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The influence of the Second World War on Canada
The influence of the Second World War on Canada
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During World War II, countless Japanese Canadians, and Americans, were relocated to internment camps out of fear of where their loyalties would lie. Because of this, those people were stricken from their homes and had their lives altered forever. Joy Kogawa’s Obasan highlights this traumatic event. In this excerpt, Kogawa uses shifts in point of view and style to depict her complex attitude and perception of the past. In the beginning of the passage, the author is speaking in the first person plural point of view. Kogawa is talking in general about what was happening to her people: “we are leaving the B.C. coast… we are going down to the middle of the Earth…” She in no way singles herself out above the rest or provides any detail of her …show more content…
I am a small child… I am wearing…” Kogawa begins to speak of what she went through during relocation as a young child with her Obasan (aunt). The author no longer uses figurative language to describe the occurrence, but instead selection of detail. When informing the reader of a very young mother on the train she used details to emphasize her points. The “... tiny red-faced…” description of the baby highlighted the fact that it was born prematurely only days prior. Also, the “... birdlike face” of the mother created a relation in the reader’s thoughts between the mother and birds who are iconic for caring for their young. The most important detail included in this section is the gesture on Obasan’s part for this young mother. The young lady had nothing for her baby, “not even diapers.” So in an effort to help this woman in some way, Obasan wrapped up some food in a cloth and gave it to her. This is very important to the story because it shows that even in their darkest times her people are still giving and will sacrifice what little they have for someone who has even less. By including details and speaking in first person singular point of view the author made what was happening feel much more personal and real because instead of a generalized group that is being terrorized, it’s individuals and shows the author’s pride in her
The novel, Farewell to Manzanar, by Jeanne Wakatsuki Houston, tells her family’s true story of how they struggled to not only survive, but thrive in forced detention during World War II. She was seven years old when the war started with the bombing of Pearl Harbor in 1942. Her life dramatically changed when her and her family were taken from their home and sent to live at the Manzanar internment camp. Along with ten thousand other Japanese Americans, they had to adjust to their new life living behind barbed wire. Obviously, as a young child, Jeanne did not fully understand why they had to move, and she was not fully aware of the events happening outside the camp. However, in the beginning, every Japanese American had questions. They wondered why they had to leave. Now, as an adult, she recounts the three years she spent at Manzanar and shares how her family attempted to survive. The conflict of ethnicities affected Jeanne and her family’s life to a great extent.
But, in this book Jeanne describes how her dad was in love with the United States. He rejected being Japanese and supported America. “That night Papa burned the flag he had brought with him from Hiroshima thirty five years earlier”(pg 6). Moving from place to place made it hard for The Wakatsuki family to get attached to. The family is then transported to Owens Valley, California, where 10,000 internees.
Matsumoto studies three generations, Issei, Nisei, and Sansei living in a closely linked ethnic community. She focuses her studies in the Japanese immigration experiences during the time when many Americans were scared with the influx of immigrants from Asia. The book shows a vivid picture of how Cortex Japanese endured violence, discriminations during Anti-Asian legislation and prejudice in 1920s, the Great Depression of 1930s, and the internment of 1940s. It also shows an examination of the adjustment period after the end of World War II and their return to the home place.
The title of the short story, “Four Directions” is symbolic for Waverly’s inner misconceptions. As she goes about her life, she is pulled in different ways by her past and her present. She is torn between her Chinese heritage and her American life. She never thought that instead of being pulled in four directions, she could take all of her differences and combine them. In the end she realizes this with the help of her mother. “The three of us, leaving our differences behind...moving West to reach East” (184), thought Waverly. Her whole life she misconceived her mother’s intentions. Lindo never wanted Waverly to solely focus on her Chinese heritage, but rather combine it with her new American ways. The idea of being pulled in four
Beginning in March of 1942, in the midst of World War II, over 100,000 Japanese-Americans were forcefully removed from their homes and ordered to relocate to several of what the United States has euphemistically labeled “internment camps.” In Farewell to Manzanar, Jeanne Wakatsuki Houston describes in frightening detail her family’s experience of confinement for three and a half years during the war. In efforts to cope with the mortification and dehumanization and the boredom they were facing, the Wakatsukis and other Japanese-Americans participated in a wide range of activities. The children, before a structured school system was organized, generally played sports or made trouble; some adults worked for extremely meager wages, while others refused and had hobbies, and others involved themselves in more self-destructive activities.
...ile the war is still happening. The lack of freedom and human rights can cause people to have a sad life. Their identity, personality, and dignity will be vanish after their freedom and human right are taking away. This is a action which shows America’s inhuman ideas. It is understandable that war prison should be put into jail and take away their rights; but Japanese-American citizen have nothing to do with the war. American chooses to treat Jap-American citizen as a war prisoner, then it is not fair to them because they have rights to stay whatever side they choose and they can choose what ever region they want. Therefore, Otasuka’s novel telling the readers a lesson of how important it is for people to have their rights and freedom with them. People should cherish these two things; if not, they will going to regret it.
In “Queens, 1963”, the speaker narrates to her audience her observations that she has collected from living in her neighborhood located in Queens, New York in the midst of the Civil Rights Movement. The narrator is a thirteen-year-old female immigrant who moved from the Dominican Republic to America with her family. As she reflects on her past year of living in America, she reveals a superb understanding of the reasons why the people in her neighborhood act the way they do towards other neighbors. In “Queens, 1963” by Julia Alvarez, the poet utilizes diction, figurative language, and irony to effectively display to the readers that segregation is a strong part of the American melting pot.
