Question

Hi there! I need to compare two essay into 1 essay, and make it interesting and...

Hi there! I need to compare two essay into 1 essay, and make it interesting and choose couple topics which im going to talk about in my essay

FIRST ESSAY
“Teaching New Worlds/New Words”
bell hooks

Like desire, language disrupts, refuses to be contained within boundaries. It speaks itself against our will, in words and thoughts that intrude, even violate the most private spaces of mind and body. It was in my first year of college that I read Adrienne Rich's poem, "The Burning of Paper Instead of Children." That poem, speaking against domination, against racism and class oppression, attempts to illustrate graphically that stopping the political persecution and torture of living beings is a more vital issue than censorship, than burning books. One line of this poem that moved and disturbed something within me: "This is the oppressor's language yet I need it to talk to you." l've never forgotten it. Perhaps I could not have forgotten it even if I tried to erase it from memory. Words impose themselves, take root in our memory against our will. The words of this poem begat a life in my memory that I could not abort or change.

When I realize how long it has taken for white Americans to acknowledge diverse languages of Native Americans, to accept that the speech their ancestral colonizers declared was merely grunts or gibberish was indeed language, it is difficult not to hear in standard English always the sound of slaughter and conquest. I think now of the grief of displaced “homeless” Africans, forced to inhabit a world where they saw folks like themselves, inhabiting the same skin, the same condition, but who had no shared language to talk with one another, who needed “the oppressor’s language.” “This is the oppressor’s language yet I need it to talk to you.” When I imagine the terror of Africans on board slave ships, on auction blocks, inhabiting the unfamiliar architecture of plantations, I consider that this terror extended beyond fear of punishment, that it resided also in the anguish of hearing a language they could not comprehend. The very sound of English had to terrify. I think of black people meeting one another in a space away from the diverse cultures and languages that distinguished them from one another, compelled by circumstances to find ways to speak with one another in the “new world” where blackness or the darkness of one’s skin and not language would become the space of bonding. How to remember, to reinvoke, this terror. How to describe what it must have been like for Africans whose deepest bonds were historically forged in the place of shared speech to be transported abruptly to a world where the very sound of one’s mother tongue had no meaning.

I imagine them hearing spoken English as the oppressor’s language, yet I imagine them also realizing that this language would need to be possessed, taken, claimed as a space of resistance. I imagine that the moment they realized the oppressor’s language, seized and spoken by the tongues of the colonized, could be a space of bonding was joyous. For in that recognition was the understanding that intimacy could be restored, that a culture of resistance could be formed that would make recovery from the trauma of enslavement possible. I imagine, then, Africans first hearing English as “the oppressor’s language” and then rehearing it as a potential site of resistance. Learning English, learning to speak the alien tongue, was one way enslaved Africans began to reclaim their personal power within a context of domination. Possessing a shared language, black folks could find again a way to make community, and a means to create the political solidarity necessary to resist.

Needing the oppressor’s language to speak with one another they nevertheless also reinvented, remade that language so that it would speak beyond the boundaries of conquest and domination. In the mouths of black Africans in the so-called “New World,” English was altered, transformed, and became a different speech. Enslaved black people took broken bits of English and made of them a counter-language. They put together their words in such a way that the colonizer had to rethink the meaning of English language. Though it had become common in contemporary culture to talk about the messages of resistance that emerged in the music created by slaves, particularly spirituals, less is said about the grammatical construction of sentences in these songs. Often, the English used in the song reflected the broken, ruptured world of the slave. When the slaves sang “nobody knows de trouble I see —“their use of the word “nobody” adds a richer meaning than if they had used the phrase “no one,” for it was the slave’s body that was the concrete site of suffering. And even as emancipated black people sang spirituals, they did not change the language, the sentence structure, of our ancestors. For in the incorrect usage of the words, in the incorrect placement of words, was a spirit of rebellion that claimed language as a site of resistance. Using English in a way that ruptured standard usage and meaning, so that white folks could often not understand black speech, made English into more than the oppressor’s language.

