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Throughout the novel, When the Emperor was Divine by Julie Otsuka, American culture permeates the lives of Japanese American children. Thousands of Japanese-American citizens were sent to internment camps across the country. The government felt that this was the only way to secure the homeland from the possibility of an internal attack by Japanese American citizens. Unfortunately, the vast majority of the detained Japanese did not identify as any nationality but American. In Otsuka’s novel, her characters cherished uniquely American items. Their reintegration into society following their internment was made difficult by the way, their peers now viewed them. This confusion in their identity highlights the unfair internment of people who were American citizens, rather than the enemy, by the United States. By packing away “American” items to bring with the family to the internment camps, the mother in this …show more content…
They daydream about how their friends had missed them. However, once they return, they are greeted with hostility rather than excitement, which the children could not understand. They expect their classmates to greet them with, “Where were you?” (Otsuka 114) or “Welcome back” (Otsuka 121). However, they instead “turned away and pretended not to see us” (Otsuka 115). The fact that they are not welcomed home with open arms really upsets the children. They are still interested in the culture of the United States; they still go to town and bring the newspaper for their mother so she can read about Shirley Temple and how she had “just gotten married” (Otsuka 117). Instead of abandoning or shunning the country and the people that had imprisoned them, they try to fit in and continue as ordinary citizens. Despite now being seen as outsiders, these children truly believe that they are Americans, just like the other American children they had grown up
For immigrants, reuniting with parents who left them is a huge problem in the U.S. Children who reunite with their parents after many years have a lot of problems with the parents. The parents and children tend to argue, the children have buried anger, and both have an idealized concept of each other. According to Los Angeles’s Newcomer School, a school for newly arrived immigrants which is referenced in Enrique’s Journey, a bit more than half of want to talk to the counselor about their problems. The main problem Murillo, the school’s counselor, says is mostly family problems. Murillo says that many parent-child meetings are all very similar and identical to each other. Some of the similarities are that idealized notions of each other disappear, children felt bitter before going to the U.S., and that many children have buried rage. Mothers say that the separations between them and child was worth it because of the money earned and the advantages in America. However, many children said that they would rather have less money and food if it meant their mothers would stay with them.
While reading the fiction book, Good Kings Bad Kings I realized that there was a strong connection between what actually happened back in history to those with mental and physical disabilities. Even though the book was wrote to entertain, it also had me thinking about history. For example, while reading through the book I would relate back to some of the readings we read in class. These readings were “An Institutional History of Disability” and "Disability and Justification of Inequality in American History". Some of the key things that, also, stood out to me were the way the youth were treated, how workers were treated, how ableism was presented, and why people were put in these facilities.
Moving from the unpleasant life in the old country to America is a glorious moment for an immigrant family that is highlighted and told by many personal accounts over the course of history. Many people write about the long boat ride, seeing The Statue of Liberty and the “golden” lined streets of New York City and how it brought them hope and comfort that they too could be successful in American and make it their home. Few authors tend to highlight the social and political developments that they encountered in the new world and how it affected people’s identity and the community that they lived in. Authors from the literature that we read in class highlight these developments in the world around them, more particularly the struggles of assimilating
Marsh, James H. "Japanese Internment: Banished and Beyond Tears." The Canadian Encyclopedia. N.p., 23 Feb. 2012. Web. 7 Jan. 2014. .
Non-Japanese Americans started discriminating against Americans of Japanese descent and these Japanese Americans were treated poorly in society. They were not allowed in certain places and had trouble finding jobs because of their Japanese ancestry. Discrimination against Japanese Americans is prevalent in Julie Otsuka’s book titled When the Emperor was Divine. This discrimination had damaging effects on Japanese Americans, especially the children. The best example of this in the book is the passage on page 57 when the boy is thinking about why he was placed in the camp. Being just a little boy, he does not understand what he did to deserve all of the discrimination and torment that he received prior to being in the camp. He then concludes to himself that he must have done something terribly wrong in the past and all of the harsh treatment is punishment for those mistakes. “Breaking a chain letter from Juneau, Alaska. Flushing his dying pet goldfish down the toilet before it was completely dead. Forgetting to touch the hat rack three times when the iceman drove by” are a few examples of what he came up with (Otsuka 57). Obviously these are all minor faults of the boy and would never constitute the discrimination and torment he went through prior to being
John Okada’s novel, No-No Boy examines the legacies of Japanese internment on the Japanese community through the viewpoints of many characters. Three of those characters, Itchiro Yamada, Kenji Kanno, and Mrs. Yamada, Itchiro’s mother, each possess different views on the impacts of internment on the their lives, as each played a different role. Itchiro was a no-no boy, Kenji was a yes-yes boy, and Mrs. Yamada was an interned Japanese woman.
Are you born in America but you have a different heritage? During World War II, even though Mine Okubo was born in America, she was identified as a rival to the Americans because she had a Japanese background. This led to her being transferred to isolated internment camps. Louie Zamperini was an Olympian runner who enlisted into the army. After a disaster of his assigned plane crashing into the ocean, he was captured by the Japanese and transported to camps. Both Mine Okubo and Louie Zamperini had to endure challenges in the course of World War II. Japanese-American internees and American Prisoners of War (POWs) felt “invisible” and “resisted invisibility.”
