World War II was a time of great fear and distrust in this world’s history. There was great prejudice with a sense that betrayal could occur at any moment. This held most true for the Japanese. After the bombing of Pearl Harbor, the Japanese were greatly looked down upon due to an American fear of retaliation. In Joy Kogawa’s novel, Obason, the narrator is a young Japanese Canadian girl recalling her forced relocation to internment camps. It was a time filled with stereotypes and a great deal of prejudiced behavior. Kogawa makes great use of point of view, selection of detail, and figurative language in order to reflect to narrator’s naive attitude of her past. Through her use of point of view, Kogawa is able to provide simple and clear details on the narrator’s experiences. Children are young and innocent which means they are often unaware to the horrors and evils existing in this world. Kogawa chooses to write the narrator as a young girl who is innocent in the world. This girl has no real understanding as to the happenings and details of her World War II surroundings. Even so the narrator is able to provide simple views on the events which speaks volumes for the scene. “The train smells of oil and soot and orange peels...the black soot leaps and settles like insects...a boy is trying to distract the kitten with his finger but the kitten mews and mews” (50-60). A child’s perspective allows readers to receive simplified versions of events without any adult biases to interfere with the world’s occurances. It gives a view of the world that has not yet been affected by adult hardships as well as makes these views pure. Innocent children are able to provide naive innocent truths. If the point of view was that of an adult there cou... ... middle of paper ... ...ced to experience much undeserved fear. In Joy Kogawa’s passage, Obasan, the narrator is from a child’s point of view. This provides simplified naive viewpoints yet also gives innocent unbiased truths. With strong diction, the speaker also reveals broken spirits that are unified in their silence. A child's opinion on this terrifying journey to imprisonment is truthfully able to reflect fear, strength, and judgment. Children have unmolded minds and therefore have pure thoughts not yet tainted by society’s prejudiced judgments. Kogawa reveals to the reader that prejudice is an evil that comes both from within and out a person and society. Through the prejudgment and misjudgment of others, lives can be hurt and easily torn apart. It is in times such as this when people come together, despite their fear, and find unrealized comfort in others who can connect with them.
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.
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...
...itizens would know the truth about what happened to the Japanese in America. Jeanne told people in an interview, that in her book “It tells a story about America. For the first time in the history of our country, all three branches of the government violated the constitution. They rounded up a group of people because of their race and because of the potential to be dangerous. They rounded them up and imprisoned them in these camps from one to three years, and no one knew about it. This was a great violation of democratic values of this country.’’
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
Okihiro, Gary Y. Whispered Silences: Japanese Americans and World War II. Seattle: University of Washington Press, 1996.
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.
...it may help us arrive at an understanding of the war situation through the eyes of what were those of an innocent child. It is almost unique in the sense that this was perhaps the first time that a child soldier has been able to directly give literary voice to one of the most distressing phenomena of the late 20th century: the rise of the child-killer. While the book does give a glimpse of the war situation, the story should be taken with a grain of salt.
...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.
Fighting a war against the oppression and persecution of a people, how hypocritical of the American government to harass and punish those based on their heritage. Magnifying the already existing dilemma of discrimination, the bombing of Pearl Harbor introduced Japanese-Americans to the harsh and unjust treatment they were forced to confront for a lifetime to come. Wakatsuki Ko, after thirty-five years of residence in the United States, was still prevented by law from becoming an American citizen.
John Dower's War without Mercy describes the ugly racial issues, on both the Western Allies and Japanese sides of the conflict in the Pacific Theater as well as all of Asia before during and after World War II and the consequences of these issues on both military and reconstruction policy in the Pacific. In the United States as well as Great Britain, Dower dose a good job of proving that, "the Japanese were more hated than the Germans before as well as after Pearl Harbor." (8) On this issue, there was no dispute among contemporary observers including the respected scholars and writers as well as the media. During World War II the Japanese are perceived as a race apart, a species apart referred to as apes, but at the same time superhuman. "There was no Japanese counterpart to the "good German" in the popular consciousness of the Western Allies." (8) Dower is not trying to prove how horrible the Japanese are. Instead, he is examining the both sides as he points out, "atrocious behavior occurred on all sides in the Pacific War." (12-13) Dower explores the propaganda of the United States and Japanese conflict to underline the "patterns of a race war," and the portability of racist stereotypes. Dower points out that "as the war years themselves changed over into an era of peace between Japan and the Allied powers, the shrill racial rhetoric of the early 1940s revealed itself to be surprisingly adaptable. Idioms that formerly had denoted the unbridgeable gap between oneself and the enemy proved capable of serving the goals of accommodation as well."(13) "the Japanese also fell back upon theories of "proper place" which has long been used to legitimize inequitable relationships within Japan itself."(9) After...
middle of paper ... ... ity going in the last paragraph. The structure of the passage helps the responder to clearly see the changed perspective of the author. The passage starts with the child’s perspective; the writing has almost a curious and flighty feel to it. This feeling is empathized through the use of verbs, adjectives, similes, metaphors, imagery and descriptive and emotive language.
The book “Hiroshima,” written by John Hersey is an alluring piece coupled with an underlining, mind grabbing message. The book is a biographical text about the lives of six people: Miss Sasaki, Dr. Fujii, Mrs. Nakamura, Father Kleinsorge, Dr. Sasaki, and Rev. Tanimoto, in Hiroshima, Japan. It speaks of these aforementioned individuals’ lives, following the dropping of the world’s first atomic bomb on 06 Aug 1945, and how it radically changed them, forever. John Hersey, the author of “Hiroshima,” attempts to expose the monstrosity of the atomic bomb, through his use of outstanding rhetoric, descriptive language, and accounts of survivors. He also attempts to correlate the Japanese civilians of Hiroshima to the American public, in hope that Americans
Much about Kogawa's novel makes it difficult not only to read but also to classify or categorize. First, Obasan blurs the line between nonfiction and fiction. Kogawa draws from actual letters and newspaper accounts, autobiographical details, and historical facts throughout the novel, but she artistically incorporates this material into a clearly fictional work. In addition, Kogawa's narrative operates on multiple levels, from the individual and familial to the communal, national, political, and spiritual. Stylistically, the novel moves easily between the language of documentary reportage and a richly metaphorical language, and between straightforward narrative and stream-ofconsciousness exposition. This astonishing variety in Kogawa's novel can, at times, become bewildering and unsettling to the reader. But as many readers and critics have noted, Kogawa's style and method in Obasan also constitute the novel's unique strength. Kogawa writes in such a way that ambiguity, uncertainty, irony, and paradox do not weaken her story but instead paradoxically become the keys to understanding it.
Sanity is subjective. Every individual is insane to another; however it is the people who possess the greatest self-restraint that prosper in acting “normal”. This is achieved by thrusting the title of insanity onto others who may be unlike oneself, although in reality, are simply non-conforming, as opposed to insane. In Susanna Kaysen’s Girl, Interrupted, this fine line between sanity and insanity is explored to great lengths. Through the unveiling of Susanna’s past, the reasoning behind her commitment to McLean Hospital for the mentally ill, and varying definitions of the diagnosis that Susanna received, it is evident that social non-conformity is often confused with insanity.
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