An unbroken connection exists between the broken English of the displaced, enslaved African and the diverse black vernacular speech black folks use today. In both cases, the rupture of standard English enabled and enables rebellion and resistance. By transforming the oppressor’s language, making a culture of resistance, black people created an intimate speech that would say far more than was permissible within the boundaries of standard English. The power of this speech is not simply that it enables resistance to white supremacy, but that it also forges a space for alternative cultural production and alternative epistemologies — different ways of thinking and knowing that were crucial to creating a counter-hegemonic worldview. It is absolutely essential that the revolutionary power of black vernacular speech not be lost in contemporary culture. That power resides in the capacity of black vernacular to intervene on the boundaries and limitations of standard English.

In contemporary black popular culture, rap music has become one of the places where black vernacular speech is used in a manner that invited dominant mainstream culture to listen — to hear — and, to some extent, be transformed. However, one of the risks of this attempt at cultural translation is that is will trivialize black vernacular speech. When young white kids imitate this speech in the ways that suggest it is the speech of those who are stupid or who are only interested in entertaining or being funny, then the subversive power of this speech is undermined. In academic circles, both in the sphere of teaching and that of writing, there has been little effort made to utilize black vernacular — or, for that matter, any language other than standard English. When I asked an ethnically diverse group of students in a course I was teaching on black women writers why we only heard standard English spoken in the classroom they were momentarily rendered speechless. Though many of them were individuals for whom standard English was a second or third language, it had simply never occurred to them that it was possible to say something in another language, in another way. No wonder, then, that we continue to think, “This is the oppressor’s language yet I need it to talk to you.”

I have realized that I was in danger of losing my relationship to black vernacular speech because I too rarely use it in the predominantly white settings that I am most often in, both professionally and socially. And so I have begun to work at integrating into a variety of setting the particular Southern black vernacular speech I grew up hearing and speaking. It has been hardest to integrate black vernacular in writing, particularly for academic journals. When I first began to incorporate black vernacular in critical essays, editors would send the work back to me in standard English. Using the vernacular means that translation into standard English may be needed if one wishes to reach a more inclusive audience. In the classroom setting, I encourage students to use their first language and translate it so they so not feel that seeking higher education will necessarily estrange them from that language and culture they know more intimately. Not surprisingly, when students in my Black Women Writers class began to speak using diverse language and speech, white students often complained. This seemed to be particularly the case with black vernacular. It was particularly disturbing to the white students because they could hear the words that were said but could not comprehend their meaning. Pedagogically, I encouraged them to think of the moment of not understanding what someone says as a space to learn. Such a space provides not only the opportunity to listen without “mastery,” without owning or possessing speech through interpretation, but also the experience of hearing non-English words. These lessons seem particularly crucial in a multicultural society that remains white supremacist, that used standard English as a weapon to silence and censor. June Jordan reminds us of this in On Call when she declares:

I am talking about majority problems of language in a democratic state, problems of a currency that someone has stolen and hidden away and then homogenized into an official “English” language that can only express non-events involving nobody responsible, or lies. If we lived in a democratic state our language would have to hurtle, fly, curse, and sing, in all the common American names, all the undeniable and representative participating voices of everybody here. We would not tolerate the language of the powerful and, thereby, lose all respect for words, per se. We would make our language conform to the truth of our many selves and we would make our language lead us into the equality of power that a democratic state must represent.

That the students in the course on black women writers were repressing all longing to speak in tongues other than standard English without seeing this repression as political was an indication of the way we act unconsciously, in complicity with a culture of domination.