But for some of the Japanese Americans, it was even harder after they were discharged from the internment camp. The evacuation and the internment had changed the lives of all Japanese Americans. The evacuation and internment affected the Wakatsuki family in three ways: the destruction of Papa’s self-esteem, the separation of the Wakatsuki family, and the change in their social status. The destruction of Papa’s self-esteem is one effect of the evacuation and internment. Before the evacuation and internment, Papa was proud; he had a self-important attitude, yet he was dignified.
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.
There were many events that happened in the past which people were fighting for their rights and freedoms. In the novel “When The Emperor Was Divine” by Julie Otsuka, she uses this novel to tell the readers about the importance of freedom and human right. In the story, she did not mention the name of the main characters, but the characters that involve in this novel is a Japanese family who get arrest by the American because of their ethnicities. First, their father got arrested by the American because the American doubted that this man was a spy from Japan. Then their whole family got arrested into the Japanese Concentration Camp in the desert. They were ordered not to go through the fence of the camp or else they will get kill by the soldiers who guarding the camp. This means that their freedoms were taken away by the camp. In the story, the girl’s personality was changed because of this camp. She starts to realize that this “camp” was nothing but a jail. So she started to give on her life and not to care about anything. She used to eat with her family, but now she never did; also she started to smoke cigarette in her ages of 14 to15. Also their human rights were being taken while their were in the camp. They were being force to admit to America for their loyalty. It makes all the Japanese people to feel low self-esteem for their identity. Therefore, the author uses this novel to show the changing of this family by the lack of freedom and human right.
"You're a human being, not an animal. You have the right to be loved" (262). "Son of the Revolution" by Liang Heng and Judith Shapiro was a book that showed how inhumane many of the aspects of Chinese life were during the Cultural Revolution. The book followed Liang Heng through many of his childhood memories to his departure from China in his twenties. The book applied a real face to the important movements during the Cultural Revolution, the effects that "the cult of Mao" had on society and Heng, and the way the period affected Heng's personal family life.
The United States of America a nation known for allowing freedom, equality, justice, and most of all a chance for immigrants to attain the American dream. However, that “America” was hardly recognizable during the 1940’s when President Franklin Roosevelt issued Executive Order 9066, ordering 120,000 Japanese Americans to be relocated to internment camps. As for the aftermath, little is known beyond the historical documents and stories from those affected. Through John Okada’s novel, No-No Boy, a closer picture of the aftermath of the internment is shown through the events of the protagonist, Ichiro. It provides a more human perspective that is filled with emotions and connections that are unattainable from an ordinary historical document. In the novel, Ichiro had a life full of possibilities until he was stripped of his entire identity and had to watch those opportunities diminish before him. The war between Japan and the United States manifested itself into an internal way between his Japanese and American identities. Ichiro’s self-deprecating nature that he developed from this identity clash clearly questions American values, such as freedom and equality which creates a bigger picture of this indistinguishable “America” that has been known for its freedom, equality, and helping the oppressed.
Throughout Monzó and Rueda (2009)’s text, the children in conversations expressed their observation of the social order in relation to language and race. This was surprising to me since they are only in 5th grade. During a conversation with one of the children, Monzó and Rueda (2009) recorded an alarming statement, “He said that his mother could not be considered American because she did not speak English” (p.32).... ... middle of paper ...
Soon after Papa’s arrest, Mama relocated the family to the Japanese immigrant ghetto on Terminal Island. For Mama this was a comfort in the company of other Japanese but for Jeanne it was a frightening experience. It was the first time she had lived around other people of Japanese heritage and this fear was also reinforced by the threat that her father would sell her to the “Chinaman” if she behaved badly. In this ghetto Jeanne and he ten year old brother were teased and harassed by the other children in their classes because they could not speak Japanese and were already in the second grade. Jeanne and Kiyo had to avoid the other children’s jeers. After living there for two mo...
Look at your local Chinese food takeaway, half of it is Americanized, sweetened and thickened to suit our tastes. Anything that is labelled ‘sweet and sour’ for instance, Sweet and sour pork, that’s a lie. Countries like Japan have become a war ground for the constant battle between tradition and Americanization. Here we can see this battle through the woman dressed in a traditional Kimono, sitting almost helpless, contrasting the English typography in the background and reflecting on the window of the car. This casts the woman as not belonging, being the foreigner in her own country. The glass of the window seeming to become a shield, or container to maintain the last of Japanese culture from the attacks of Americanization. But this wave of Americanization was not always feared. If you lived in a country where your leaders had led you, young teenagers, off to fight a war you don’t believe in, on a side you think is wrong, you came to distrust them. So when the Americans flew in, they were welcomed with open arms, the American democracy became a model for Japan, and soon the government was controlling newspapers and magazines to explain and popularize the new democratic legal system. ‘Japanese conformity and homogeneity’, Tetsuo Kogawa states in his essay ‘Japan as a Manipulated Society, ‘can be seen as the production of conscious and unconscious control of