Colonialism and Character Development in Season of Migration to the North - Literature Essay Samples

Tayeb Salih’s Season of Migration to the North was first published in 1969, and has come to be regarded as outstanding in its genre. Originally written in Arabic, the book features notable parallels to Joseph Conrad’s Heart of Darkness, which it is considered by many to be a response to. However, Season of Migration to the North does not seek to define itself by other pieces of literature, but rather by providing unique commentary on the colonial experience in Africa. Written about Sudan by a Sudanese author, it offers extraordinary insight into the world it seeks to describe. To provide this insight, Salih uses the character of Mustafa Sa’eed (henceforth referred to as MS), in conjunction with the unnamed narrator, to demonstrate how colonialism disturbed the balance, albeit imperfect, present in Africa before European involvement, and how he hopes it will come to be restored. The story of MS, who takes center stage as the narrative begins, commences in his childhood years, when he is still a blank slate, or â€Å"tabula rasa†, upon which life and the prejudices of the world have written nothing yet. From a young age, MS displayed none of the personality or charm typical of a child, and interacted with his mother as if they were â€Å"stranger[s] on the road†, brought together by little more than circumstance (Salih 19). This sense of isolation further contributes to the lack of definition in his character, and is an important feature of colonialism, which expertly divides people and sets them apart internally, leaving them incapable of resistance or opposition. Instead, the colonized (and MS) are solitary and â€Å"rounded, [like they were] made of rubber†, so as not to be further damaged by the trauma inflicted upon the world as they knew it (20). MS soon leaves to attend school in Cairo, which he considers an escape from the intelle ctual imprisonment of his home village, and a true â€Å"turning point in [his] life† (21). Essentially, MS rejects his own experiences of Africa, untainted by the reaches of colonization, it seems, in favor of Anglicized unknowns. This desire for aloneness, both physically and culturally, is particularly apparent as MS continues his journey, this time departing from Cairo for England. He finds undeniable peace when â€Å"the blue horizon encircle[s]† his ship and â€Å"the sea swallow[s] up the shore†, leaving him perfectly alone in every way (26). MS â€Å"savour[s] that feeling of being nowhere†¦before and behind [him] either eternity or nothingness† (27). As suggested by Cesaire in his Discourse on Colonialism, the colonial system unintentionally fosters such feelings of discontent and dissatisfaction, as if the way things used to be is no longer good enough. It leaves the colonized with a desire for more—it education, health care, or infrastructure for instance—and then refuses to provide these things. MS finds himself lucky in t hat he is presented with an opportunity to satisfy these desires. However, he finds that his thirsts are never truly quenched. In pursuit of these unnamed, and perhaps indefinable desires, MS becomes something other than himself, as if practicing manipulating his own identity before he irrevocably and detrimentally changes that of others. Rather than presenting an authentic self to those he encounters in England, he invents a persona intended to appeal to the Western desire for the exotic and different. In this way, he indelibly alters the slate of his life, defining himself through the cosmopolitan fantasy of â€Å"Africa† and rejecting the value of the simple life, rooted in truth (although he comes to appreciate its value later in life) in favor of serving as â€Å"a symbol of all of [the Europeans’] hankerings†, a representation of â€Å"tropical climes, cruel suns, [and] purple horizons† (30). However, the assignation of such stereotypical images to MS is little more than a perpetuation of these symbols, albeit one that MS embraces. It turns the reader’s focus towards the sadly still present Western objectification of the concept of â€Å"Africa†, a treatment of it not as an entire continent, full of diverse and unique cultures, but rather as a single entity with the allure of the unknown and different. â€Å"Mustafa the African† is a construct of Western imagination, a conscious manipulation of European expectations strategically employed in order to insinuate himself within English society without challenging its tropes. Salih uses MS’s actions and characterization in England to demonstrate how â€Å"the interaction between the Arab Islamic world and Western European civilization is determined by illusions† (Shaheen 162). MS embodies these â€Å"falsehood[s] and fantas[ies]†, and attracts English women effortlessly with this purp oseful primitiveness (Shaheen 169). To the women MS encounters and becomes involved with, he presents himself as Othello, a character imbued with archaic ideas of race and immense tragedy, but perhaps more importantly, marked connotations of sexual vitality (Salih 38). His choice of Othello, and the fact that he shares this choice as a means of emotional manipulation, ironically foreshadows his own self-inflicted demise. He mimics Othello in life, as both are overwhelmed by lies, and ultimately in death as well. MS’s various