Checking Out Me History

Question 1

Q: What is the title of the poem and who is the poet?

Answer 1

A: The title of the poem is “Checking Out Me History,” and it was written by John Agard.

Question 2

When was the poem published, and what is the background of the poet?

Answer 2

A: The poem was published in 2007. John Agard, the poet, was born in British Guiana, now known as Guyana, in the Caribbean.

Question 3

How does the poem blend different linguistic elements?

Answer 3

A: The poem uses non-standard Phonetic spelling and mixes Guyanese Creole with standard English.

Question 4

What is the central theme of “Checking Out Me History”?

Answer 4

A: The central theme of the poem revolves around the exploration of black history and the frustration of the protagonist over the neglect of significant figures from black history in his education.

Question 5

Can you summarize the irony of the poem’s title?

Answer 5

A: Despite the title “Checking Out Me History,” the protagonist is not actually exploring his own history but rather discovering the historical figures he was not taught about, particularly those from black

Question 6

Q: What motivates the protagonist to delve into history?

Answer 6

A: The frustration over the omission of black historical figures from his education motivates the protagonist to seek out and learn more about his heritage.

Question 7

Q: How does the poem challenge conventional views of history?

Answer 7

A: The poem challenges conventional views of history by highlighting the neglect of significant black historical figures and the need for a more inclusive representation of history.

Question 8

Q: What linguistic techniques does Agard employ in the poem?

Answer 8

A: Agard employs non-standard Phonetic spelling, Guyanese Creole, and standard English to represent the voice of the protagonist and convey his frustration and determination.

Question 9

What is the significance of the protagonist’s resolve at the end of the poem?

Answer 9

A: The protagonist’s resolve to seek out his own history signifies a reclaiming of identity and a rejection of the whitewashed version of history he was taught. It symbolizes empowerment and self-discovery.

Question 10

What does the speaker mean by “Dem tell me” in the first two lines?

Answer 10

A: The speaker is referring to their white teachers, who control what they are taught.

Question 11

How does the speaker feel about the information they are given?

Answer 11

A: The speaker feels that they are only taught what their teachers want them to know, which blinds them to their true history and identity.

Question 12

What does the phrase “Bandage up me eye with me own history” symbolize?

Answer 12

A: It symbolizes how the speaker’s own history is concealed from them, preventing them from understanding their true identity and heritage.

Question 13

What linguistic technique is used in the phrase “Dem tell me” and why?

Answer 13

A: The use of repetition, specifically the repetition of “Dem tell me,” emphasizes the speaker’s frustration and highlights the controlling nature of the information they receive.

Question 14

Q: How does Agard use language to convey the speaker’s cultural pride?

Answer 14

A: Agard uses Guyanese Creole and non-standard English to reflect the speaker’s cultural background and pride, which contrasts with the biased English curriculum taught by British educators.

Question 15

Q: What historical events and figures are mentioned in lines 6-9?

Answer 15

A: The Battle of Hastings in 1066 and the childhood story of Dick Whittington and his cat are mentioned, but the speaker was never taught about significant black historical figures such as Toussaint L’Ouverture.

Question 16

How does the speaker feel about the curriculum’s emphasis on certain historical figures?

Answer 16

A: The speaker feels that the emphasis on white historical figures is irrelevant to them and neglects the importance of black historical figures

Question 17

Who is Toussaint L’Ouverture, and why is he significant?

Answer 17

A: Toussaint L’Ouverture was a slave and the leader of the Haitian Revolution. He defeated Napoleon’s forces and secured Haiti’s independence from French rule, making it the first black democracy in the Americas. His leadership transformed the lives of many slaves.

Question 18

Q: What is the poet’s purpose in contrasting white historical figures with Toussaint L’Ouverture?

Answer 18

A: The poet contrasts white historical figures with Toussaint L’Ouverture to highlight the neglect of significant black historical figures in the curriculum and to emphasize the importance of recognizing and learning about diverse histories.

Question 19

How does the mention of Toussaint L’Ouverture contribute to the theme of the poem?

Answer 19

A: Toussaint L’Ouverture’s omission from the curriculum underscores the speaker’s frustration with the limited representation of black history and the need for a more inclusive education system.

Question 20

Q: How does the speaker describe Toussaint L’Ouverture in lines 10-21?

Answer 20

A: The speaker describes Toussaint L’Ouverture as a visionary slave who defeated Napoleon’s forces, leading to the birth of the first Black Republic. Toussaint is depicted as a thorn in the side of the French, symbolizing his role as a constant obstacle to their oppression, and as a beacon of the Haitian Revolution, illuminating the path to freedom.

Question 21

Q: What significance does the use of italics have in this section of the poem?

Answer 21

A: The use of italics highlights the speaker’s shift from discussing the curriculum-taught history to teaching the audience about Toussaint L’Ouverture. It emphasizes the importance of recognizing and learning about black historical figures.

Question 22

How does Agard use imagery to portray Toussaint L’Ouverture?

Answer 22

A: Agard uses imagery such as “thorn” and “beacon” to portray Toussaint L’Ouverture’s role as both a constant obstacle to oppression and a guiding light of the Haitian Revolution, respectively

Question 23

What message does Agard convey through the description of Toussaint L’Ouverture?

Answer 23

A: Agard conveys the message that black history, represented by figures like Toussaint L’Ouverture, is significant and deserves recognition. By highlighting Toussaint’s achievements and role in history, Agard emphasizes the importance of including diverse perspectives in the education system.

Question 24

What examples of trivial knowledge are contrasted with the omission of Nanny de Maroon in lines 22-25?

Answer 24

A: The examples of trivial knowledge include the man who discovered the balloon, the nursery rhyme “Hey Diddle Diddle,” and the dish running away with the spoon.

Question 25

Who is Nanny de Maroon, and why is she significant?

Answer 25

A: Nanny de Maroon was a Jamaican slave born to the Asante people in the late 17th century. She played a crucial role as a leader of the Windward Maroons, a group of escaped slaves who fought against British colonial forces. Nanny is revered as a symbol of resistance and freedom in Jamaican history.

Question 26

What message does Agard convey through the omission of Nanny de Maroon from the curriculum?

Answer 26

A: Agard highlights the prioritization of trivial knowledge, such as nursery rhymes and English inventors, over the significant contributions of black historical figures like Nanny de Maroon. This omission underscores the need for a more inclusive and comprehensive representation of history

Question 27

How does the inclusion of Nanny de Maroon contribute to the theme of the poem?