Recent discussions of diversity and multiculturalism tend to downplay or ignore the question of language. Critical feminist writings focused on issues of difference and voice have made important theoretical interventions, calling for recognition of the primacy of voices that are often silenced, censored, or marginalized. This call for the acknowledgement and celebration of diverse voices, and consequently of diverse language and speech, necessarily disrupts the primary of standard English. When advocates of feminism first spoke about the desire for diverse participation in women’s movement, there was no discussion of language. It was simply assumed that standard English would remain the primary vehicle for the transmission of feminist thought. Now that the audience for feminist writing and speaking has become more diverse, it is evident that we must change conventional ways of thinking about language, creating spaces where diverse voices can speak in words other than English or in broken, vernacular speech. This means that at a lecture or even in a written work there will be fragments of speech that may or may not be accessible to every individual. Shifting how we think about language and how we use it necessarily alters how we know what we know. At a lecture where I might use Southern black vernacular, the particular patios of my region, or where I might use very abstract thought in conjunction with plain speech, responding to a diverse audience, I suggest that we do not necessarily need to hear and know what is stated in its entirety, that we do not need to “master” or conquer that narrative as a whole, that we may know in fragments. I suggest that we may learn from spaces of silence as well as paces of speech, that in the patient act of listening to another tongue we may subvert that culture of capitalist frenzy and consumption that demands all desire must be satisfied immediately, or we may disrupt that cultural imperialism that suggests one is worthy of being heard only if one speaks in standard English.

Adrienne Rich concludes her poem with this statement:

I am composing on the typewriter late at night, thinking of today. How well we all spoke. A language is a map of our failures. Frederick Douglass wrote an English purer than Milton’s. People suffer highly in poverty. There are methods but we do not use them. Joan, who would not read, spoke some peasant form of French. Some of the suffering are: it is hard to tell the truth; this is America; I cannot touch you now. In America we have only the present tense. I am in danger. You are in danger. The burning of a book arouses no sensation in my. I know it hurts to burn. There are flames of napalm in Cantonsville, Maryland. I know it hurts to burn. The typewriter is overheated, my mouth is burning, I cannot touch you and this is the oppressor’s language.

To recognize that we touch one another in language seems particularly difficult in a society that would have us believe that there is no dignity in the experience of passion, that to feel deeply is to be inferior, for within the dualism of Western metaphysical thought, ideas are always more important than language. To heal the splitting of mind and body, we marginalized and oppressed people attempt to recover ourselves and our experiences in language. We seek to make a place for intimacy. Unable to find such a place in standard English, we create the ruptured, broken, unruly speech of the vernacular. When I need to say words that do more than simply mirror or address the dominant reality, I speak black vernacular. There in that location, we make English do what we want it to do. We take the oppressor’s language and turn it against itself. We make our words a counter-hegemonic speech, liberating ourselves in language.

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SECOND ESSAY
“Acting French”
Ta-Nehisi Coates


I spent the majority of this summer at Middlebury College, studying at l’École Française. I had never been to Vermont. I have not been many places at all. I did not have an adult passport until I was 37 years old. Sometimes I regret this. And then sometimes not. Learning to travel when you’re older allows you to be young again, to touch the childlike amazement that is so often dulled away by adult things. In the past year, I have seen more of the world than at any point before, and thus, I have been filled with that juvenile feeling more times then I can count—at a train station in Strasbourg, in an old Parisian bookstore, on a wide avenue in Lawndale. It was no different in Vermont where the green mountains loomed like giants. I would stare at these mountains out of the back window of the Davis Family Library. I would watch the clouds, which, before the rain, drooped over the mountains like lampshades, and I would wonder what, precisely, I had been doing with my life.

I was there to improve my French. My study consisted of four hours of class work and four hours of homework. I was forbidden from reading, writing, speaking, or hearing English. I watched films in French, tried to read a story in Le Monde each day, listened to RFI and a lot of Barbara and Karim Oeullet. At every meal I spoke French, and over the course of the seven weeks I felt myself gradually losing touch with the broader world. This was not a wholly unpleasant feeling. In the moments I had to speak English (calling my wife, interacting with folks in town or at the book store), my mouth felt alien and my ear slightly off.

