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Author: kanit36212@gapps.uwcsea.edu.sg (page 3 of 4)

Analysis of John Agard’s “Half-Caste”

How has the author vividly conveyed their feelings about identity?

John Agard writes about racial divisions as he reflects on the external perception and misconceptions of his mixed race. He uses imagery to visualise the true meaning of ‘half-caste’ and reflects on the negative connotation the label has on his identity. 

Agard uses visual imagery to show the relationship between contrasting things, as a way to uncover the literal meaning of ‘half-caste’. In the second stanza, he illustrates Picasso “[mixing] red an green” and asks if that “is a half-caste canvas”. He questions the reader if mixing two colours on a canvas takes away from the value of the canvas as a whole. He also draws attention to Tchaikovsky mixing “a black key wid a white key”, and again asks if that makes it a “half-caste symphony”. Considering the derogatory nature of the label ‘half-caste’, Agard questions whether the mix of the two keys takes away from the beauty of Tchaikovsky’s composition or somehow makes it inferior– which it does not in reality. The indirect reference to the beauty of contrast translates to Agard’s feelings about his mixed racial background. While he is sure of himself, as a human being with a strong identity, British society at the time did not see the same. The significance of the term “half-caste” is highlighted in the second and third stanza, alluding to the negative and inferior light mixed-race people were seen in. 

The most direct challenge to the derogatory term is seen in the fourth stanza, where Agard reflects on his worth as a human being. He suggests that at night, he as a “half-caste human being [casts] half-a-shadow”. This confirms the societal perception of mixed-race people, that they are incomplete or that they have two separate halves of an identity that have no intersection. This is further supported by the last stanza of the poem, reading “an I will tell yu de other half of my story”. Agard implies that he only exists as one side of his background at a time, that his story isn’t cohesive but rather split apart by his two different backgrounds. This is, however, not his perception but that of British society. 

The poem is a challenge to society almost, as Agard questions what the term “half-caste” means and whether it even makes sense. By comparing aspects of Tchaikovsky’s compositions, and Picasso’s art, he draws attention to the oxymoronic nature of being labelled “half-caste”. He essentially asks, how does having two backgrounds result in an identity that is less than a whole? John Agard stands his ground as he deflects the misconceptions about his racial background and affirms his identity, by combatting the “ half-caste” label and its historical significance in British society.   

 

My CAS Investigation: IB Profile

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Language and Identity

How does the language we use reflect, define and construct our cultural/social identity and relationships?

Language holds a lot of power and it can solidify our identity, culture, and relationships. It can bring people closer together as it allows us to directly communicate. Living in Singapore and going to an international school, English became my main language and my ability to speak Hindi significantly decreased.

While I can still speak the language, I cannot read or write, and I no longer feel confident having a proper conversation. When I go back home to India, I find it hard to relate and connect to my relatives. I feel unable to properly express myself as my language ability isn’t advanced enough anymore to have the same complex conversations as I would in English. As a result, I take on the role of a tourist more than being a close cousin or niece. My western accent and messy Hindi send a message that I’m out of touch with my culture or that I’m perhaps even “white-washed”. While language is not the only component of my cultural identity, it plays a significant role. I can conform to the cultural norms in behaviour, but my perceived identity somewhat separates me from my relatives, with the most tell-tale sign being my weaker grasp of Hindi.

However, while language can construct and limit relationships and cultural identity, it doesn’t define them.  In an increasingly diverse world, language barriers aren’t as big of obstruction as they used to be. Language definitely plays a big role in our identity, but it doesn’t necessarily define our ability to forge relationships as the world becomes more interconnected and linguistic learning becomes a more integral part of education.

How much of our social identity is reliant upon our language use?

Language can be further categorised into more subsets such as dialect, idiolect and even accent. The link between our social identity and language use becomes much more complex when we consider the precise distinctions. Accents are one of the more apparent features that heavily connects to our social identity. In my case, even if I speak Hindi my western accent indicates to distant family that I’m disconnected in some way. This heavily defines my social identity in the familiar context. In our international school, we tend to see people from all around the world enter with unique accents and the more time they spend here, the more westernised their accent becomes. It becomes a form of assimilation and fitting in. As humans, we judge and make assumptions about people, and language happens to be one of the most apparent characteristics we can scrutinise. The reliance of our social identity on language use varies from person to person, but it plays a very distinct role in our perceived identities.

What do we mean by inclusive/exclusive language?

At its core, exclusive language is any choice of words that can isolate or ostracise people, regardless of intent. Inclusive language is the opposite– vocabulary that addresses everyone without singling people out. Exclusive language means different things to different people as what we find exclusive and inclusive is also impacted by our personal experiences. However, some things are generally considered to be exclusive, and one of the most common examples of this is gendered dialogue. We hear a lot of gendered language with simple things like the human race being called “mankind”, and artificial materials being classed as “man-made”. A vast majority of gendered vocabulary tends to be androcentric, and while these words on their own aren’t so exclusive, the accumulation of male-centred vocabulary is what creates the exclusive connotation. Today, there is an increasing push to use more inclusive language, like gender-neutral nouns that don’t confine titles and classifications.

Exclusive language can also be broader than the specific vocabulary, and more about tone and intent. Something I see more commonly is dialogue that draws attention to someone’s differences as a way to scrutinise and embarrass people. For example, when non-native English speakers are made fun of for mispronouncing English words. I have experienced this quite a bit, especially when I still had an Indian accent before joining UWC.

ELP 1: Identity

Here are my notes and reflections on Hetain Patel’s TedTalk on Identity.