Answer 27

A: The inclusion of Nanny de Maroon reinforces the theme of the neglect of black history in education. It emphasizes the importance of recognizing and honoring the contributions of black historical figures like Nanny de Maroon.

Question 28

How does the speaker describe Nanny de Maroon in lines 26-31?

Answer 28

A: The speaker describes Nanny de Maroon as a visionary and a “see-far” woman who founded her own town for escaped slaves in the mountains of Jamaica. She is depicted as a figure of hope and struggle in the quest for freedom.

Question 29

Q: What is the significance of the term “see-far woman”?

Answer 29

A: The term “see-far woman” emphasizes Nanny de Maroon’s visionary leadership and her ability to perceive beyond immediate circumstances. It highlights her strategic thinking and foresight in establishing a community for escaped slaves.

Question 30

Q: How does Agard use imagery to portray Nanny de Maroon’s struggle for freedom?

Answer 30

A: Agard uses imagery such as “fire-woman struggle” and “hopeful stream to freedom river” to portray Nanny de Maroon’s relentless struggle for freedom. The imagery of fire suggests her fiery determination, while the stream metaphor symbolizes the gradual but steady progress towards ultimate freedom.

Question 31

What message does Agard convey through the description of Nanny de Maroon?

Answer 31

A: Agard conveys the message that figures like Nanny de Maroon, through their visionary leadership and resilience, provided hope and inspiration to oppressed people. By highlighting Nanny’s struggle and achievements, Agard emphasizes the importance of recognizing and honoring the contributions of black historical figures in the fight for freedom and equality.

Question 32

What historical figures and events are mentioned in lines 32-39?

Answer 32

A: The mentioned historical figures and events include Lord Nelson and the Battle of Waterloo, Shaka, Christopher Columbus and his arrival in America in 1492, the indigenous peoples of the Caribbean (the Caribs and the Arawaks), Florence Nightingale and her work during the Crimean War, Robin Hood, and Old King Cole. Additionally, the omission of Mary Seacole is highlighted.

Question 33

Who is Shaka, and why is he significant?

Answer 33

A: Shaka was a Zulu king from Southern Africa known for his military prowess and his ability to unite various African nations to expand the Zulu kingdom. He is significant for his role in shaping Zulu history and his impact on African communities.

Question 34

Q: How does the speaker feel about the information they are taught?

Answer 34

A: The speaker feels that they are taught about trivial or Eurocentric historical figures and events, while significant figures from black or indigenous history are neglected or omitted.

Question 35

Q: How does the speaker feel about the information they are taught?

Answer 35

A: The speaker feels that they are taught about trivial or Eurocentric historical figures and events, while significant figures from black or indigenous history are neglected or omitted.

Question 36

What message does Agard convey through the omission of figures like Shaka and Mary Seacole?

Answer 36

A: Agard highlights the Eurocentric bias in education and the neglect of important figures from black and indigenous history. By pointing out the omission of figures like Shaka and Mary Seacole, Agard underscores the need for a more inclusive and diverse representation of history

Question 37

How does Agard use the contrast between taught and omitted historical figures to convey the speaker’s knowledge and perspective?

Answer 37

A: Agard uses the contrast between taught and omitted historical figures to demonstrate the speaker’s awareness of the type of history that matters to them. The omission of significant black and indigenous figures highlights the speaker’s frustration with the Eurocentric curriculum and underscores their desire for a more inclusive education

Question 38

Q: What does the speaker reveal about Mary Seacole in lines 40-49?

Answer 38

A: The speaker reveals that Mary Seacole, originally from Jamaica, traveled to the Crimean War to offer her assistance. Despite being initially denied by the British War Office, she independently journeyed to Russia to provide medical care to the wounded soldiers. She became a symbol of hope and healing, likened to a “healing star” and a “yellow sunrise” to the dying.

Question 39

Q: How does Agard use imagery to portray Mary Seacole’s actions and impact?

Answer 39

A: Agard uses imagery such as “healing star” and “yellow sunrise” to portray Mary Seacole as a source of hope and comfort to the wounded soldiers. These images evoke a sense of warmth, brightness, and healing, highlighting Seacole’s compassionate and selfless nature.

Question 40

Q: What message does Agard convey through Mary Seacole’s story?

Answer 40

A: Agard conveys the message of resilience, determination, and the importance of recognizing the contributions of individuals like Mary Seacole, especially in the face of adversity and discrimination. By highlighting Seacole’s courage and compassion, Agard emphasizes the significance of diverse voices and histories in shaping our understanding of the world.

Question 41

How does the portrayal of Mary Seacole contribute to the overarching theme of the poem?

Answer 41

A: The portrayal of Mary Seacole contributes to the theme of the neglected contributions of black historical figures. By showcasing Seacole’s remarkable achievements and her willingness to help others despite facing obstacles, Agard underscores the importance of recognizing and honoring the diverse experiences and histories of individuals like Seacole.

Question 42

Q: What does the speaker declare in lines 50-53?

Answer 42

A: The speaker declares their intention to no longer accept the version of history taught by the British. Instead, they are taking control of their own education and learning about their own history and heritage. This act of self-discovery is portrayed as a means of carving out their own identity

Question 43

Q: How does the repetition of “Dem tell me” in line 50 contribute to the poem’s message?

Answer 43

A: The repetition emphasizes the speaker’s frustration with the one-sided narrative they have been taught and highlights the controlling nature of the information presented to them. It underscores the theme of reclaiming agency and autonomy in shaping one’s identity and understanding of history.

Question 44

What significance does the shift from “dem” to “I” have in this section of the poem?

Answer 44

A: The shift from “dem” (them) to “I” signifies a transition from passivity to agency. The speaker is no longer allowing others to dictate their understanding of history; instead, they are actively engaging with their own heritage and identity. This shift underscores the theme of empowerment and self-discovery

Question 45

How does Agard convey the theme of self-discovery and identity formation in these lines?

Answer 45

A: Agard conveys the theme of self-discovery and identity formation by depicting the speaker’s realization that they must explore their own history to truly understand and define themselves. The act of “checking out me own history” and “carving out me identity” symbolizes the speaker’s journey towards self-awareness and autonomy.

Question 46

Question: What form does the poem “Checking Out Me History” take?

Answer 46

Answer: The poem is written as a dramatic monologue.

Question 47

Flashcard 2:
Question: What theme is explored in the poem?

Answer 47

Answer: The theme of identity and control is explored, particularly in relation to the speaker’s education and understanding of history.

Question 48

Question: How does the poet convey the theme of identity and control?

Answer 48

Answer: The poet uses the form of a dramatic monologue to give voice to the speaker’s frustration with the biased history taught in the British education system, and the speaker’s decision to reclaim their own history and identity.