And there were the latest developments, the likes of which I perceived faintly through the French media. I had some vague sense that King James had done something grand, that the police were killing black men over cigarette sales, that a passenger plane had been shot out the sky, and that powerful people in the world still believed that great problems could be ultimately solved with great armaments. In sum, I knew that very little had changed. And I knew this even with my feeble French eyes, which turned the news of the world into an exercise in impressionism. Everything felt distorted. I understood that things were happening out there, but their size and scope mostly eluded me.

Acquiring a second language is hard. I have been told that it is easier for children, but I am not so sure if this is for reasons of biology or because adults have so much more to learn. Still, it remains true that the vast majority of students at Middlebury were younger than me, and not just younger, but fiercer. My classmates were, in the main, the kind of high-achieving college students who elect to spend their summer vacation taking on eight hours a day of schoolwork. There was no difference in work ethic between us. If I spent more time studying than my classmates, that fact should not be taken as an accolade but as a marker of my inefficiency.

They had something over me, and that something was a culture, which is to say a suite of practices so ingrained as to be ritualistic. The scholastic achievers knew how to quickly memorize a poem in a language they did not understand. They knew that recopying a handout a few days before an exam helped them digest the information. They knew to bring a pencil, not a pen, to that exam. They knew that you could (with the professor’s permission) record lectures and take pictures of the blackboard.

This culture of scholastic achievement had not been acquired yesterday. The same set of practices had allowed my classmates to succeed in high school, and had likely been reinforced by other scholastic achievers around them. I am sure many of them had parents who were scholastic high-achievers. This is how social capital reinforces itself and compounds. It is not merely one high achieving child, but a flock of high achieving children, each backed by high-achieving parents. I once talked to a woman who spoke German, English and French and had done so since she was a child. How did this happen, I asked? “Everyone in my world spoke multiple languages,” she explained. “It was just what you did.”

There were five tiers of French students, starting with those who could barely speak a word and scaling upward to those who were pursuing a master’s degree. I was in the second tier, meaning I could order a coffee, recount a story with some difficulty, write a short note (sans verb and gender agreement), and generally understand a French speaker provided he or she talked to me really slowly. The majority of people I interacted with spoke better, wrote better, read better, and heard better than me. There was no escape from my ineptitude. At every waking hour, someone said something to me that I did not understand. At every waking hour, I mangled some poor Frenchman’s lovely language. For the entire summer, I lived by two words: “Désolé, encore.”

Compared with my classmates on the second tier, my test scores were on the lower end. Each week, in my literature class, we were responsible for the recitation of some French poems (Baudelaire, Verlaine, Lamartine) from memory, and each day we had to recite a stanza. This sort of exercise may well be familiar to readers of The Atlantic, but the rituals required to master it were totally new to me. I had never been a high-achieving student. Indeed, during my 15 or so years in school, I was a remarkably low-achieving student.

There were years when I failed the majority of my classes. This was not a matter of my being better suited for the liberal arts than sciences. I was an English minor in college. I failed American Literature, British Literature, Humanities, and (voilà) French. The record of failure did not end until I quit college to become a writer. My explanation for this record is unsatisfactory: I simply never saw the point of school. I loved the long process of understanding. In school, I often felt like I was doing something else.

Like many black children in this country, I did not have a culture of scholastic high achievement around me. There were very few adults around me who’d been great students and were subsequently rewarded for their studiousness. The phrase “Ivy League” was an empty abstraction to me. I mostly thought of school as a place one goes so as not to be eventually killed, drugged, or jailed. These observations cannot be disconnected from the country I call home, nor from the government to which I swear fealty.

For most of American history, it has been national policy to plunder the capital accumulated by black people—social or otherwise. It began with the prohibition against reading, proceeded to separate and wholly unequal schools, and continues to this very day in our tacit acceptance of segregation. When building capital, it helps to know the right people. One aim of American policy, historically, has been to insure that the “right people” are rarely black. Segregation then ensures that these rare exceptions are spread thin, and that the rest of us have no access to other “right people.”