During World War II, after the Japanese bombing of Pearl Harbor, Japanese Americans in the western United States were forced into internment camps because the government felt as though the Japanese were dangerous if they were not relocated. These camps were usually in poor condition and in deserted areas of the nation. The Japanese were forced to make the best of their situation and thus the adults farmed the land and tried to maximize leisure while children attempted to enjoy childhood. The picture of the internee majorettes, taken by internee and photographer Toyo Miyatake, shows sixteen girls standing on bleachers while posing in front of the majestic Sierra Nevada mountain range and desolate Manzanar background. Their faces show mixed expressions of happiness, sadness and indifference, and their attire is elegant and American in style. With the image of these smiling girls in front of the desolate background, Miyatake captures an optimistic mood in times of despair. Though this photograph is a representation of the Manzanar internment camp and, as with most representations, leaves much unsaid, the majorette outfits and smiling faces give a great deal of insight on the cooperative attitudes of Japanese Americans and their youth's desire to be Americanized in this time.
Tatiana de Rosnay used different literary tools to assist her writing in order to deepen the story, including figurative language, dramatic irony, and foreshadowing. The use of figurative language helps to clarify a description in order to place an image in the mind of the reader. Similes are the main type of figurative language used throughout Sarah’s Key, allowing the reader to see what is happening. Many images conjured up make comparisons as a child would make them, as much of the story concerns the innocence of a child, such as “[t]he oversized radiators were black with dirt, as scaly as a reptile” (Rosnay 10) and “[t]he bathtub has claws” (Rosnay 11). Other descriptions compare Sarah, and Zoe, to a puppy, a symbol of innocence, as children are known to be
It can be said that the poor conditions and living styles of Japanese-Canadians were unsafe and unadaptable. A 22-year-old named Tom Tamagi proclaims, “I was a 22 year old Japanese Canadian, a prisoner of my own country of birth. We were confined inside a high wire fence of Hastings park just like caged animals”. Specifically, it is shown that many internees were just thrown into livestock buildings and expected to farm and produce resources, where they were also treated like animals as they were not given any attention and any assistance. This lack of personal care for Japanese-Canadians eventually led them to develop countless diseases, including pneumonia and skin infections, which impacted numerous families as many died. This atrocity of living through poor conditions had a worsening effect on Japanese-Canadians internees physical state. June Fujiyama, an ex-internee, recalled, “[w]hat a shock [it was] to arrive and find the Park surrounded by a high barbed-wire fence and guarded by soldiers who were dressed in khaki and carrying guns. I was incredulous. ‘Those guns are for us?’” To illustrate, Jane is subjected to a view of confinement as she is surprised that such protection and safety precautions are needed for her people, which demonstrates that her race is that much of a potential risk to others, and have to be under control and looked after at all times. Also, the
Marsh, James H. "Japanese Internment: Banished and Beyond Tears." The Canadian Encyclopedia. N.p., 23 Feb. 2012. Web. 7 Jan. 2014. .
Since its publication in 1981, Joy Kogawa's Obasan has assumed an important place in Canadian literature and in the broadly-defined, Asian-American literary canon. Reviewers immediately heralded the novel for its poetic force and its moving portrayal of an often-ignored aspect of Canadian and American history. Since then, critics have expanded upon this initial commentary to examine more closely the themes and images in Kogawa's work. Critical attention has focused on the difficulties and ambiguities of what is, in more ways than one, a challenging novel. The complexity of Obasan's plot, the intensity of its imagery, and the quiet bitterness of its protest challenge readers to wrestle with language and meaning in much the same way that Naomi must struggle to understand her past and that of the larger Japanese-Canadian community. In this sense, the attention that Obasan has received from readers and critics parallels the challenges of the text: Kogawa's novel, one might say, demands to be reckoned with, intellectually as well as emotionally.
The tone in the first chapter is apathetic towards the treatment of Japanese-Americans during World War II. “She read the sign from top to bottom...She wrote down a few words on the back of a bank receipt then turned around and went back home to pack” (3). The lack of adjectives to describe emotion makes the woman seem as if she has already accepted her fate and cannot even feel anything. “She had not seen her husband since his arrest last December” (10). Her lack of curiosity makes the woman seem as if she does not care for her husband or his fate. After packing to leave, the mother thinks about the day in which they will leave. She thinks,“Then they would pin their identification numbers to their collars and grab their suitcases and climb up onto the bus and go to wherever it was they had to go” (22). By having the sentence structure be a long, unbroken sentence, almost
Joy Kogawa’s novel Obasan is the story of discrimination, identity, and silence in the Japanese - Canadian community during and after World War II. Kogawa places a special emphasis on silence, speech, as well as the positive and negative aspects of both. In the novel, Kogawa contrasts silence and speech by illustrating through Obasan and Aunt Emily, respectively, while also demonstrating Naomi’s confusion of whether she should be silent or vocal about her feelings and views. Obasan’s silence is representative of her traditional Japanese values while Aunt Emily’s outspoken tendencies represent her message of being a Canadian. Speaking out about issues is an ideology most would associate with western society and
The author uses dark and obscure references to make the boy's reality of living in the gloomy town of Araby is more vivid than ever. He uses dark and gloomy references to create the mood or atmosphere, then changes to bright light references when discussing Mangan's. sister. I am a little girl. The story expresses its theme through the setting, the characterization. of the boy and his point of view as the narrator.