning journalist, the book is a touching account of Nkosi Johnson’s battle
against AIDS. Born to a poor mother who was dying of AIDS, Nkosi grew up in the home of a
white South African named Gail Johnson. He travelled around the world to raise money for
Nkosi’s Haven, a home for women and children battling AIDS. But, Wooten’s story is more than
an
account
of
one
amazing
child
and
his
courageous
fight.
It is also a story of AIDS in South Africa where 7,000 infants die of AIDS each month. A tear jerker, this is a must read for anyone interested in the power of the human spirit.
Written by: Cathy Sheafor
“Getting Even: Why Women Don’t Get Paid Like Men”
By Murphy & Graff
Chapter 5 of “Getting Even: Why Women Don’t Get Paid Like Men” titled “Plain Old
Discrimination” the authors examine the following areas where women experience
discrimination: hiring, promotion, pay, pregnancy penalty, and lawsuits.
A prime example of inhibiting women to attain professional jobs occurred in 1952, when Sandra
Day O’Connor applied for a lawyer job. The firm she applied to stated that they don’t hire
female lawyers. Sandra Day O’Connor held an elite ranking in her law class, since she graduated
third out of one – hundred and two of her 1952 Stanford Law Class. Many hiring professionals
utilize illegal hiring policies called, “gut instincts,” which give men an unfair advantage in the
hiring process. The biased reasoning for their hiring decisions is simply that men are more
capable than women of doing a good job. In the hiring process, a man and a woman’s
qualifications may be equal, but the job is given to the man based on sex biases. Another
injustice women face is that after succeeding at an interview, they must pass an additional test,
which is to prove their job competence. Many managers slot applicants according to their sex,
regardless of their capabilities and credentials. For example, women were slotted as cashiers with
low pay and promotion potential at Home Depot during the 1990’s. The men on the other hand,
were slotted as sales associates with career paths to management positions. In addition, at Publix
grocery stores women’s promotions and raises never occurred, since they were never offered.
Like Home Depot, women were restricted to cashier job slots which paid less with little or no
likelihood for promotion. Job promotions and advancements were biased in the men’s favor,
since managers picked men who worked in the stocking isles. Moreover, the “tap – on – the
shoulder method,” gave management unrestricted power / authority to chose men without
explanation.
“When one woman, Genevieve Oney, complained that she had no chance to move up, she
was actually told, you’re making good money for a woman. What is good money for a woman?
Before the lawsuit, men working at Publix full-time made, on average, 35 percent more than
women working there full-time. Apparently, good money for a woman is 65 cents to a man’s
dollar.”
Another type of discrimination which workforce women experience is the pregnancy
penalty. Women who become pregnant suffer repercussions for their pregnancy, namely:
termination, demotion, and placed on unpaid leave. An example of the pregnancy penalty was
when a woman detective experienced the penalty phase for the consequences of having a second
child. Her police department’s employment policy in regard to pregnancy was that pregnancy is
an, “off – the – job injury”. This woman detective experienced the following consequences due
to her pregnancy: her overtime pay was rescinded, as well as her authorized use of an unmarked
police car. The police departments’ action of rescinding her overtime pay placed her in a
financial hardship, since her overtime pay accounted for one – third of her total gross earnings.
When this woman detective refused to accept her departments penalty phase concerning
pregnancy, she was penalized again by being sent out on unpaid leave, and stripped of her entire
paycheck. This woman detective took her police department to court and won. As a result from
this discrimination lawsuit, she lost respect from her colleagues, family, and her husband, who
divorced her.
“Worse, the lawsuit did not get this police officer’s paycheck even with what it should
have been. In the end, this particular cop received $401,361 as part of her group’s jury award. Of
her portion, $137,000 went to her lawyers. Another $132,000 went directly to state and federal
taxes. That left her with $132,361 some of which had to be used to cover debts incurred while
being unable to work overtime during the lawsuit.”
The monetary funds she received did not cover her loss of pay, as well as the following
hardships: mental, emotional, and personal distresses. Ultimately, the case was categorized a
success, since it forced the police department to change its policy in regard to pregnant police
officers and detectives.
Written by: Jeffrey T. Kidd
"Kids R Us"
By Margaret Bohannon-Kaplan.
The thesis of this book reveals problems, and innovative solutions (from kids & adolescents
viewpoint) for today's youth and adolescents. The author's structure of this book is based on facts,
and creative analysis. This book has truly informed, and educated me concerning the causes, and
effects of youth & adolescent behavior in contemporary society. I highly recommend "Kids R Us"
to all age groups, since I believe it's a relevant guide to understanding kid's behaviors.