And so a white family born into the lower middle class can expect to live around a critical mass of people who are more affluent or worldly and thus see other things, be exposed to other practices and other cultures. A black family with a middle class salary can expect to live around a critical mass of poor people, and mostly see the same things they (and the poor people around them) are working hard to escape. This too compounds.

Now, in America, invocations of culture are mostly an exercise in awarding power an air of legitimacy. You can see this in the recent remarks by the president, where he turned a question about preserving Native American culture into a lecture on how we (blacks and Native Americans) should be more like the Jews and Asian Americans, who refrain from criticizing the intellectuals in their midst of “acting white.” The entire charge rests on shaky social science and the obliteration of history. When Asian Americans and Jewish Americans—on American soil—endure the full brunt of white supremacist assault, perhaps a comparison might be in order.

But probably not. That is because fences are an essential element of human communities. The people who patrol these fences are generally unkind to those they find in violation. The phrase “getting above your raising” is little more than anxious working-class border patrolling. The term “white trash” is little more than anxious ruling-class border patrolling. I am neither an expert in the culture of Jewish Americans nor Asian Americans, but I would be shocked if they too were immune. Some years ago I profiled the rapper Jin. As the first Asian-American rapper to secure a major label contract, he often found himself enduring racist cracks from black rappers abroad and the prodding of fence-patrollers at home. “’Yo, what is this? You really think you’re black, Jin?” he recalled his parents saying. “Bottom line—you’re not black, Jin.’”

Pretending that black people are unique—or more ardent—in their fence-patrolling, and thus more parochial and anti-intellectual, serves to justify the current uses of American power. The American citizen is free to say, “Look at them, they criticize each other for reading!” and then go about his business. In that sense it is little different than raising the myth of “black on black crime” when asked about Ferguson.

I will confess to having very little experience with fence-patrolling, and virtually none with the idea that if you are holding a book, you are “acting white.” The Baltimore of my youth was a place where white people rarely ventured. It would not have occurred to anyone I knew to associate reading with white people because very few of us knew any. And I read everything I could find: A Wrinkle In Time, David Walker’s Appeal, Dragon’s of Autumn Twilight, Seize The Time, Deadly Bugs and Killer Insects, The Web of Spider-Man. I had a full set of Childcraft. I loved the volume Make and Do. I had a full set of World Book encyclopedias. I used to pick up the fat “P” edition, flip to a random page, and read for hours. When I was just 6 years old, my mother took me to the Enoch Pratt Free Library on Garrison Boulevard and enrolled me in a competition to see which child could read the most books. I read 24 that summer, far outdistancing the competition. My mother smiled. The librarian gave me candy. I was very proud.

For carrying books in black neighborhoods, in black schools, around black people, I was called many things—nerd, bright, doofus, Malcolm, Farrakhan, Mandela, sharp, smart, airhead. I was told that my “head was too far in the clouds.” I was told that I was “going to do something one day.” But I was never called white. The people who called me a nerd were black. The people who said I was going to “do something one day” were also black. There was no one else around me, and no one else in America then cared. This was not just true of me, it was true of most black children of that era who were then, and are now, the most segregated group in this country. Segregation meant many of us had to rely on traditions closer to home.

And at home I found a separate culture of intellectual achievement. This is the tradition of Carter G. Woodson, Frederick Douglass, and Malcolm X. It argues for education not simply as credentialism or certification, but as a profound act of auto-liberation. This was the culture of my childhood and it gave me some of the greatest thrills of my youth.

