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Personal essay in Canada's assimilation
The influence of America on Canadian culture and identity
The influence of America on Canadian culture and identity
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How the Style of “Defense” Impacts the World During the year of 1941, Japan drafted America into the second world war and as a result the nations of Canada and the United States reacted in a such a way that caused a barrier between the citizens of Japanese descent and whites which still remains in effect of today. The initial reaction of the nations was to exile a whopping 22,000 Canadian Citizens into internment camps without a verifiable trial or reason yet it was justified because it was a form of national defense. In Joy Kogawa’s historical fiction Obasan, the author explores the life of a fictional character named Naomi through the recollections of memories as this character goes through the phases of discrimination before, during, and …show more content…
Early in the novel, it is mentioned that there is a neighbor referred to as “Old Man Gower” and he is an unjust man. The kids at the school would bully her brother just based on his ethnicity. The children who say these things are often just repeating what they hear at home furthermore meaning that their parents clearly teach or preach racism in their household. Naomi mentions that one day her brother came home from school with his glasses broken and is told that all of the “Jap kids” are going to be taken away and they are inherently “bad” leading Stephen to believe that he and Naomi are but their father disagrees resulting in the new conception that “It is a riddle… We are both the enemy and not the enemy” (Kogawa 84); The idea that it is unclear of what their ethnicity is strains the family and poses the universal question of “who am I?” and it becomes an internal conflict with each character who faces the discrimination and racism because of the color of their skin. It is noted that Stephen pushes away his Japanese culture away and is rather repelled by any association of the culture to the point he puts up a facade to hide any hint that he could be Japanese as a result of the numerous conflicts that are encountered in throughout the war period. Similarly, McGonegal comments,”For while Japanese Canadians (particularly issei but also nisei) have a strong sense of the anteriority of the future, Kogawa suggests that they often have disjunct views on what the future looks like and how it ought to be achieved.” (“The Future of Racial Memory: Forgiveness, Reconciliation, and Redress in Joy Kogawa's Obasan and Itsuka”) which signify that Japanese Americans and Canadians are aware that nothing will be truly be the same, and there will always be the hatred that was once there so it is ultimately up to
He points out that “While most immigrants have double identities to deal with, I have three. Am I Chinese, Thai, or American?” (Foner 339). His grandparents only had to deal with two—Chinese and Thai—but Chaukamnoetkanok is torn between three, making his experiences all the more difficult. He argues that no matter what identity he chooses, he will always be labeled as an “outsider”. His grandparents, on the other hand, were not concerned with being labeled as “different” and simply ignored those who had a prejudice against them. Chaukamnoetkanok understands that he must also possess this mindset in order better his experiences, but cannot change his way of thinking that easily, despite knowing he should. Overall, Chaukamnoetkanok determines that the main differences
It was no secret that when Japan bombed Pearl Harbor, countless Americans were frightened on what will happen next. The attack transpiring during WW2 only added to the hysteria of American citizens. According to the article “Betrayed by America” it expressed,”After the bombing many members of the public and media began calling for anyone of Japanese ancestry။citizens or not။to be removed from the West Coast.”(7) The corroboration supports the reason why America interned Japanese-Americans because it talks about Americans wanting to remove Japanese-Americans from the West Coast due to Japan bombing America. Japan bombing America led to Americans grow fear and hysteria. Fear due to the recent attack caused internment because Americans were afraid of what people with Japanese ancestry could do. In order to cease the hysteria, America turned to internment. American logic tells us that by getting the Japanese-Americans interned, many
In a portion of Jeanne Wakatsuki Houston’s memoir titled Farewell to Manzanar, Jeanne’s Japanese family, living in California, is ordered to move to an internment camp called Manzanar. Society impacts the family in many ways, but in this segment of the story we primarily see its effects on Jeanne. The context and setting are as follows: the Pearl Harbor bombing was a very recent happening, the United States was entering into war with Japan, and President Roosevelt had signed Executive Order 9066, allowing internment. Anyone who might threaten the war effort was moved inland into defined military areas. Essentially, the Japanese immigrants were imprisoned and considered a threat; nevertheless, many managed to remain positive and compliant. Jeanne’s family heard “the older heads, the Issei, telling others very quietly ‘Shikata ga nai’” (604), meaning it cannot be helped, or it must be done, even though the world surrounding them had become aggressive and frigid. The society had a noticeable effect on Jeanne, as it impacted her view of racial divides, her family relations, and her health.
The obstacles Ichiro faced in searching for his lost identity reveal a discrepancy of American values, such as freedom and equality, which are deeply rooted in a segregated society. Through the negativity of many of the Japanese-American veterans and the differences among Ichiro’s entire family, he has literally gone from having a duel-heritage to no identity at all. Since he has no desire to be Japanese and feels unworthy to be American, he sees himself as nothing. His hatred of himself not only hinders the possibilities before him, but it also paints a whole new picture of America. Instead of a nation that is united and fights for freedom and equality, America is divided by racism and strips away the freedom of those they find inferior.
Marsh, James H. "Japanese Internment: Banished and Beyond Tears." The Canadian Encyclopedia. N.p., 23 Feb. 2012. Web. 7 Jan. 2014. .
Racism had been an ongoing problem in America during the time of WWII. The American citizens were not happy with the arriving of the Japanese immigrants and were not very keen in hiding it. The Japanese were titled with the degrading title of “Japs” and labeled as undesirables. Bombarding propaganda and social restrictions fueled the discrimination towards the Japanese. A depiction of a house owned by white residents shows a bold sign plastered on the roof, blaring “Japs keep moving - This is a white man’s neighborhood” ("Japs Keep Moving - This Is a White Man's Neighborhood"). The white man’s hatred and hostility towards the Japanese could not have been made any clearer. Another source intensifies the racism by representing the Japanese as a swarm of homogeneous Asians with uniform outfits, ...