Question 49

Question: What is the speaker’s intention in the poem?

Answer 49

Answer: The speaker’s intention is to challenge and subvert the dominant narrative of history imposed upon them by the British education system, and to celebrate the resilience and agency of those who assert their own identity and reclaim their history.

Question 50

Question: How does the poet use language to convey the speaker’s perspective?

Answer 50

Answer: The poet uses oral poetry, informal language, and non-standard spelling to reflect the authenticity of the speaker’s voice and cultural background, emphasizing the immediacy of their expression.

Question 51

Question: How does Agard structure the poem to convey the theme of identity and control?

Answer 51

Answer: Agard alternates between two distinct structures, marked by two different fonts, to juxtapose frivolous British history with powerful black history, highlighting the control exerted by colonial education.

Question 52

Question: What evidence supports the theme of identity and control in the poem’s structure?

Answer 52

Answer: The use of simple rhyming couplets and repetition in stanzas dealing with forced education, along with the deliberate omission of punctuation, suggests frustration and resistance against colonial control

Question 53

Question: What is the poet’s intention in using two different structures in the poem?

Answer 53

Answer: The poet’s intention is to challenge the dominance of colonial education and emphasize the importance of acknowledging and teaching black history, while also showcasing the speaker’s journey of self-discovery.

Question 54

Question: How does the poem’s structure reflect the speaker’s journey of self-discovery?

Answer 54

Answer: The structure reflects the speaker’s journey by contrasting the history imposed upon them with the history they choose to reclaim, ultimately leading to the speaker carving out their own identity.

Question 55

Question: What role does the use of non-standard phonetic spelling play in the poem’s structure?

Answer 55

Answer: The use of non-standard phonetic spelling, such as Creole, reflects the speaker’s resistance against colonial traditions and restrictions, further emphasizing the theme of identity and control.

Question 56

Question: How does the absence of punctuation contribute to the theme of control and oppression?

Answer 56

Answer: The absence of punctuation allows for interpretation and resistance against colonial oppression, as it allows the reader to attach their own identity and rules to the poem, rather than being dictated by colonial norms.

Question 57

Question: How does Agard use language to convey the theme of identity and control?

Answer 57

Answer: Agard employs violent metaphors like “blind me” and “bandage up me eye” to illustrate the impact of neglecting history relevant to the speaker’s identity, emphasizing the deliberate nature of colonial control.

Question 58

Question: What evidence supports the conflict between different histories in the poem?

Answer 58

Answer: Agard uses positive nature imagery in verses about black history, such as “mountain dream” and “yellow sunrise,” highlighting the longevity and power of these figures. The contrast with the childish lexis in other stanzas reflects the complexity and beauty of black history.

Question 59

Question: How does Agard use the motif of light in the poem?

Answer 59

Answer: Agard repeatedly uses light imagery, such as “Toussaint de beacon” and “a healing star,” to portray black historical figures as sources of guidance and inspiration. This suggests that they illuminate the hidden or deliberately omitted history.

Question 60

Question: What does the use of present continuous tense in the final stanza signify?

Answer 60

Answer: The use of present continuous tense, as in “I carving,” suggests that the search for the speaker’s identity is an ongoing process. The choice of the verb “carving” implies that it is a difficult and sometimes painful journey.

Question 61

Question: What is Agard’s intention in using language to contrast different histories?

Answer 61

Answer: Agard’s intention is to emphasize the importance and relevance of black history while highlighting the neglect and suppression of it by colonial education systems. He aims to empower individuals to reclaim their own narratives and identities through language.

Question 62

Question 1: How does the historical background of Guyana inform the themes of cultural identity in “Checking Out Me History”?

Answer 62

Answer: The historical background of Guyana as a former Dutch colony until 1966, where Agard was born and received a British education, provides context for the exploration of cultural identity in the poem. This background underscores the complexities of colonialism and its impact on shaping individuals’ understanding of their heritage.

Question 63

Question 2: What significance does the title of the poem hold in relation to cultural identity?

Answer 63

Answer: The title, “Checking Out Me History,” written in a Creole dialect, reflects the perspective of someone from a Caribbean culture reclaiming their history. The use of “Checking Out” suggests a personal journey of discovery and the importance of self-education in understanding one’s cultural identity.

Question 64

Question 3: How does Agard use historical figures in the poem to explore cultural identity?

Answer 64

Answer: Agard includes significant historical figures from black and colonized peoples’ history to highlight the richness and importance of Caribbean cultural identity. By shedding light on these lesser-known figures, Agard emphasizes the resilience and pride of Caribbean communities in reclaiming their history and identity.

Question 65

Question 4: How does Agard challenge colonial education in the poem?

Answer 65

Answer: Agard critiques colonial education by highlighting its role in suppressing indigenous cultures and imposing a Eurocentric worldview. The poem suggests that colonial education perpetuates oppression and control by dictating individuals’ understanding of their place in the world.

Question 66

Question 5: What does Agard’s examination of both sides of the colonial story reveal about oppression and control?

Answer 66

Answer: Agard’s exploration of both colonized and colonizing societies in the poem sheds light on the pervasive impact of colonialism on cultural identity. By juxtaposing the contributions of figures from both sides, Agard challenges the dominant narrative of colonial education and exposes the injustices perpetuated by oppressive systems

Question 67

Question 6: How does Agard empower individuals to reclaim their cultural identity in the face of oppression?

Answer 67

Answer: Agard empowers individuals to reclaim their cultural identity by highlighting the contributions of significant historical figures from black and colonized peoples’ history. These figures represent freedom from the oppression of colonial education and serve as sources of inspiration for asserting one’s identity.

Question 68

Question 1: How does the poem suggest that denying access to one’s history is a form of oppression?

Answer 68

Answer: The poem implies that denying access to one’s history prevents individuals from being inspired by relevant historical figures and establishing a separate identity from their colonizers. This denial of history perpetuates oppression by restricting individuals’ understanding of their cultural heritage and stifling their ability to assert their identity.

Question 69

Question 2: Why might British and other colonized powers have deliberately omitted figures like Toussaint L’Ouverture from their teachings?

Answer 69

Answer: It is possible that colonized powers omitted figures like Toussaint L’Ouverture from their teachings out of fear that other oppressed peoples might learn from their example and rise up against colonial oppression. By controlling the narrative of history, colonial powers sought to maintain their dominance and suppress resistance movements.

Question 70

Question 3: How does the poem suggest that reclaiming one’s history is key to fighting back against oppression?