First, in today's society youth are forbidden from assuming real responsibilities. Therefore, most
youth are unprepared for the adolescent phase of development. As a result, some of the misguided
adolescents wind up drinking alcohol, and having sex.
Second, since both parents are working (most of the time) kids needs for love, and parental
guidance go unmet. As a consequence, these kids might suffer from low self-esteem. Some kids
might go to extremes by participating in sexual activities. They do this since they feel resentment
that their parents are rarely home.
Third, In today's society when youth request assistance in making important decisions the teachers,
and guidance counselors are frequently absent. Ultimately, parents, and the schools are failing to
teach our kids proper: values, morals, and personal responsibilities. Kids who are fortunate enough
to have mentors can receive help in decision-making, and solving dilemmas. Kids who volunteer
with the elderly can benefit by receiving wisdom, and precious advice. Moreover, senior citizens
can feel happy in acknowledging that today's youth will develop into adults capable of leading this
country successfully into the future.
In Conclusion,"Kids R Us", examines the (problems in the homes, and the educational system)
from the youth's viewpoint. To resolve the problems that the parents, and schools are experiencing
they must take into account kids demands, and dreams.
"You are a child of the universe no less than the trees and the stars you have a right to be here."
DESIDERATA, found in Saint Paul's Church, Baltimore: dated 1692.
Written by: Jeffrey T. Kidd
1.
"Life of Pi"
2.
by Yann Martel
The story's setting is in Pondicherry, India. The story's theme is based on one's personal
spiritual faith in God. Piscine Molitor Patel is the prominent character in this story. The
nickname that he called himself is "Pi". Pi believed in and practiced: Hinduism,
Christianity, and Islam.
During February 1976, the Indian Constitution was suspended, and the Tamil Nadu
Government was overthrown by Delhi (Mrs. Gandhi). Pi-Patel's father (Santosh) sold the
zoo, so that his family: Pi, Ravi-his brother, his mother (Gita), and himself could emmigrate
to Canada. Pi's family left India on the Panamanian-registered Japanese cargo
ship,"Tsimtsum". After the ship left Manila, and was midway to Midway it sank. Santosh
had loaded the ship with some of the zoo animals. Most of the animals drowned when the
ship sunk. The only animals that survived the ship's sinking were: a Bengal Tiger (which Pi
nicknamed "Richard Parker"), a Spotted Hyena, an orang-utan, and a disabeled Zebra.
Pi's trial (on a lifeboat, and customized raft) in the Pacific Ocean lasted over seven months.
Pi's spiritual beliefs enabeled him to survive this ordeal against all odds. He prayed:
mornings, afternoons, and evenings. His praying helped him steadfast his spirit in his
predicament. During this trial, Pi discovered an algae island. His spirits fell once that the
trees contained balls of leaves which contained human teeth.
When Pi reached land (being Mexico) he was very weak. The Mexican Villagers fed him,
gave him clothes, and took him to the hospital. Once the lifeboat had arrived on the
Mexican Shoreline, the Bengal Tiger (Richard Parker) escaped into the jungle. Pi was taken
to the."Benito Juarez Infirmary, in Tomatlan, Mexico." After he arrived there he was
questioned by Tomohiro Okamoto, and his junior colleague, Atsuro Chiba, both of these
men were officials from the Japanese Transportation Ministry. They asked Pi if he knew
why the "Tsimtsum" sank. All Pi could tell them was about the animals, and his grueling
ordeal at sea.
In conclusion, the premise of Pi's steadfast, unwavering faith in God is what saved him
from certain peril. Tomohiro, and Asturo wanted factual answers concerning the
Tsimtsum's sinking. Pi did not possess the ability to provide these men with the answers
that they were looking for.
Written by: Jeffrey T. Kidd
1.
"Black Rain"
2.
By Masuji Ibuse
The main characters of the "Black Rain" novel are: (uncle) Shizuma, (aunt) Shigeko, (and
their neice) Yasuko. In the beginning of the novel Yasuko attempts to attain a familyarrainged marriage. On 8/15/45 she renegs on her commitment of getting married by
disclosing to her partner that she has radiation sickness. Her symptoms are: high
temperatures, boils, and a loss of hair. Yasuko initially suffered from the radiation sickness
known as the "Black Rain".