relationships with English women are relevant beyond Shakespearean parallels, though. Before his eventual downfall, he attracts many with â€Å"his world†¦of burning sandalwood and incense†, primitive and raw and unapologetically sexual (35). MS makes these relationships into a form of revenge, as â€Å"colonization is embodied in [him] as a germ originated by European violence†¦a thousand years ago†, part of a cycle he believes must complete and balance by inflicting â€Å"violent retaliation† upon these English women (Shaheen 160). He enters into destructive, abusive relationships with them in a strange continuation of colonial history in which the roles are reversed. Instead of allowing himself to be subsumed into his new environment, MS chooses the role of the colonizer, truly acting as a â€Å"black Englishman† by forcing the women with whom he has sexual relationships to conform to his own preferences and choices (Salih 53). He attempts to turn the tables on them, and by extension, British imperialists, by exerting physical and emotional dominance in each relationship. This practice, however, unhealthy it might be, meets with little resistance from the women involved for some time. It is only when Jean Morris comes into his life that he begins to question this life of self-gratification, lived by a person who is less than real. Jean Morris, with whom MS falls in love with â€Å"against [his] will†, subjects him to degradation, much like he had made previous women slaves to his will (156). She challenges his dominance, which had never faced resistance before, and forces him to acknowledge emotion, something â€Å"Mustafa the African† does not do. Experiencing â€Å"ignominy, loneliness, and loss† is not natural for MS, and begins a conflict of identity that marriage to Jean Morris only exacerbates (159). He finds himself in her, and it follows, his own ruination in her too. The identity MS has created cannot withstand tests to his sense of dominance, and so Jean Morris is made subservient with â€Å"the blade-edge†¦of [a] dagger† (164). This moment is a turning point for MS, as his constructed self is shattered by this senseless violence. He realizes that he has become entrenched in â€Å"darkness†¦thick, deep and basic†, and struggles to escape the evil that he willingly embraced in the past (Salih 93). In an attempt to create a more sustainable life, or one of value, he leaves Europe in favor of the simplicity of â€Å"settl[ing] in [a] village† (9). However, he cannot undo the violence he perpetuated, nor lose the knowledge associated with his experiences. The MS that his contemporaries know â€Å"does not exist. He’s â€Å"an illusion, a lie† and desperately desires â€Å"that the lie be killed† (32). However, in acting out the European fantasy of an evil, bewitching Africa, he internalizes the evil he pretends until, in a sense, he is no longer pretending. Despite his efforts to become part of the Sudanese community in which he lives—he â€Å"bought†¦a farm, built a house, and married† a local woman—MS cannot reconcile the two halves of himself, so to speak (2). The only way for him to purge this falsehood he has cultivated within himself, and cope with the knowledge of colonialism that he possesses, is death, and he seems to embrace it with relief, as â€Å"the forces lying in the river-bed† claim him (167). True reconciliation of these two aspects of the colonial world—that of the colonizer and the colonized—comes in the form of the narrator, who is a part of both without artifice. While he spent â€Å"years†¦studying in Europe†, his return to Sudan comes with the knowledge that he was coming back to â€Å"[his] people†, and a sense of longing for â€Å"that small village at the bend of the Nile† (1). It is clear that he cherishes this village life, but at the same time appreciates his position as â€Å"the outstanding young man in the village†, exalted because he has been educated abroad (8). A great deal of his narrative has an external focus, as MS’s story takes center stage. However, as the tale progresses, the narrator’s sense of right and wrong is challenged, as Bint Mahmoud is forced into societally-condoned rape, and kills herself (and her rapist) because of it. It is this horrific, and yet utterly preventable event th at causes the narrator to realize that he cannot continue to walk the fine line between worlds that he has previously trod. He cannot remain â€Å"half-way between north and south†, but must truly invest himself in one, bringing the other within himself, an inextricable part of his identity. This sense of purpose as the novel concludes contributes to the story’s identity as a response to the vestiges of colonialism still remaining in the Africa experienced by the author. Salih’s use of the narrator as a member of each world allows him to comment on both. In this way, he provides a sense of balance in the narrative. While both European and African cultures may have problems, the solutions to these problems must come from within. African nations have no need for a civilizer, let alone one who â€Å"becomes a colonizer, and a savage one† at that (Shaheen 163). It is Salih’s hope, and that of his narrator, that colonized nations will one day be able to speak â€Å"[their colonizers’] language without a sense of guilt or a sense of gratitude†, and perpetuate only â€Å"lies of [their] own making (Salih 49-50).