Answer 70

Answer: The speaker argues that reclaiming one’s history is essential for fighting back against oppression. By investigating and learning about their own history, colonized peoples can assert their identity and challenge the dominant narrative imposed by colonial powers. This process of reclaiming history empowers individuals to resist oppression and assert their cultural identity.

Question 71

Question 4: What is the significance of the line “Whoever controls the past controls the present” in the poem?

Answer 71

Answer: The line “Whoever controls the past controls the present” highlights the importance of history in shaping individuals’ understanding of themselves and their place in the world. It suggests that those who control the narrative of history also control how people think about themselves and their identity. By reclaiming their history, oppressed peoples can challenge this control and assert their own narrative.

Question 72

Question 5: How does the poet’s argument apply to people living under oppression and being denied their cultural identity?

Answer 72

Answer: The poet argues that denying people access to their history is a form of oppression that stifles their ability to establish a separate identity. This argument applies to all people living under oppression and being denied their cultural identity, as reclaiming history is essential for asserting one’s identity and challenging oppressive systems.

Question 73

Question: How do both Agard and Blake challenge the power of authority figures in their respective poems?

Answer 73

Answer: Both poets challenge the authority of those in power, with Agard critiquing the English curriculum and colonial powers, while Blake criticizes the church and monarchy for their roles in perpetuating societal oppression and suffering.

Question 74

Question: What literary devices does Agard use to emphasize the frustration of the speaker in “Checking Out Me History”?

Answer 74

Answer: Agard employs repetition, nature imagery, and changes in font to highlight the frustration and anger of the speaker towards the biased education system and the omission of significant figures from black history.

Question 75

Question: How does Blake’s use of language in “London” compare to Agard’s use of language in “Checking Out Me History”?

Answer 75

Answer: Both poets use simple language and a conversational tone to convey their criticisms of social and cultural inequality, aiming to make their message accessible to all members of society, despite differences in the subject matter and themes of their respective poems.

Question 76

Question: What is the main difference in approach between Agard and Blake in their poems?

Answer 76

Answer: While Agard offers a solution for reclaiming control and ownership of one’s own identity, Blake implies that nothing will change unless people rise up against oppression, reflecting differing viewpoints on the potential for cultural and social change.

Question 77

Question: How does Agard use imagery to convey hope and contrast in “Checking Out Me History”?

Answer 77

Answer: Agard employs imagery of light to symbolize hope and inspiration, emphasizing the contrast between the powerful force of black history and the oppression imposed by the colonial education system, highlighting the possibility of overcoming oppression.

Question 78

Question: What is the main similarity between Agard’s “Checking Out Me History” and Rumens’s “The Émigrée”?

Answer 78

Answer: Both poets attach a great deal of emotional significance to their cultural identity, reflecting on their own sense of identity and the loss they experience as a result of circumstances or the information they have been given.

Question 79

Question: How do Agard and Rumens use light imagery in their respective poems?

Answer 79

Answer: Both poets use light imagery to symbolize hope, freedom, and inspiration. Agard employs phrases like “Toussaint de beacon” and “A shining star,” while Rumens describes “an impression of sunlight” and “the graceful slopes glow,” illustrating the emotional significance of light in their reflections on identity and cultural belonging

Question 80

Question: What is the main difference in approach between Agard and Rumens in their poems?

Answer 80

Answer: Agard’s poem is more focused on the frustration and anger of the speaker regarding the education imposed on him and the omission of significant historical events, while Rumens’s poem reflects a more reflective tone as the speaker reminisces fondly about her childhood and explores the relationship between memory and identity.

Question 81

Question: How do Agard and Rumens explore the concept of identity differently in their poems?

Answer 81

Answer: Agard places emphasis on the relevance of facts and history in forming one’s sense of identity, expressing frustration about the education system and the omission of certain historical events. In contrast, Rumens’s poem is reflective and suggests that one’s identity and strength come from the past and memory, as the speaker fondly reminisces about her childhood and explores the relationship between memory and identity.

Question 82

Question: What does Agard suggest about the education system in the UK in “Checking Out Me History”?

Answer 82

Answer: Agard suggests that the British education system only imparts what it deems appropriate, particularly regarding the history of immigrants, black people, mixed race people, and other ethnic minorities. This limitation prompts Agard, speaking for these marginalized groups, to express his frustration and defiance through his poetry.

Question 83

Question: What literary technique does Agard use in the first three lines of the poem?

Answer 83

Answer: Agard uses the technique of anaphora, repeating the phrase “Dem tell me” at the beginning of each line. This repetition emphasizes the poet’s message and creates a rhythmic pattern, drawing attention to the injustice felt by the speaker and the lack of agency in determining one’s own history

Question 84

Question: What does the repetition of “Dem tell me” suggest about the teaching of history according to Agard?

Answer 84

Answer: The repetition of “Dem tell me” suggests that the teaching of history, particularly white history and nursery rhymes, amounts to a form of indoctrination imposed by the white Establishment. It conveys a sense of passiveness and implies that individuals are being told what to believe rather than being encouraged to explore and question their own history.

Question 85

Question: What is the significance of the phrase “now I checking out me own history” in the poem?

Answer 85

Answer: The phrase “now I checking out me own history” marks a turning point in the poem, where the speaker asserts their agency and autonomy in reclaiming their own history. It signifies a shift from passiveness to assertiveness, as the speaker decides to explore and embrace their own cultural heritage rather than accepting the version presented by the education system.

Question 86

Question: What is the significance of the metaphorical ‘bandages’ and ‘blind me’ in the poem?

Answer 86

Answer: The reference to ‘bandages’ and ‘blind me’ is ironic and impactful, as they are powerful metaphors belonging to the same semantic field. Bandages are typically associated with healing, yet in this context, they represent the concealment and suppression of black history by the education system. Similarly, being blinded suggests a lack of awareness or understanding, highlighting the ignorance perpetuated by the omission of diverse histories from the curriculum.

Question 87

Question: How does the use of plosive ‘b’ consonants in “bandage” and “blind” contribute to the tone of the poem?

Answer 87

Answer: The plosive ‘b’ consonants create an underlying tone of aggression throughout the poem, emphasizing the speaker’s frustration and anger at the marginalization of black history. Additionally, these consonants highlight the damaging effects of covering up black history, echoing the violence and injustice experienced by marginalized communities.