The United States justified the bombing of Hiroshima due to the Japanese bombing of Pearl
Harbor-HI. The U.S. knew beforehand that the Japanese were on the verge of surrender
before they dropped the Atomic Bomb on Hiroshima. 8/6/45 was the date that the U.S.
dropped the Atomic Bomb on Hiroshima. The impact of the Atomic Bombing on the
Japanese citizens of Hiroshima caused them horrendous and inhumane suffering. The
Japanese Doctors had no knowledge in medically treating victims of radiation
sicknesses/illnesses. Of the one hundred and ninety doctors who had been in Hiroshima
before the bomb was dropped, more than one hundred and twenty had died. During this
time period the known symptoms for radiation sickness were: shedding and burnt skin,
vomitting, and dysentery etc..
After the bomb had dropped Shizuma searches then finds his place of employment (the
factory). After this he reports to Mr. Fujita who is the Factory Manager. The factory
manager orders Shizuma to burn the dead bodies of the factory workers. He also orders
Shizuma to preach to the deceased families the "sermon on mortality". The sermon on
mortality are prayers for the Japanese dead.
In conclusion, "Black Rain" is a novel that describes a dark and inhuman period of human
history. The "Journal of the Bombing" is Shizuma's eyewitness and personal account of the
human suffering that was caused by the Atomic Bombing of Hiroshima.
Written by: Jeffrey T. Kidd
“The Invisible Man"
by Ralph Ellison
The novel is about a black young man who is searching for his destiny. As a black person, white
society had ostricised him as an,"Invisible Man." As a black boy in his early years he followed his
grandfather's advice to fight, and respond with yeses in his dealings with white society. His
grandfather (who grew up during the era of black slavery) exact words were as follows, "Live with
your head in the lion's mouth." "I want you to overcome'em to death and destruction, let'em swoller
you till they vomit or bust wide open." He also advised against meekness, since it could be
perceived as weakness. The black boy was chosen to give his high school oration. The black boy
chose "humility" as the theme for this speech. The speech was receive with immediate success in
the southern areas of white society.
Consequently, the black boy was invited to a ballroom dance. At the dance the boy was asked to
give a speech. Again this speech was acknowledged as being outstanding by the public. As a
reward the boy was awarded a scholarship to the state college for Negroes. The president of the
college was Dr. Bledsoe. His policies were to discourage the black youth from progessively
advocating for their civil rights. Mr. Norton (who was from Boston) was a wealthy white trustee
who made a visit to the college. The black boy volunteered to chauffeur Mr. Norton around the
campus. Mr. Norton ordered the boy to drive him to the rural town which was located on the
outskirts of the college campus. Mr. Noton was appaled at the sight (i.e. log cabins, steel huts) of
the poverty stricken rural town. Dr. Bledsoe had given the black boy a deadline for returning Mr.
Norton for a prescheduled meeting. Mr. Norton asked the boy if he knew where he could get some
whiskey. The black boy drove him to the only place where he could get whiskey. The place to get
whiskey was known as the "Golden Dragon" which was primarily a honky tonk bar. The black boy
failed to return Mr. Norton on time. Mr. Norton arrived at the campus sweaty and drunk. Dr.
Bledsoe reprimanded the black boy by expelling him from the college. He also lied to him by
informing him that he would help him find employment in New York City. Dr. Bledsoe tried to
injure the black boy's reputation by describing the black boy as lazy, and a malecontent in the
letters that he told him to deliver to the college's trustees who reside in New York City. Dr. Bledsoe
tried to cover his lies by instructing the black boy not to open/read the letters. Much to his dismay,
the black boy later discovered that the letters made derogatory statements about him.
In Harlem, the black young man gave a speech to support the black people who were being evicted
from their homes. The young black man had to escape from the scene, since the police were
chasing him. After escaping from the scene, he met Brother Jack who gave him his card, and
offered him a job with the "Brotherhood". The young black man accepted this job offer with the
brotherhood three to four days later. The benefits that Brother Jack promised were: room and
board, and indoctrination training. The brotherhood also gave the black man a new name, "My
name was different;I was under orders." In the black man's first speech for the brotherhood he was
instructed to catergorize the black people as "uncommon people." Brother Jack was a little
perturbed at the young black man when he reflected on his "hard time" down South heritage.
Overall, Brother Jack approved of his speech. However, the other brothers failed to comprehend
the message.