Definition of Holocaust Destruction or Slaughter on a Mass Scale - Free Essay Example

How Hitler rose to power On January 30, 1933 the president of Germany Paul von Hindenburg appointed Adolf Hitler as the new chancellor of Germany. At the time Germany was in an economical depression that had put millions out of work, because of this its was fairly easily for someone like Adolf Hitler to rise to power. On July 14, 1933 the National Socialist German Workers Party (Nationalsozialistische Deutsche arbeiterpartei in German) was declared the only political party that was allowed in Germany. At the time german population did not realize the extent of the nazis hate for jews and non-germans. The beginning of a tragedy One survivor named Edward Adler says that on June the 14th, 1935 he was at a birthday party when he heard someone banging on the door. Tthinking it was his friends he opened the door,. but instead of finding his friends on the other side he found two men with guns telling him that he was under arrest( it was later found out that it was because he was dating a non-jewish woman). Confused he got dressed and left with the the men. From there he was taken to the local police station and was put in a room with two to three hundred other people all asking each other why they were in there. The answer was always that they didnt know. Around six oclock in the morning they loadedloading everyone, including Edward, into trains (the germans had not begun to use boxcars yet). Then after several hours they arrived to the outskirt of Berlin and unknowingly began to march to the concentration camp. Edward was the forced to do construction labor until in 1938 his wife made arrangements to leave Germany. Later on it wouldnt be so easy to leave. Auschwitz and the Angel of Death Over 6 million people were killed in the Hholocaust itself, over 1 million of these people were killed in a Auschwitz. Even though many know about Auschwitz not very many people have heard of Josef Mengele the Angel of Death. Josef joined the Nazi party in 1937 and on May 30, 1943 he was transferred to the Auschwitz Death camp. In the death camp if they had survived they were to be unloaded and go through a selection. Selections were common occurrences in death camps. When a new group of people arrived a selection took place as soon as they stepped out of the boxcars. They were terrifying things, the prisoners would step out and soon after a german guard would either point to the right or to the left. Whether they lived or died was up to the guard. If they were pregnant, had kids, were under 18 or looked too old they were chosen to die and would be sent to the showers which were actually the gas chambers in disguise. If they were chosen to live then they would be shaved, given new c lothes and taken to the barracks. Most guards could not do this sober they would often show up drunk to feel less guilty and would not go if they werent required to,but Josef Mengele was different. He would come to almost every selection, sober and in his best uniform unlike all the other doctors and guards. Mengele wanted to make a name for himself in the medical community using genetics. He thought if he could find out how to assure that a baby would look a certain way(eye /hair colors) it would be one step closer to the saving the german population.For this reason mengele was obsessed with twins, as well as people with dwarfism, gigantism, and those with heterochromia. He didnt want to missed any twins so he told the guards to shout Zwillinge! (which meant twins) when unloading the boxcars. Some parents did not want give up their children and hid them more often than not the children were found but if not then they sent off to the gas chambers with their mothers. Josef was called the Angel of Death for many reasons,but one of the main reasons were that he experimented on children of all ages.He would often drop dye or some other chemical into their eyes wondering if it would change their eye color, or purposely inject one twin with a dangerous disease to see if the other would react, if the injected twin died they would kill the other one as well to see what affects the disease had. Each and everyday the twins would be examined for any differences in their physical appearance, then they would have massive blood transfusions,after they would have various injections without anesthesia. That were painful and often fatal. The War after the War Even though many camps were liberated the war was not yet over for the prisoners that survived. Most prisoners went back to their hometowns only to find out that they were destroyed and a ghost of what they were before the war. On top of that over 6 million Jews were killed many big families were reduced to one or two people and small families were even less likely to survive. Since this was common after the war many committed suicide not being able to deal with the loss. Others had one or two family members left and lived to honor their family. The holocaust was a dreadful time in history where many inhuman things happened we should learn from past mistakes and prevent this from happening again.