Question 88

Question: What is the significance of the syntactic parallelism in the two lines

Bandage up me eye with me own history
Blind me to me own identity

Answer 88

Answer: The syntactic parallelism in the construction of the two lines provides the stanza with rhythmic movement and cohesion. This parallelism enhances the poem’s flow and readability while emphasizing the message conveyed by the speaker. It serves to reinforce the idea of systemic oppression and the pervasive impact of educational neglect on the speaker’s identity and sense of self.

Question 89

Flashcard 8:
Question: What historical event is referenced in the line “Dem tell me bout 1066 and all dat”?

Answer 89

Answer: The line references the Battle of Hastings, which took place in 1066 between the Norman-French invaders and the English, resulting in Norman victory and subsequent Norman rule over England.

Question 90

Question: What is the significance of the term “all dat” in the context of the line?

Answer 90

Answer: The term “all dat” is dismissive and implies Agard’s indifference or lack of interest in the version of history taught in schools. It suggests that Agard views the historical narrative presented to him as unimportant or irrelevant.

Question 91

Question: What cultural observation can be made regarding the teaching of the Battle of Hastings in English schools?

Answer 91

Answer: The teaching of the Battle of Hastings in English schools highlights the assimilation of Norman culture into English society, as well as the dominance of this historical narrative. However, it also underscores the marginalization of the poet’s own culture within British society, as his cultural history is not given the same attention or importance in the curriculum.

Question 92

Question: What is referenced in the line “Dem tell me about Dick Whittington and he cat”?

Answer 92

Answer: The line references the pantomime story of Dick Whittington and his cat, which is commonly taught in primary schools during Christmas time.

Question 93

Question: What is the significance of juxtaposing the story of Dick Whittington with the Toussaint L’Ouverture rebellion?

Answer 93

Answer: The juxtaposition suggests an imbalanced focus in education, where childish fairy tales like Dick Whittington are prioritized over more significant historical events like the Toussaint L’Ouverture rebellion. It highlights the trivialization of important historical narratives in favor of lighter, more entertaining stories.

Question 94

Question: How does the reference to Dick Whittington serve as a metaphor in the context of the poem?

Answer 94

Answer: The reference to Dick Whittington serves as a metaphor for the prioritization of trivial or unimportant topics over more significant historical events. It symbolizes the tendency to focus on entertaining or lighthearted narratives while neglecting to teach students about important aspects of history.

Question 95

Question: Who is Toussaint L’Ouverture, and what did he achieve?

Answer 95

Answer: Toussaint L’Ouverture led a revolution in Haiti that freed an entire population of black slaves from oppression.

Question 96

What does Agard suggest by stating “No dem never tell me bout dat” in reference to Toussaint L’Ouverture?

Answer 96

Answer: Agard suggests that there is ignorance in the British education system because important historical events like Toussaint L’Ouverture’s revolution in Haiti are not mentioned or studied.

Question 97

Question: How does the use of the double negative “no” and “never” contribute to the tone of the poem?

Answer 97

Answer: The use of the double negative “no” and “never” creates an angry and assertive tone, emphasizing Agard’s frustration with the omission of significant historical events from the British education system.

Question 98

Question: How does Agard describe Toussaint L’Ouverture’s story in the poem?

Answer 98

Answer: Agard describes Toussaint L’Ouverture’s story mainly in one-word lines, three at most, which increases the pace, adds drama and excitement, and contrasts with the dragging rhythm of the preceding lines.

Question 99

Question: What poetic devices does Agard use in the stanza recounting Toussaint L’Ouverture’s story?

Answer 99

Answer: Agard uses rhyme, half-rhyme, and assonance in the stanza recounting Toussaint L’Ouverture’s story, such as “Napoleon” and “Battalion”; “born” and “thorn”; “beacon” and “Revolution,” to give coherence and unity to the stanza.

Question 100

Question: How does Agard contrast the stanzas concerning the established British syllabus with those dealing with the missing episodes?

Answer 100

Answer: The stanzas concerning the established British syllabus end in predictable rhyme, while those dealing with the missing episodes are unrhymed, making them unpredictable and more interesting

Question 101

Question: How does the idea of Toussaint L’Ouverture being a slave with vision contribute to the poem?

Answer 101

Answer: The idea of Toussaint L’Ouverture being a slave with vision highlights his remarkable achievement despite being deprived of education, emphasizing his innate talent in leadership. It also contrasts with the blindness associated with traditional education, and it links to the imagery of light later in the poem.

Question 102

Question: What does “lick back” mean in the context of the poem?

Answer 102

Answer: “Lick back” means defeat or punishment, possibly derived from the punishment of whipping, which was familiar to slaves.

Question 103

Question: Who is Napoleon mentioned in the poem, and what is his significance?

Answer 103

Answer: Napoleon Bonaparte was a French military and political leader whose troops were defeated by Toussaint L’Ouverture. His defeat by a self-educated Haitian slave leader highlights the extraordinary achievement of Toussaint in defeating the French colonial system.

Question 104

Question: How does the poet use language derived from slavery in the poem?

Answer 104

Answer: The poet uses language derived from slavery, such as “lick back,” to convey the historical context and the oppression experienced by slaves during that period.

Question 105

Question: What effect does the use of short lines and irregular rhyme have in the stanza?

Answer 105

Answer: The use of short lines and irregular rhyme creates a rhythmic drum-beat sound, reflecting the beat of traditional Caribbean music and adding dramatic emphasis to the achievement of Toussaint L’Ouverture.

Question 106

Question: Why does the poet capitalize “Black Republic” in the stanza?

Answer 106

Answer: The poet capitalizes “Black Republic” to emphasize its importance as a significant achievement, highlighting the establishment of Haiti as the first Black Republic born out of the defeat of Napoleon’s forces.

Question 107

Question: What is the significance of “Toussaint de thorn” in the poem?

Answer 107

Answer: “Toussaint de thorn” symbolizes the challenges and obstacles faced by Toussaint L’Ouverture in his struggle against the French colonial system. The use of “thorn” suggests hardship and difficulty.

Question 108

Question: What does “Toussaint de beacon” represent in the poem?

Answer 108

Answer: “Toussaint de beacon” symbolizes Toussaint L’Ouverture’s role as a guiding light or beacon of hope for his people. It emphasizes his leadership and inspirational qualities in leading the rebellion against oppression.

Question 109

Question: What is the significance of using the term “de” before “thorn” and “beacon” in the lines?

Answer 109

Answer: The use of “de” before “thorn” and “beacon” adds a sense of ownership or belonging to Toussaint L’Ouverture. It suggests that he is intimately connected with the struggles represented by the “thorn” and the hope represented by the “beacon.”

Question 110

Question: How do these lines contribute to the overall portrayal of Toussaint L’Ouverture in the poem?