Their only response was that they were yelling. In contrast, is that they were yelling in approval of
the speech. A brother in the brotherhood who was also a young black was brother Tod Clifton. He
was devoted to the black youth. He left the brotherhood to take up the cause for the black people.
During a race riot Clifton was falally shot by a police officer. The brotherhood were incensed with
jealousy toward the young black man , since they regarded his work as a vocal expression for the
black people.
For the young black man his envolvement with the brotherhood would expire sooner than later.
The brothers stated their jealousy and diguised racial intolerance toward the young black man when
he discussed his ideas and thoughts about black society in a printed magazine article. The
brotherhood committee temporarily banned the young black man from the Harlem district until
they thoroughly investigated the facts about the printed magazine article.
A total racial riot occurred, as a result of Clifton's shooting, and the brothers absence in the Harlem
district. In the end the brotherhood abandons black society by stating that there must be sacrifice,
and survival of the fittest. "No, a part of the whole is sacrificed-and will continue to be until a new
society is formed." We don't have to worry about the aggressiveness of the Negroes. Not during the
new period or any other. In fact, we now have to slow them down for their own good.
In conclusion, the "Invisible Man" is a novel predicated on the realistic theme of white society's:
control, supremacy, and stranglehold against black society. Little did the young black man realize
that he was being used as a pawn in a chess game. Brother Jack and the Brotherhood stiffled the
young black man's aspirations, beiefs, and goals. In the world of the brotherhood, the young black
man's sole responsibility was to take orders for specific speeches. To mark the grand finale, the so
called Ah-hah moment, the young black man, the "Invisible Man" gained from his "Brotherhood"
illusion. He had to make a new beginning. He could not return to the brotherhood.
Written by: Jeffrey T. Kidd
"Babylon's Ark: The Incredible Wartime Rescue of the Baghdad Zoo"
By Lawrence Anthony and Graham Spence
Babylon's Ark is the incredible true story of South African Conservationist Lawrence Anthony's
work to save the Baghdad Zoo , and the animals who lived there during the Iraq War. Anthony
outlines his adventures and efforts in several phases in the book.
The first phase takes place on the Kuwaiti-Iraq border. Lawrence Anthony entered Iraq with two
Kuwaiti Zoologists (Husham and Abdullah Latif) who were both from the Kuwaiti Zoo. The
journey from the Kuwaiti border to the Baghdad Zoo was a ten hour trip (in their Toyota rental car)
without a military escort or defensive weapons. Mr. Anthony and his Kuwaiti counterparts took
precautions to avoid any elements of Saddam's army, and the fedayees gangs who were fanatically
loyal to the overthrown dictator. To get to the Baghdad Zoo they first had to enter the Al Zawra
Park which is located in the center of the war torn city. Even after the Iraqi War had officially
ended, fire-fights were raging against the Ba'athist terrorists who were loyal to Saddam Hussein.
The first military officer who provided an escort to the Baghdad Zoo was 1st Lieutenant Szydlik.
Upon Lawrence's arrival he discovered that the zoo had been badly damaged during the war. Most
of the damage to the zoo was caused by looters. The looters stole vital zoo equipment. In addition,
they also killed any of the zoo animals that they thought were edible. Lieutenant Szydlik
introduced Mr. Anthony to Husham Hussan who was the Deputy Director of the Baghdad Zoo.
Initially the zoo was in horrendous conditions. The cages were damaged, and had not been cleaned
for months. Furthermore, the animals were severely dehydrated, and dying of hunger. To make
matters worse, the animals were also suffering from the traumatic effects of the bombing war. The
biggest problem the animal's had was getting water. The looters had stolen parts of the zoo's
generator. The generator was essential to operating the water pumps; therefore the zoo staff had to
manually carry water buckets from the canal which was located adjacent to the zoo. Lawrence
Anthony may have been depressed, and discouraged at times but he remained steadfast by never
losing hope of rescuing the Baghdad Zoo.
In his own words," Here in Iraq, we would make a stand that would send a message to fellow
human beings: that you don't do this to other creatures. For the most part the zoo's animals were
killed by looters and soldiers. The zoo staff reiterated that they needed their jobs; their families
were as hungry as the animals."