Relationship between Sublime and Magical Realism Explored...

Relationship between Sublime and Magical Realism Explored in The Monkey From the beginning of The Monkey, a short story located within Isak Dinesens anthology Seven Gothic Tales, the reader is taken back to a â€Å"storytime† world he or she may remember from childhood. Dinesens 1934 example of what has been identified as the Gothic Sublime sets the stage for analysis of its relationship to other types of literature. What constitutes Sublime literature? More importantly, how may sublime literature relate to Magical Realist literature? Through examination of The Monkey, the relationship between Sublime literature and Magical Realist literature can be defined. Scholars have traced the history of Sublime literature back to†¦show more content†¦The use of imagery in The Monkey is employed often. This imagery serves to suggest lofty ideas, exaltedness, and nobility of spirit. A child had once seen a herd of unicorns come out of the woods to graze upon the sunny slopes, the white and dappled mares, rosy in the sun, treading daintily... (Dinesen 121). In addition to the use of imagery, the use of hyperbole or exaggerated language is employed. The stones reddened and glowed with it [light] until the whole place became a mysterious, a glorified, abode, in which the tall windows shone like a row of evening stars (Dinesen 123). In another example of hyperbole from The Monkey, King Solomon shut up the most prominent demons of Jewry in bottles, sealed them, and had them sunk to the bottom of the sea (Dinesen 136). The use of hyperbole and exaggerated language is extended to emotion. Inanimate objects and ordinary actions cause emotions in unusual ways. The Prioress was drunk with some secret joy which remained a mystery to the other convives of her supper party and which glinted in the dark (Dinesen 143). In another example from The Monkey, Boris heart leapt up within him and sang aloud, like a bird which swings itself to the top of a tree and there bursts into song (Dinesen 152-153). The final characteristic evidenced was a transformation from ordinary into extraordinary. In Dinensens The Monkey, the Prioress is transformed: The face which she turned toward theShow MoreRelatedManagement Course: Mba−10 General Management215330 Words   |  862 PagesManagement, Fourth Edition I. Management 17 17 2. The Evolution of Management Thought Hughes−Ginnett−Curphy †¢ Leadership, Fifth Edition I. Leadership is a Process, Not a Position 51 51 70 1. Leadership is Everyone’s Business 2. Interaction between the Leader, the Followers the Situation Cohen †¢ Effective Behavior in Organizations, Seventh Edition 11. Leadership: Exerting Influence and Power 94 94 Text Palmer−Dunford−Akin †¢ Managing Organizational Change 2. Images of Managing Change

Boon And Curse For The Health Care System - 1499 Words

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Effect of Marijuana Essay - 1777 Words

Abstract: In America Marijuana has been a topic of debate for many years. Many people of society and even the national government have expressed strong against the uses of marijuana. They view Marijuana as a drug that causes people to act against rules that has been set by society. However they fail to look at the positive benefits that can come from the uses of marijuana which actually have been proven by researchers to have positive benefits when it comes to the well being of people. Even Doctor has found ways that marijuana could be of good use in the medical field. On the contrary they have yet to provide evidence to show how marijuana is a direct cause to violence or even corrupt behavior in society. So the question is†¦show more content†¦Marijuana has been shown to increase appetite and food intake after smoking. This information is useful particularly for HIV infected patients who are at risk for opportunistic infections, enteric infections leading to malabsorption, and decre ased caloric intake. These risk factors can lead to decrease in appetite, cachexia, and weight loss (Clinical Uses of Marijuana, 2010). Before pain relievers pills doctor would prescribe marijuana to help patients to deal with different pains. This shows that marijuana can be used to help people from suffering with sever pains. Cannabinoids were shown to inhibit tumor angiogenesis in mice with gliomas by reducing the expression of various vascular endothelial growth factor (VEGF) pathway-related genes. The cannabinoids work by increasing the potency of a fat molecule known as ceramide. Increased ceramide activity, in turn, inhibits cells that would normally produce vascular endothelial growth factor and encourage blood vessel growth. 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Globalization Advanced Free Trade, Open Markets, And...