The Japanese living in Canada during World War II (WWII) faced one of the harshest and inhumane living conditions in Canadian history. One unidentified woman remembers, “it was terrible, unbelievable. They kept us in the stalls where they put the cattle and horses.” Before WWII, the Japanese were targeted for their culture. An example is the Anti-Asiatic League that was created to limit the number of Japanese men that could immigrate to Canada. Canadians did not want the potential competitors in farming and fishing. 22,000 Japanese Canadians were interned during WWII, even though 14,000 had been Canadian born citizens. This was because the Japanese had bombed Canada’s ally, the United States. With this in mind, the Canadians viewed the Japanese as the enemy. This made the innocent Japanese Canadians become the victims of unfair suspicion and they began to fall through the cracks of Canada’s developing society and government. Internment camps were created to forcibly keep the “dangerous” Japanese from the seemingly “innocent and civilized” Canadian citizens.
The tone right away reduces the Japanese student to a coconut-headed Jap, sly and cunning, and must have cheated his way through life, although the boy is obviously intelligent, being head of the class. Stratton-Porter bars no discriminatory remarks by portraying the American girl, "Sweet Linda" spouting against the Japanese boy who heads the class: "Before I would let a Jap, either a boy or girl, lead in my class, I would give up going to school and go out and see if I could beat him growing lettuce and spinach." (Doc 6) It goes on to protest the foreigners' success, fearing that it would bring in "greater numbers, better equipped for battle of life than we are." (Doc 6) Another public source that also feared a sort of a revolution was the anonymous "Because You're a Jew," generalizing the Jew as a cheat and a swindler, always winning contests, sly speaking and greedy. "The Jew is winning everywhere. By fair means or by foul means he wins.
The horrors of racial profiling during World War II had always seemed to be distant to many Canadians, yet Canada was home to several xenophobic policies that were a violation of many rights and freedoms. One of the cruelest instances of this was the Japanese Canadian internment. At the time, the government justified the internment by claiming that the Japanese Canadians were a threat to their national defense, but evidence suggests that it had nothing to do with security. The government made illogical decisions in response to the mass panic and agitation in British Columbia. To aggravate the situation, Prime Minister William Mackenzie King reacted passively to these decisions, as it was not in his best interests to be involved. Moreover,
In 1945 Japanese-American citizens with undisrupted loyalty were allowed to return to the West Coast, but not until 1946 was the last camp closed. The government of the U.S. tried to blame the evacuations on the war, saying they were protecting the Japanese by moving them. The government made statements during this time that contradicted each other. For example, Japanese-Americans were being called “enemy aliens” but then they were encouraged by the government to be loyal Americans and enlist in the armed forces, move voluntarily, put up no fight and not question the forced relocation efforts (Conn, 1990). Stetson Conn (1990) wrote “For several decades the Japanese population had been the target of hostility and restrictive action.”
Twenty years after the First World War, humanity was, yet again, plagued with more hostility. September 1st, 1939 marked the start of World War II, this time, with new players on the board. Waves of fear and paranoia rippled throughout the United States, shaking its’ very foundation of liberty and justice for all. The waves powerfully crashed onto a single ethnic group, the Japanese-Americans, who had their rights and respect pulled away from them. They were seen as traitors and enemies in their own country, and were thrown into prison camps because of it. This event marks one of the absolute lowest points in United States history and has changed the course of the country as a whole.
Knowing that it would be four years of relentless pestering, I knew that someday I would surpass my tormentors; I would keep under cover of my books and study hard to make my brother proud one day. It would be worth the pain to someday walk into a restaurant and see my former bully come to my table wearing an apron and a nametag and wait on me, complete with a lousy tip. To walk the halls of the hospital I work in, sporting a stethoscope and white coat while walking across the floor that was just cleaned not to long ago by the janitor, who was the same boy that tried to pick a fight with me back in middle school. To me, an Asian in an American school is picking up where my brother left off. It’s a promise to my family that I wouldn’t disappoint nor dishonor our name. It’s a battle that’s gains victory without being fought.
Although the Canadian government reimbursed Japanese Canadians for their suffering during internment, the government did not admit full responsibilities for all the direct and indirect torturous acts it subjected Japanese Canadians to in WWII. About 22, 000 (7) people of Japanese of descent (men, women and children), 75% of whom were Canadian citizens (3.5), were forced from their homes and to live in crowded, small, unhygienic internment cam...
Throughout America’s history, there have been numerous incidents of unnecessary incrimination of certain races, perhaps most evidently the internment of Japanese-Americans between World War I and World War II. Not only did public opinions shift towards illogical discrimination of the foreigners, degrading propaganda, discriminating laws, and segregation/separation began taking over the nation. Mainly due to the idea of national safety, irrational fear of the Japanese quickly arose and the government saw internment as a reasonable response, which only led to the Americans feeling superior to the so-called “inferior creatures.” During the gap between the World Wars, the American population took drastic measures in order to make it clear that they are superior to the Japanese and the United States truly is their country.
The purpose of this essay is to talk about how Japanese American are a minority group in the United States that has received unequal treatment for my Cultural Diversity class. To achieve this, I read Race, Class, and Gender in the United States: An Integrated Study, used the National University Library to search for information about Japanese experiences from 1900-2015. Japanese Americans faced prejudice, discrimination, and segregation from 1900 to 1960’s. I explain how Japanese Americans fit into the five essential properties of a minority group. These are physical and cultural characteristics, unequal treatment, endogamous, subordinate status, and involuntary membership in a minority group.