Lawrence got the Iraqi zoo staff to focus on the following elements: food, water, care, nurture. He
also instilled the following strategy to save the zoo: (1) feed the staff, (2) attain buckets to handcarry water from the canal, and (3) fix the pumps as soon as possible. The first hurdle in this three
part plan was the pumps. Husham informed Mr. Anthony that he needed batteries, and a dynamo
for his generator to make the pumps operational. Next,Lawrence tackeled the issue of feeding the
zoo animals. He ordered the zoo staff to buy or barter for donkeys. Once the donkeys were aquired
, they were slaughtered and utilized as food for the zoo animals.
Before the United States invasion of Iraq most Iraqi's were on government subsidized food aid.
Saddam used his food aid policy to make the people dependent on him. Looting resulted after the
war errupted; this in turn caused the collapse of law and order. Through (U.S. Army) Captain
William Sumner of the 354th Civil Affairs Brigade, the Bagdad Zoo had attained an accredited
representative in the bureaucracy. A man with sergeant stripes loaned Lawrence two spare batteries
for use in the water pump at the zoo. During one of Husham's trips downtown he discovered, and
purchased a dynamo for the generator. The pumps were now operational, and spraying water
everywhere.
To obtain a professional position during the reign of Saddam Hussein a person had to be a member
of the Ba'athist Party. Husham was arrested , and relieved of his duties due to his past affiliation
with the Ba'athist Party. Lawrence Anthony continued to fight to restore the zoo. Anthony's
ultimate triumph occurred when Captain Sumner got the coalition forces to act on his proposal to
restore the zoo with a tentative budget of $250,000.
In addition to the zoo animals, Anthony worked to rescue the Hussein family's collection of exotic
animals. Dr. Barbra Mass, the chief executive of Care for the Wild International-(CWI) stirred up a
controversy by announcing to the media that she planned on relocating the Hussein family lions to
South Africa. Her unilateral decision angered the Iraqi government. The lions, and the zoo animals
were eventually prohibited from leaving. The animals were after all the property of the Iraqi
people.
In conclusion, Lawrence Anthony was successful at saving the Baghdad Zoo, since he was able to
motivate, and lead the zoo staff in sustaining, and improving the animal's health. In a nutshell,
Lawrence Anthony was successful in his mission due to his perseverance, and his ability to: (1)
Improvise, (2) Overcome, (3) Adapt at All Costs!
Written by: Jeffrey T. Kidd
"Another Way"
By Margaret Bohannon-Kaplan
The structure of the "ANOTHER WAY" concept was created by students (from Mapelton High
School) written submittals, and oral presentations. By assimilating community principled learning,
today's communities have the abilities to empower their to lead productive lives. The analysis of
this book explores the Pros and Cons of "ANOTHER WAY" by Margaret Bohannon-Kaplan.
The following illustrations contain the stated Pros for "ANOTHER WAY." First, the AW premise
concerning "volunteerism," is based on dedication and excellence. Second, AW also stresses
importance on "personal responsibility." Third, AW'S essential objective is to preserve,
"CONSTITUTIONAL FREEDOM." Fourth, in Mapelton community (the community where AW
has succeeded) it utilizes its resources and community assets. Fifth, AW is successful since
it stresses the philosophy that everyone in a community can make an impact by making positive
efforts and contributions. Sixth, skilled volunteers are needed to make contributions, and to train
other volunteers who are able to attain valuable employment related abilities.
The following consecutive representations include the stated Cons for "ANOTHER WAY." One,
it's often difficult to find skilled volunteers that are in demand to complete a project, i.e.
electricians, carpenters, plumbers. Two, the Cons regarding personal responsibility is the fact that
today's youth may be deficient. Three, some communities might refuse to discharge their
community resources to volunteer charities or agencies. Four, another Con would concern time
restrictions on volunteer projects.
To sum up, for community principled learning to succeed it must be undertaken in safe, and
secure environments. I believe that ANOTHER WAY must be progressive, and dynamic so that it
can advance "OUTSIDE THE BOX".
Written By: Jeffrey T. Kidd
"Black Boy"
By Richard Wright
The most important character in the novel is the "Black Boy." His name is Richard Wright. He was
from Jackson, Mississippi. The theme of the book is based on principles of racial intolerance, and
discrimination that were commonly practiced in the southern states of Mississippi, Tennessee,
Arkansas, and Alabama during the 1920's. The discrimination and oppression during this era can be
further associated according to the "Jim Crow Laws,"
http://en.wilkipedia.org/wiki/Jim_Crow_Laws
In Richard's early years he was color blind. In other words, he did not act or react to the
appearences in both the black and white societies.
"It might have been that my tardiness in learning to sense white people as "white" people came
from the fact that many of my relatives were "white"-looking people."