Globalization advanced free trade, open markets, and competition in the world economy. Regrettably, this worldwide amalgamation and growth contributed to the equalities and inequalities between third world nation-states. The growing populace placed an extra demand on the third world nation-states for food, shelter, and clothing. Consequently, Africa, South Asia, and Latin America grew anxious since their populaces are predisposed to diseases, famine, and premature death. In chapter one of Promises Not Kept: Poverty and The Betrayal of Third-World Development John Isbister declared that in the twentieth cen ¬tury, The lives of people in the third world are changing. They are not improving, however, at least for the majority. In order to†¦show more content†¦Chapter one John Isbister book Promises Not Kept: Poverty and The Betrayal of Third -World Development brought to mind Huey Newton book Revolutionary Suicide. In the book’s Manifesto Mr. Newton differentiated between revolutionary suicide and reactionary suicide. Both he shared are social conditions that condemn a person to pre-mature death. Reactionary suicide deprives a person of human dignity; it renders the individual helpless while inducing spiritual, emotional and intellectual death in such a way that, â€Å"The victims have stopped fighting the form of oppression that drinks their blood.† This is caused by external factors that overwhelm, condemn and leaves a person powerless to gradually slip into a life of silent desperation. Revolutionary suicide, on the other hand, does not accept social conditions, but pushes against, â€Å"the forces that would drive me to self-murder.† In fact, Mr. Newton was not speaking about the taking of one’s life, but the social conditions that would cause a person or populace to relinquish all concept of security or prosperity. Undoubtedly, Mr. Isbister is determined to dispel widespread myths about third world countries gradually slipping into a life of silent hopelessness. The third world is undergoing rapid and sometimes chaotic social change: pop-ulations are growing and becoming more urbanized. Public health measures are lowering death rates. Within recent memory, nationalist independence

Do You Agree or Disagree with the Following Statement Grades (Marks) Encourage Students to Learn. Use Specific Reasons and Examples to Support Your Opinion. Essay Example For Students

Do You Agree or Disagree with the Following Statement? Grades (Marks) Encourage Students to Learn. Use Specific Reasons and Examples to Support Your Opinion. Essay I definitely think that good grades encourage a student to learn more. Given the increasing competitiveness among the students and a desire to excel in future by getting admission to top and renowned schools, colleges and universities, good grade surely is an important criterion and to achieve good grade, a student is encouraged to study hard and learn more. I think that good grade is an incentive for diligent students who often engage themselves to studying hard to achieve that grade. For example when a student finds his friend to have received a commendable grade and is showered with praise and affections by his teacher, a desperate desire often creates in his subconscious mind. He also unknowingly wants to be like him and acquire the grade his friend has received. In this way, a healthy competition is often developed among all the fellow students who equally want to outshine the other by ameliorating their respective grades. In this way, they get to learn more and more things. In fact they often indulge themselves to extensive library works and other reference books and similar items from where they all seek to learn that extra little bit as compared to his friend. Good grades thus indirectly pave the way for the overall learning process of a student and help him to be more sound academically. Secondly, these days competition has reached to a high extent and it has really become difficult for the faculties to winnow out the students. So the only option they are left with is Grade of a student which serves as a tool to select them for admission to a good and accredited school, college and university. Now when this grade becomes the decisive factor for a student to get admitted to a school, college or university they long for, they are also left with no other option but to increase their marks and improve their grades. Now in order to improve their grade the only way is to learn, learn and only learn. This learning process to meet their expected grade is reflected in the interview boards or seminars or teacher-student discussions. Thus at the end it is the grade that proves to be the boost for a student to be more learned and enriched. Thus in conclusion, grade can be said to be a stimulus for each and every aspiring student that inevitably contributes to the wealth of knowledge of an individual.