Answer 110

Answer: These lines portray Toussaint L’Ouverture as a figure who faced challenges and obstacles (“thorn”) but also provided guidance and inspiration (“beacon”) to his people. It highlights his dual role as both a symbol of resilience and a source of hope.

Question 111

Question: What literary device is used in the lines “Toussaint de thorn” and “Toussaint de beacon”?

Answer 111

Answer: The literary device used in these lines is personification, where Toussaint L’Ouverture is given human-like qualities or characteristics, such as being associated with a “thorn” and a “beacon

Question 112

Question: Who is the inventor mentioned in the line “Dem tell me bout de man who discover de balloon”?

Answer 112

Answer: The inventor referenced in the line is Jacques Charles, who is credited with pioneering early balloon flight in the 18th century.

Question 113

Question: What is the symbolic significance of referencing nursery rhymes in the poem?

Answer 113

Answer: Referencing nursery rhymes symbolizes the triviality of Eurocentric history taught to children, particularly those from ethnic minorities. It highlights the lack of diversity and the focus on insignificant details rather than significant historical events.

Question 114

Question: What does the nursery rhyme “Hey Diddle Diddle” represent in the context of the poem?

Answer 114

Answer: The nursery rhyme “Hey Diddle Diddle” symbolizes the trivial and irrelevant subjects that dominate the school curriculum, particularly from the perspective of people from minority backgrounds

Question 115

Question: What is the significance of mentioning “Nanny de Maroon” in contrast to the nursery rhyme “Hey diddle diddle”?

Answer 115

Answer: Mentioning “Nanny de Maroon” contrasts with the triviality of the nursery rhyme “Hey diddle diddle,” highlighting the imbalanced focus of the education system on unimportant subjects compared to the significant contributions of figures like Nanny de Maroon.

Question 116

Question: What does the mention of “Nanny de Maroon” contrast with, and what does it signify?

Answer 116

Answer: The mention of “Nanny de Maroon” contrasts with the triviality of the subjects taught in the education system, signifying the importance of recognizing significant historical figures like Nanny de Maroon, who led ex-slaves to create their own communities and fought for freedom.

Question 117

Question: What imagery and metaphors are used in the stanza describing Nanny de Maroon, and what do they signify?

Answer 117

Answer: The imagery of “mountain dream”, “hopeful stream”, and “freedom river” along with metaphors like “see-far woman” and “fire-woman struggle” signify hope, resilience, and the pursuit of freedom. The natural imagery and visionary qualities evoke the aspirations of oppressed people, reminiscent of Martin Luther King’s “I Have a Dream” speech.

Question 118

Question: What historical figures are mentioned in the stanza, and what does Agard imply about their portrayal in education?

Answer 118

Answer: Lord Nelson and Wellington are mentioned, implying that they are portrayed in a way that emphasizes British superiority, typical of history written by the “winners”.

Question 119

Question: Who is mentioned as not being taught in the education system, and why does Agard emphasize this omission?

Answer 119

Answer: Shaka, the great Zulu leader, is mentioned as not being taught. Agard emphasizes this omission to highlight the discriminatory nature of education, which prioritizes white culture from the past while ignoring important figures relevant to today’s diverse society.

Question 120

Question: What historical event does Agard mention, and what significance does he attribute to it?

Answer 120

Answer: Agard mentions Columbus and 1492, highlighting the omission of black history from the standard curriculum. He emphasizes that this event represents a distorted and misguided portrayal of history, disregarding the existence of native tribes and earlier seafarers who reached American shores before Columbus.

Question 121

Question: What literary device does Agard use to create emphasis in “Dem tell me about Columbus and 1492”?

Answer 121

Answer: Agard uses anaphora, repeating the phrase “Dem tell me” to create emphasis on the omission of black history from the standard curriculum.

Question 122

Question: Who was Columbus, and why does Agard critique the portrayal of his discovery?

Answer 122

Answer: Columbus was an Italian-born sea captain credited with “discovering” America. Agard critiques the portrayal of Columbus because it disregards the existence of native tribes and earlier seafarers who reached American shores before him, representing a distorted and misguided portrayal of history.

Question 123

Question: What does Agard question in the line “But what happen to de Caribs and de Arawaks too”?

Answer 123

Answer: Agard questions why other significant historical events involving the Caribs and the Arawaks are neglected in the curriculum. He highlights the omission of their stories and the impact of Columbus’ arrival on their populations.

Question 124

Question: Who are the Caribs and the Arawaks mentioned by Agard in “But what happen to de Caribs and de Arawaks too”?

Answer 124

Answer: The Caribs and the Arawaks were indigenous peoples of the Caribbean region who had inhabited the islands for centuries before the arrival of Christopher Columbus

Question 125

Question: What is the significance of mentioning the Caribs and the Arawaks in Agard’s poem?

Answer 125

Answer: Agard questions the neglect of significant historical events involving the Caribs and the Arawaks in the curriculum, highlighting the impact of colonization and the omission of their stories from mainstream history.

Question 126

Question: How does Agard characterize the arrival of Columbus in relation to the Caribs and the Arawaks?

Answer 126

Answer: Agard suggests that Columbus’ arrival in 1492 resulted in significant loss of life for the Caribs and the Arawaks, and their stories are often overlooked or marginalized in mainstream historical narratives.

Question 127

Question: What does Agard mean by “whitewashing history” in the context of mentioning the Caribs and the Arawaks?

Answer 127

Answer: Agard criticizes the historical narrative that ignores the presence and contributions of indigenous peoples like the Caribs and the Arawaks, suggesting that mainstream history often prioritizes Eurocentric perspectives while marginalizing or erasing the experiences of non-European cultures.

Question 128

Question: Who is Florence Nightingale, and why is she mentioned in Agard’s poem?

Answer 128

Answer: Florence Nightingale was a renowned British nurse known for her work during the Crimean War. She is mentioned in the poem to highlight the selective nature of the education system, which often prioritizes certain historical figures over others.

Question 129

Question: What is the significance of mentioning Robin Hood in Agard’s poem?

Answer 129

Answer: The mention of Robin Hood adds a humorous element to the poem and serves to contrast the triviality of his story with the more significant contributions of figures like Mary Seacole. It highlights the disparity in the attention given to different historical figures.

Question 130

Question: Who is Mary Seacole, and why is she contrasted with Florence Nightingale in the poem?

Answer 130

Answer: Mary Seacole was a British-Jamaican nurse who made significant contributions to nursing during the Crimean War, similar to Florence Nightingale. However, Seacole’s contributions are often overlooked or marginalized in comparison to Nightingale, which the poem criticizes as a result of racial and gender bias.