I was a boy haunted by questions: Why do the lilies close at night? Why does my father always say, “I can dig it"? And who really killed the dinosaurs? And why is my life so unlike everything I see on TV? That feeling—the not knowing, the longing for knowing, and the eventual answer—is love and youth to me. And I have always preferred libraries to classrooms because the wide open library is the ultimate venue for this theater. This culture was reinforced by my parents, and the politically conscious parents around me, and their politically conscious children. The culture was so strong that it could be regarded as a kind of social capital. It was so old that it could also be regarded as a legacy. This legacy is more responsible for my presence in these august pages than any other. That is because a good writer must ultimately be an autodidact and take a dim view of credentials. My culture failed to make me into a high-achieving student. It succeeded at making me into a writer.

I have never had much of an urge to brag about this. I have always known that in failing to become a scholastic achiever, I forfeited knowledge of certain things. (A mastery of Augustine comes to mind.) But what I did not understand was that I had also forfeited a culture, which is to say a tool kit, a set of pins and tumblers that might have unlocked the language which I so presently adore.

Scholastic achievement is sometimes demeaned as the useless memorization of facts. I suspect that it has more to offer than this. If you woke my French literature professor at 2 a.m., she could recite the deuxième strophe of Verlaine’s “Il Pleure Dans Mon Coeur.” I suspect this memorization, this holding of the work in her head, allowed her to analyze it and turn it over in ways I could only do with the text in front of me. More directly, there is no real way for an adult to learn French without some amount of memorization. French is a language that obeys its rules when it feels like it. There is no unwavering rule to tell you which nouns are masculine, or which verbs require a preposition. Memory is the only way through.

At Middlebury, I spent as much time as I could with the master’s students, hovering right at the edge of overbearing. On average, I understood 30 percent of what was being said. This was, of course, the point. I wanted to be reminded of who I was. I wanted to be young again, to feel that old thrill of not knowing. It is the same feeling I had as a boy, wondering about the lilies and dinosaurs, listening to “The Bridge Is Over,” wondering where in the world was Queens.

And I was ignorant. I felt as if someone had carried me off at night, taken me out to sea, and set me adrift in a life-raft. And the night was beautiful because it held all the things I would never know, and in that I saw my doom—the time when I could learn no more. Morning, noon, and evening, I sat on the terrace listening to the young master’s students talk. They would recount their days, share their jokes, or pass on their complaints. They came from everywhere—San Francisco, Atlanta, Seattle, Boulder, Hackensack, Philadelphia, Kiev. And they loved all the things I so wanted to love, but had not made time to love—Baudelaire, Balzac, Rimbaud. I would listen and feel the night folding around me, and the ice-water of youth surging through me.

One afternoon, I was walking from lunch feeling battered by the language. I started talking with a young master in training. I told her I was having a tough time. She gave me some encouraging words in French from a famous author. I told her I didn’t understand. She repeated them. I still didn’t understand. She repeated them again. I shook my head, smiled, and walked away mildly frustrated because I understood every word she was saying but could not understand how it fit. It was as though someone had said, “He her walks swim plus that yesterday the fight.” (This is how French often sounds to me.)

The next day, I sat at lunch with her and another young woman. I asked her to spell the quote out for me. I wrote the phrase down. I did not understand. The other young lady explained the function of the pronouns in the sentence. Suddenly I understood—and not just the meaning of the phrase. I understood something about the function of language, why being able to diagram sentences was important, why understanding partitives and collective nouns was important.

In my long voyage through this sea of language, that was my first sighting of land. I now knew how much I didn’t know. The feeling of discovery and understanding that came from this was incredible. It was the first moment when I thought I might survive the sea.

My personal road to this great feeling, to these discoveries, to Middlebury, was not the normal one. I was raised among people skeptical of a canon that had long been skeptical of them. I needed some independent sense of myself, of my cultures and traditions, before I could take a mature look at the West. I wanted nothing to do with Locke because I knew that he wanted little to do with me. I saw no reason to learn French because it was the language of the plunderers of Haiti.

I had to be a nationalist before I could be a humanist. I had to come to understand that black people are not merely the victims of the West, but its architects. The philosophes started the sentence and Martin Luther King finished it. The greatest renditions of this country’s greatest anthems are all sung by black people—Ray, Marvin, Whitney. That is neither biology nor a mistake. It is the necessary cosmopolitanism of a people, viewing America from the basement and thus forced to take their lessons when they get them—absorbing, reinterpreting, refining, creating.