During this era of racial intolerance white society installed policies of southern white supremacy to
stiffle black emotions, motivations, self-confidence, and human rights. The black boys and black
men who stood up fot their civil rights were in constant danger of being (killed) "lynched" by the
Klu Klux Klan (KKK), and militant members of white society.
During Richard's period of employment in southern white society he experienced: harrassment,
racism, and prejudice. For example, He got a job at a brickyard where he was employed as a water
boy. When he was working on the job one of the dogs on the work site bite him. The boss told him
that "n******" don't get hurt by dog bites. Richard told him it hurt.
"I pulled down my trousers and he looked. Its swelling and it hurts, I said."
When Richard graduated from nineth grade his school principal prepared a valedictorian speech for
him. He told the principal that he would not recite the speech that he prepared for him. In his own
words,
"I know that I'm not educated, professor, I said. But the people are coming to hear the students, and
I won't make a speech that you've written."
Henceforth, in 1925 Richard at seventeen years of age gave his nineth grade graduation speech.
The first job that Richard obtained after his graduation was as a porter in a clothing store. The store
sold cheap goods to Negroes on credit. Richard witnessed the store staff (to include the store
owner) treating the blacks with open contempt, pushing, kicking, or slapping them. He had to
stiffle his anger, and gaurd his feelings so that the boss would'nt suspect that he resented what he
saw.
Griggs was one of Richard's black friends who worked in a jewlry store. He told him to get out of
the way of white people.
"Dick, I'm treating you like a brother, he said. You act around white people as if you don't know
that they were white." Griggs also gave him the following advice,
"When you're in front of white people, think before you act, think before you speak. Your way of
doing things is all right among our people, but not for white people. They won't stand for it."
In brief, in 1926 Richard started to dream of relocating north where allmost anything was possible.
In 1927 he moved to Chicago. In Chicago he found no signs of racial segregation. Moreover, the
most overriding hindrance to Richard Wright's human development were caused by his experiences
in southern society.
Written by: Jeffrey T. Kidd
“A Soldier’s Story”
By Jim Akers
Jim Akers was drafted into the U.S. Army at the age of twenty. He is from Mount Airy, a small
town in North Carolina. He underwent and completed Basic Training at Fort Bragg, North
Carolina. After Basic Training he received training for the Advanced Infantry and Jungle
Operations courses at Fort Polk, Louisiana. After he completed his training, he received orders for
Vietnam and a 30 day leave.
Just before Jim's plane landed in Vietnam he thought to himself, "I looked around at all the guys
and wondered, who would make it back alive and who would not ...."
"Bearcat" was John's base camp. The "Bearcat" base camp was turned over to the Thai's so Jim
was transported to his new base camp the "Dong Tam" located along the Mekong River.
After this Jim was assigned to the 3rd platoon, Charlie Company, 6th battalion, 31st regiment, 9th
Infantry Division. After he received this assignment he and the 3rd platoon were sent to a smaller
fire base, "Moore". Jim and his platoon were sent on missions by choppers which were called
"Eagle Flights". These were squad sized operations who were foot-soldiers.
Jim made good friends with two guys from his outfit. They were John Jeffcoat Jr. from South
Carolina and Philmore V. Hansen from the Virgin Islands. They tried to stay together for most of
the time. As time passed all three friends were promoted to Sergeants and Squad Leaders. With the
promotions came more responsibilities; namely the safety & welfare of the troops envolved. The
three separate squads went on missions on a daily basis.
Upon Jim's arrival in a local village, a young boy of about 10 years old had half of his skull blown
apart. Jim tied to save the boy until he discovered the extent of his injury. What had occurred "as
one boy tried to look down the barrel (of the M60 Machine Gun) the boy that ran accidentally
pulled the trigger." As Jim Akers states, " this story is the most difficult to write as even today, I
still see this little boys face in my mind and always will."
In May 1969, Jim and his company was sent to an area that had been destroyed by attack
hellicopter - Cobra Gunships. The Cobra Gunships had killed all of the enemy who had inhabited a
camp site. Jim and his buddies mission envolved gathering the bodies, and searching for military
documents that would assist Military Intelligence.
After Jim's tour of duty in Vietnam he was sent to Schofield Barracks (which is located in Hawaii)
and Fort Lewis, Washington.