Question 131

Question: What does Agard mean by “dem never tell me bout Mary Seacole”?

Answer 131

Answer: Agard is expressing frustration over the omission of Mary Seacole from mainstream historical narratives despite her significant contributions to nursing and healthcare during the Crimean War. It underscores the selective nature of historical education and the biases that inform it.

Question 132

Question: What does the stanza about Mary Seacole highlight about her journey and character?

Answer 132

Answer: The stanza emphasizes Mary Seacole’s determination and resilience by describing her journey from Jamaica to the Crimea during the Crimean War. It highlights her moral strength and force of character, illustrating her right to historical recognition.

Question 133

Question: How does Agard use dialect and lyricism in the stanza about Mary Seacole?

Answer 133

Answer: Agard juxtaposes dialect with lyricism to effectively tell Mary Seacole’s story with simplicity and emotional resonance. The stanza contains romantic imagery, such as “healing star” and “yellow sunrise,” which serve as a tribute to Seacole’s accomplishments.

Question 134

Question: What is the significance of Mary Seacole’s journey to the Crimea during the Crimean War?

Answer 134

Answer: Mary Seacole’s journey to the Crimea underscores her dedication to providing medical care and support to soldiers during the war. It highlights her role as a healthcare provider and contrasts her contributions with those of Florence Nightingale, who is often more prominently featured in historical narratives.

Question 135

Question: How does Agard use the mention of the Crimean War in relation to Mary Seacole and Florence Nightingale?

Answer 135

Answer: Agard uses the reference to the Crimean War to critique the selective nature of historical education, which often focuses on figures like Florence Nightingale while overlooking the contributions of other heroes and heroines like Mary Seacole. It highlights the need for a more inclusive approach to teaching history.

Question 136

Question: How did Mary Seacole respond to the rejection of her offer to help during the Crimean War?

Answer 136

Answer: Despite the rejection by the British establishment, Mary Seacole remained determined to provide assistance during the Crimean War. She volunteered to go and offer her skills, demonstrating her racially blind concern for all humanity.

Question 137

Question: What contrast does the stanza about Mary Seacole highlight regarding the British establishment’s attitude?

Answer 137

Answer: The stanza contrasts Mary Seacole’s willingness to volunteer and help others regardless of race with the British establishment’s refusal to recognize or fund her efforts. It highlights the discriminatory attitude of the British establishment towards Seacole because of her race.

Question 138

Question: How did Mary Seacole fund her initiative to provide assistance during the Crimean War?

Answer 138

Answer: Mary Seacole was forced to fund her initiative through her own business ventures after the British government refused to recognize or fund her efforts. Despite facing rejection, Seacole persisted in her determination to provide aid during the war.

Question 139

Question: What does the rejection of Mary Seacole’s offer of help reveal about the British establishment’s attitude towards her?

Answer 139

Answer: The rejection of Mary Seacole’s offer of help highlights the discriminatory attitude of the British establishment towards her, based on her race. Despite her skills and willingness to volunteer, Seacole faced opposition and was forced to rely on her own resources to provide assistance.

Question 140

Question: What does the phrase “brave the Russian snow” symbolize in the context of Mary Seacole’s story?

Answer 140

Answer: The phrase “brave the Russian snow” symbolizes the hardships and challenges Mary Seacole faced while serving the troops during the Crimean War. It represents her resilience and determination to overcome obstacles, both literal and figurative, in order to provide assistance despite being denied recognition.

Question 141

Question: How has Mary Seacole historically been treated in comparison to Florence Nightingale?

Answer 141

Answer: Mary Seacole has been historically denied the recognition and acclaim given to Florence Nightingale, despite her significant contributions during the Crimean War. This disparity in treatment highlights the biases and inequalities within historical narratives, particularly regarding the recognition of individuals from minority backgrounds.

Question 142

Question: What does the metaphor of “braving the Russian snow” reveal about Mary Seacole’s character?

Answer 142

Answer: The metaphor of “braving the Russian snow” reveals Mary Seacole’s resilience, courage, and determination to overcome adversity. It illustrates her willingness to endure hardships in order to provide care and assistance to those in need, highlighting her selflessness and commitment to her cause.

Question 143

Question: How does the phrase “braving the Russian snow” contribute to the overall portrayal of Mary Seacole’s contributions during the Crimean War?

Answer 143

Answer: The phrase “braving the Russian snow” adds to the portrayal of Mary Seacole as a heroic figure who faced and overcame significant challenges to provide aid during the Crimean War. It emphasizes her courage and dedication to her mission, despite facing obstacles and discrimination.

Question 144

Question: What is the significance of the metaphor of “a healing star” and “a yellow sunrise” in relation to Mary Seacole?

Answer 144

Answer: The metaphor of “a healing star” and “a yellow sunrise” associates Mary Seacole with light and positivity amidst the darkness of war. It suggests that she brings spiritual as well as physical healing to the wounded and dying soldiers. The metaphor highlights Seacole’s role as a source of comfort and hope during a time of suffering and emphasizes her significance in providing care and support on the battlefield.

Question 145

Question: How does the metaphor of light contrast Mary Seacole with Florence Nightingale?

Answer 145

Answer: The metaphor of light contrasts Mary Seacole with Florence Nightingale by portraying Seacole as a more effective and impactful figure. While Nightingale’s legend includes the romanticized image of her lamp, Seacole is depicted as a brighter and more powerful source of light and positivity. This suggests that Seacole’s contributions were more substantial and enduring than those of Nightingale, despite the latter’s fame and recognition.

Question 146

Question: What does the metaphor of the “yellow sunrise” symbolize in the context of Mary Seacole’s story?

Answer 146

Answer: The metaphor of the “yellow sunrise” symbolizes hope, renewal, and warmth amidst the darkness and despair of war. It represents Mary Seacole’s role as a beacon of light and comfort for the wounded and dying soldiers, offering them solace and optimism in their darkest hours. The metaphor underscores Seacole’s importance and impact as a caregiver and humanitarian during the Crimean War.

Question 147

Question: How does Agard use the extended metaphor of light to convey his message about Mary Seacole’s significance?

Answer 147

Answer: Agard uses the extended metaphor of light to highlight Mary Seacole’s importance and impact as a caregiver during the Crimean War. By associating Seacole with “a healing star” and “a yellow sunrise,” Agard emphasizes her role in bringing comfort, hope, and positivity to the wounded soldiers. The metaphor serves to elevate Seacole’s status and underscore her contributions, particularly in comparison to the more widely recognized Florence Nightingale.