Now it must never be concluded that an urge toward the cosmopolitan, toward true education, will make people stop hitting you. The inverse is more likely. In the early 19th century, the Cherokee Nation was told by the new Americans that if its members adopted their “civilized” ways, they would soon be respected as equals. This promise was deeply embedded in the early 19th century approach to this continents indigenous nations.

“We will never do an unjust act towards you. on the contrary we wish you to live in peace, to increase in numbers, to learn to labor, as we do,” Thomas Jefferson said. “In time you will be as we are; you will become one people with us; your blood will mix with ours; & will spread, with ours, over this great Island. Hold fast then, my Children, the Chain of friendship, which binds us together; & join us in keeping it forever bright & unbroken.”

The Cherokee Nation—likely for their own reasons—embraced mission schools. Some of them converted to Christianity. Other intermarried. Others still enslaved blacks. They adopted a written Constitution, created a script for their language and published a newspaper, The Cherokee Phoenix, in English and Cherokee. Thus the Native Americans of that time showed themselves to be as able to to integrate elements of the West with their own culture as any group of Asian or Jewish American. But the wolf has never much cared whether the sheep were cultured or not.

“The problem, from a white point of view,” writes historian Daniel Walker Howe, “was that the success of these efforts to ’civilize the Indians’ had not yielded the expected dividend in land sales. On the contrary, the more literate, prosperous, and politically organized the Cherokees made themselves, the more resolved they became to keep what remained of their land and improve it for their own benefit.”

Cosmopolitanism, openness to other cultures, openness to education did not make the Cherokee pliant to American power; it gave them tools to resist. Realizing this, the United States dropped the veneer of “culture” and “civilization” and resorted to “Indian Removal,” or The Trail of Tears. The plunder was celebrated in a popular song:

All I want in this creation
Is a pretty little wife and a big plantation
Away up yonder in the Cherokee nation.

The Native Americans of this period found that America’s talk of trading culture for rights was just a cover. In our time, it is common to urge young black children toward education so that they may be respectable or impress the “right people.” But the “right people” remain unimpressed, and the credentials of black people, in a country rooted in white supremacy, must necessarily be less. That great powers are in the business of using "respectability" and "education" to ignore these discomfiting facts does not close the book. You can never fully know. But you can walk in the right direction.

The citizen is lost in the labyrinth constructed by his country, when in fact straight is the gate, and narrow must always be the way. When I left for Middlebury, I had just published an article arguing for reparations. People would often ask me what change I expected to come from it. But change had already come. I had gone further down the unending path of knowing, deeper into the night. I was rejecting mental enslavement. I was rejecting the lie.

I came to Middlebury in the spirit of the autodidactic, of auto-liberation, of writing, of Douglass and Malcolm X. I came in ignorance, and found I was more ignorant than I knew. Even there, I was much more comfortable in the library, thumbing through random histories in French, than I was in the classroom. It was not enough. It will not be enough. Sometimes you do need the master’s tools to dismantle his house.

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Answer #1

When we teach something new and if it is connected with our life experiencd then we will never forgotten . Like a poem that exposed contemporary condition of socio- political condition which never be erased from our root memory. But some time began imposed to another oprressed language .like one group of people try to imposed their their vernecular language to another. For example , american people take so long to acept diversified languages of native American.where African people also would not ready to acept standard and sound english language. They used to take broken english language . They always try to protect their culture from english language and create rap music their mother tounge .

Acting Franch:

it always have diffrent from mother language with learning language. But when people devoted himself to learn another language then it becomes difficult to constantly flow him self with his mother tounge . When constantly reading , writing and confined ourselves with Franch language that really make diffrennce . But it has diffrence between what actually our inborn language and acquired language.

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