Jim was sent to a tank unit at Fort Lewis, Washington because he had seven months left on his
enlistment. Jim told his commanding officer that he did not like pretend war games, since he had
no intension of staying in the military. Jim's commanding officer gave him authorized permission
to become a full time student at Fort Stellicom Community College for the remaining time on his
enlistment.
In Jim Akers own words,"I hope everyone realizes that any and all war is terrible and it is my
hope one day there will be no more ...."
Written By: Jeffrey T. Kidd
"Desert Flower: The Extraordinary Journey of a Desert Nomad”
By Waris Dirie and Cathleen Miller
"Desert Flower: The Extraordinary Journey of a Desert Nomad," by Waris Dirie and Cathleen
Miller. "Desert Flower" is the true story of Waris Dirie's life, and all of the presented events are
factual.
The nightmare journey began when she was only thirteen years old. She was originally from a
small Somali nomad tribe. She decided to her Auntie L'uul (her mother's sister) because her father
had arranged her marriage to an old man. As part of the marriage agreement her father was to
receive six camels. Her Auntie lived in Mogadishu, the capital city of Somalia.
Waris's sister, Aman ran away too. Before she could run away she had become a victim of female
circumcision/female genital mutilation. Gypsy women were the persons that circumcised young
Somali girls.
"because Aman was reaching marriageable age, but no marriage could take place unless she had
been properly fixed." "The prevailing wisdom in Somalia is that there are bad things between a
girl's legs, parts of our bodies we're born with, yet are unclean." "These things need to be removed the clitoris, labia minora, and most of the labia majora are cut off, then the wound is stitched shut,
leaving only a scar where the genitals had been." "But the actual details of the ritual cutting are left
a mystery - it's never explained to the girls."
In Somali society, girls interpret female circumcision (also known as Female Genital Mutilation
[FGM] ) as a ceremony that transforms them from being a little girl to womanhood. Waris
nicknamed the "Gypsy Woman" the "Killer Woman" because of the many little girls who have died
at her hand. After Waris was circumcised she bleed a lot, and had trouble urinating.
At L'uul's home, Waris was introduced to her uncle Mohammed who was the Somali Ambassador
to London. Uncle Mohammad got Waris a job as a maid in the ambassador's residence. Once Uncle
Mohammed's diplomatic status had expired she chose to stay in London in an illegal status.
Waris was invited to Mr. Malcolm Fair - child's modeling studio. Malcolm recognized her talent
and potential to become a very successful model. She discovered that the modeling profession is
glamorous, as well as demanding,since she had to make many appearances at different modeling
studios. Between appearances, Waris was able to see a doctor who successfully fixed the problems
that she had been experiencing with her circumcision.
Waris married a man whose name was Nigel for the sole purpose of obtaining a British Passport
and work permit. Nigel was obsessed with Waris.
Waris moved to New York City to pursue worthwhile modeling opportunities. During this period
of time she met her future husband. His name was Dana. Waris moved in with Dana, and six
months later they planned to get married. After being together for nearly a year Waris became
pregnant. After many battles with Nigel, she was finally able to divorce him. When she had her
baby she named him Aleeke; in Somali this meant strong lion.
In conclusion, Waris was successful in her quest in starting new live's in England, and the United
States. After continuing her modeling career in the United States, she was interviewed (about
female - circumcision/FGM) by Barbra Walters on ABC's 20/20 news show. In Waris's interview
with Barbra she told her own horrible truthful story. Almost immediately, the publicity from the
news show generated an interest by the United Nations. The United Nations requested Waris to
become an advocate against FGM on an international basis. Waris accepted this request.
Written by: Jeffrey T. Kidd
“The Nature Principle: Human Restoration and the End of Nature - Deficit Disorder”
By Richard Louv
"The Nature - Principle" explains the relationship that the natural world has to the essence
of human health, spiritualism, and survival. Moreover, "The Nature Principle" focuses on the
restorative power of nature - its impact on our senses and intelligence. The author portrays the
human restoration of the environment as a vital prerequisite to future human existence. Richard
Louv also is a proponent (in his thesis about "The Nature - Deficit Disorder) that the "Nature Deficit Disorder threatens ..."our health, our spirit, our economy, and our future conservation of the
environment."