Question 148

Question: What is the significance of the repetition of “Dem tell me” in the closing lines of the poem?

Answer 148

Answer: The repetition of “Dem tell me” in the closing lines echoes the poem’s opening, highlighting the cyclical nature of the poem’s structure. It reinforces the idea that young people are taught what those in authority want them to know, emphasizing the imbalance in their education. The repetition serves to underscore the persistence of this issue and the ongoing influence of societal norms and power dynamics on education.

Question 149

Question: How does the closing of the poem provide a “final twist”?

Answer 149

Answer: The closing of the poem provides a “final twist” by introducing a sense of agency and empowerment. While the earlier repetition of “Dem tell me” suggests a passive acceptance of the education imposed by authority figures, the closing lines challenge this narrative. By stating “Dem tell me wha dem want to tell me,” the speaker asserts their awareness and autonomy. This twist suggests a shift from passive acceptance to critical reflection and a willingness to question the information presented to them, indicating a potential for change and empowerment.

Question 150

Question: What does the cyclical structure of the poem suggest about the theme of education and authority?

Answer 150

Answer: The cyclical structure of the poem suggests that the theme of education and authority is recurring and pervasive. It implies that the imbalance in young people’s education, where they are taught what those in authority want them to know, is an ongoing issue that persists over time. The repetition of certain phrases, such as “Dem tell me,” emphasizes the entrenched nature of this dynamic and the challenge of breaking free from it. The cyclical structure reinforces the idea that addressing this imbalance requires sustained effort and awareness.

Question 151

Question: How does the repetition of “Dem tell me” in the closing lines contribute to the overall message of the poem?

Answer 151

Answer: The repetition of “Dem tell me” in the closing lines contributes to the overall message of the poem by highlighting the speaker’s recognition of the limitations imposed by authority figures in education. It underscores the pervasive influence of societal norms and power dynamics on what is taught to young people. However, by adding “wha dem want to tell me,” the speaker subtly asserts their agency and critical thinking, suggesting a willingness to challenge the information presented to them. This repetition reinforces the theme of education as a tool for empowerment and encourages readers to question and interrogate the narratives they encounter.

Question 152

Question: What is the significance of the conjunction “But” in the line “But now I checking out me own history”?

Answer 152

Answer: The conjunction “But” is significant because it marks a turning point in the poem, signaling a shift in the speaker’s attitude and approach to education. It contrasts with the previous lines, where the speaker laments the one-sided education imposed by authority figures. With “But,” the speaker asserts agency and determination to take control of their own learning process. This change in trajectory suggests a willingness to challenge the status quo and seek out alternative sources of knowledge, marking the beginning of a personal “revolution” in education.

Question 153

Question: How does the phrase “checking out me own history” reflect the speaker’s attitude towards education?

Answer 153

Answer: The phrase “checking out me own history” reflects the speaker’s attitude of empowerment and self-determination in education. By using the colloquial expression “checking out” instead of more formal language, the speaker conveys a sense of informality and autonomy. The emphasis on “me own history” emphasizes the importance of personal identity and heritage in the learning process. It suggests a desire to reclaim ownership of one’s cultural narrative and explore alternative perspectives that may have been overlooked or marginalized in traditional education systems.

Question 154

Question: What does the speaker mean by “checking out me own history”?

Answer 154

Answer: By saying “checking out me own history,” the speaker expresses a desire to explore and learn about their own cultural heritage and identity. It implies a proactive approach to education, where the speaker takes initiative in seeking out knowledge and understanding of their own history. This phrase conveys a sense of empowerment and agency, suggesting a rejection of passive acceptance of the narratives imposed by authority figures. Instead, the speaker seeks to actively engage with their own cultural background and experiences, leading to a deeper sense of self-awareness and connection to their roots.

Question 155

Question: How does the phrase “checking out me own history” contribute to the overall theme of the poem?

Answer 155

Answer: The phrase “checking out me own history” contributes to the overall theme of empowerment and self-discovery in the poem. It reflects the speaker’s desire to break free from the constraints of a one-sided education system and take control of their own learning process. This phrase emphasizes the importance of personal agency and autonomy in education, highlighting the power of self-reflection and exploration in shaping one’s identity. It encourages readers to consider the value of seeking out diverse perspectives and narratives that may not be represented in mainstream educational curriculum.

Question 156

Question: What is the significance of the first-person singular pronoun “I” in the line “I carving out me identity”?

Answer 156

Answer: The use of the first-person singular pronoun “I” marks a shift in the speaker’s attitude towards education and identity. It signifies the speaker’s assertion of agency and autonomy, indicating a departure from passive acceptance of imposed narratives. By stating “I carving out me identity,” the speaker expresses a determination to take control of their own learning process and actively explore their cultural heritage. This marks a significant step towards self-discovery and empowerment.

Question 157

Question: How does the use of the present tense in “I carving out me identity” contribute to the meaning of the poem?

Answer 157

Answer: The use of the present tense in “I carving out me identity” emphasizes the ongoing nature of the speaker’s journey towards self-discovery and cultural exploration. It suggests that the process of carving out one’s identity is continuous and dynamic, requiring active engagement and effort. By employing the present tense, the speaker conveys a sense of immediacy and urgency, highlighting the importance of embracing one’s identity in the present moment rather than deferring it to the future. This adds depth to the poem’s theme of empowerment and self-assertion.

Question 158

Question: What does the phrase “carving out me identity” symbolize in the context of the poem?

Answer 158

Answer: The phrase “carving out me identity” symbolizes the speaker’s active pursuit of self-discovery and cultural identity. It conveys the idea of shaping and defining one’s own sense of self, much like a sculptor carving a sculpture from raw material. The use of “carving” suggests a deliberate and intentional process, requiring skill and effort. This symbolizes the speaker’s determination to reclaim ownership of their identity and heritage, despite the obstacles imposed by the education system. Through this metaphor, the speaker asserts agency and autonomy in the face of cultural erasure and marginalization.

Question 159

Question: How does the lack of punctuation at the end of the poem contribute to its overall meaning?

Answer 159

Answer: The lack of punctuation at the end of the poem contributes to its sense of ongoing exploration and discovery. It suggests that the process of seeking one’s identity is not bound by rigid structures or defined endpoints. Instead, it is a continuous journey that extends beyond the confines of the poem itself. The absence of a full stop indicates that the speaker’s story and quest for identity are still unfolding, leaving room for further exploration and growth. This open-endedness reinforces the poem’s theme of empowerment and resilience in the face of institutional barriers and cultural oppression.