Specifically, "The Nature Principle" is concerned with conservation, and about restoring
nature while simultaneously restoring ourselves. The principle also involves the creation of new
natural habitats where they once were or never were. The locale of these habitats are in our homes,
workplaces, schools, neighborhoods, cities, suburbs and farms. It's a firm belief in the power of
living in nature - not with it, but in it. Richard Louv also predicts that the twenty - first century will
be the century of human restoration in the natural world. To reinforce his prediction he
hypothesizes that we can only care for nature and ourselves, if we create a perfect union between
ourselves and nature. Henceforth, if we love ourselves as being part of nature, we can therefore
presuppose that humanity has a right to the gifts of nature, undestroyed.
The relationship between mental acuity, creativity, and time spent outdoors can elevate
intelligence in two ways: (1)scientific research findings have revealed that our senses and our
sensibilities have a high likely hood of being improved when we directly interact with nature, (2)
natural environments seem to create beneficial conditions to stimulate our ability to pay attention,
think clearly, and be more creative. Similarly, in human development, time in nature helps children
and parents build their shared sense of attachment.
In conclusion, for humanity to thrive, and prosper we must: (A) connect to the natural world
by cultivating and preserving the environment, (B) reduce the ever present threat of the nature deficit disorder to our: health, spirit, and economy. In addition to conserving natural resources, and
preserving the wilderness; we must create new, regenerative environments. By the old way of
thinking, a botanical garden should be in every city. By the new way of thinking, every city should
be in a botanical garden.
Written By: Jeffrey T. Kidd
“America's Banquet of Cultures: Harnessing Ethnicity, Race and Immigration in the Twenty - First
Century”
By Ronald Fernandez
The goal of this book is to provide an answer to the question, "What Shall We Do with Our
America?" A partial answer to this question requires us to conceptualize that the human race is the
only race in existence. People are the participants who formulate culture, and create the societies
that we inhabit. In this formula, first is an inherited culture, then comes people.
In the multicultural movement "ethnic studies" teach us to respect the equal identity by eliminating
negative perceptions that poison the atmosphere with hate and fear, i.e. the state of Arizona's
present ban outlawing of Mexican - American Ethnic Studies.
As Jamaican writer Rex Nettleford notes,"Somehow, we need to create a sense of community that
allows us to accept, recognize and eagerly explore our ethnic and other differences, yet come
together as a society of people genuinely committed to a shared set of (at a minimum) political
ideals".
Since ethnic and "racial" issues have economic consequences, eliminating our differences would be
profitable for all Americans. Destroy the ethnic and color barriers, then we could produce the
required social capital to create an abundance of jobs, and profits. If we utilize our cultural
strengths, we would be able to significantly and peacefully reduce our income differences (like
ethnicity, race, and immigration) that divide us from one end of the continent to the other.
Racially, for three-quarters of the total genetic endowment of the species all human beings are
identical. The white identity undermines social change by separating the beige and pink majority
from America's political, economic, educational, and media elites. White identity emphasizes the
way all white people "benefit" from the oppression of the blacks. Substituting African - American
for black is the best way to further a process of significant yet peaceful social change. In American
Society, our black and white thinking excludes: Japanese, Pakistanis, and the largest group the
Mexican - Americans. In the U.S. Census, Mexicans are forced to choose between black, white,
and Hispanic. Mexican's reject the choice of Hispanic, since this choice recognizes Spanish origins.
In regard to immigration in the twenty - first century, Mexican - Americans account for 27.2% of
all U.S. immigrants. They are the largest immigrant group in the United States. In fact, Mexican Americans are an integral part of twenty - first century American life. Ethnically, a Chicano/a is a
"Mexican - American with a non - Anglo image of himself/herself". Presidents Kennedy and
Johnson can be praised for their accomplishments that transformed U.S. immigration laws in 1965.
Robert Kennedy stood up against immigration that only favored the whites. Robert Kennedy, as
Attorney - General announced that the past Immigration restrictions, "contradict our basic national
philosophy and basic values". As far as immigration policy is concerned, the Cubans were the most
successful U.S. immigration story. The Cubans received far more central government (federal, state
and city) support than any other immigrant group in U.S. history.
In conclusion, the general answer to the question,"What Shall We Do With Our America," is the
factual statement that the human race is the only race. This factual statement can resolve all the
dilemma's facing U.S. Society in the areas of: (1) Culture, (2) Ethnicity, (3) Race, (4) and Twenty First Immigration policy. If we can be color blind to the differences in the human race, we will be
rewarded with a level playing field for the different: race, ethnic, and immigration groups. If we
enact policies of equal opportunity for all we could effectively prevent adverse and detrimental
conditions of favoritism, prejudice and racism.
Written By: Jeffrey T. Kidd