Service at home: Delivering food to workers

Since May, my family has been a part of an initiative started to deliver food for some of the workers in our condo who are unable to return home to Malaysia. I have really enjoyed being a part of this, especially with my family, as it gave us the opportunity to help the community closest to us. It also have us the chance to interact with other people in our condo who we didn’t know previously. As a part of this, all the families involved took turns to deliver breakfast and dinner on two days of every month. It’s been really fun to make and share some of our favourite foods. Since in-person school started, I haven’t been able to do as much so I try to help mostly with deliveries and sometimes packing or cooking.

These are some photos of the food my family has delivered, as well as other people involved.

 

Personal Statement 2020

I started grade 9 wanting to explore the subjects/activities that intrigued me and develop my skills. I also wanted to continue music independently, learning the piano and the ukulele on my own. Those were my personal goals. I didn’t have any specific academic goals because I wasn’t sure what I wanted to ‘do in life’. I didn’t have a clear idea of what I wanted to do in IB, college, or afterwards. I still don’t.

 

Not having any specific academic goals set me on a vague path, and my indecision concerns me. Seeing my older sister and cousins doing well in college, and having clear aspirations was, and still is, daunting. Having an older sister and cousins also meant discussions about college and jobs surrounded me from early on. 

 

I remember going to the UK in 2017 to look at the universities my sister was thinking of applying to. Visiting some of the top colleges was intimidating and set a high expectation. Even though this expectation was never imposed on me, it stayed in the back of my mind. This is particularly relevant now that I’m in high school, and am starting to think about my future more seriously. I wanted to narrow down my search.

 

One thing I realised was my interest in design, and joining the Humanities Magazine team was an important step. I signed up to be in the magazine’s layout team, this allowed me to experiment with design, and my hard work paid off. Being a part of that process reassured me of my skills, and encouraged me to pursue this interest. While my subject choices for IGCSE can’t reflect this particular experience, it is something I want to try. My IGCSE subject choices were also important to me. I wasn’t sure what to choose, so I took Film and History because my friends and I were curious about it, and I took Economics because it seemed practical. Looking back on it, I made the right decision. While I can’t say if I will continue these subjects in IB, or college, they have given me an idea of what they would be like, and that is all I wanted from this year– options, and some clarity. 

 

To move closer to my goal, I want to find out more about my interests through an academic lens and see if I could seriously pursue them. It’s not an early start to figuring out what I want to study further, but it’s not late either. I don’t want to have the same uncertainty as I did this year. To solve this, I want to research online and talk to different people I know who are pursuing/entering different careers. For example, I could talk to my sister who is currently in law school or my sister’s friend Avery who is studying design. I think hearing the perspectives of people who are still in college/high school will be more useful at my stage than adults I know who are well into their careers. I also want to make sure I continue music. Music has always been a part of my life, and I don’t want to lose it. Learning the ukulele was a way for me to make sure I could play and practise wherever I go and develop my skills. In continuing my journey of learning the ukulele and piano independently, I want to become more confident in sharing my progress with those around me. I don’t like playing in front of other people, so by pushing myself to ‘perform’ in front of my family, I hope to start becoming comfortable with sharing my work. I think it will also help with my overall confidence. 

 

This year has been very valuable to me. I have learned a lot about myself and experienced many different things– from designing a magazine to horseback riding in Australia. My plans have always been very obscure, but I think I’m finally on the right path to start making decisions about my future soon. I feel confident that I will figure things out, at least more than I did a year ago. I don’t have to be so worried about the future.

Ears of East – Covid19 On Our Doorstep

Listening to episode 17 of the Ears of East podcast, an important topic of discussion came up– the treatment of migrant workers. I agree with what is being said in the podcast. Changes definitely need to be made for the treatment and wellbeing of migrant workers. While the government’s response to the outbreak in the dormitories has been positive and taken seriously, the issue that needs to be highlighted is how they were overlooked and not taken into consideration before the dormitories became clusters. Even in our society, the migrant workers are overlooked and not considered as part of our community. I remember talking to my parents when I first signed up for the Gov.sg daily updates about why the migrant workers weren’t counted in the ‘community cases’ category, and this is discussed in the podcast as well. For a long time, the categories were ‘cases in the community’, ‘work permit holders (residing outside dormitories)’ and ‘work permit holders (residing in dormitories)’. While I understand this was partly due to recognising that it was a cluster, the message coming across from that grouping wasn’t positive. Now, they have changed the categories they use in the daily updates but going forward, we need to make substantial change. The government has announced that they will be making new dormitories with improved living conditions but we need to do more. We need to change our mindsets and recognise migrant workers as part of our community. They have done so much for our community and without them, Singapore could not be the way it is today.

PE Logbook

For 3 weeks, we worked on a logbook for PE. Here is mine 🙂

My February Reflection

This month, I tried to focus on what I started in January– pacing myself. We did a lot more long-distance sets with no set time interval, but rather a set rest time between each set, and that helped me pace myself; it took some pressure off. This meant that I could swim at a pace that I could maintain while slowly increasing my speed, and having rest time rather than just rushing into the next set. We also did more sprinting this month which meant that I could think more about matching my old PBs(personal bests). During a 50m freestyle sprint, I was able to hit just 3 seconds off my old PB so that was big for me. It showed me that I was on the right path.

Going forward, I’m going to keep the same focus but also put more effort into sprints to beat my old PBs.

Writer’s Fortnight: Hanna Alkaf

We had two sessions with Hanna Alkaf.

In the first one, where she talked about herself and her life/career, she highlighted the issue of representation in literature. When she asked us if we saw ourselves in our favourite books, many of us didn’t raise our hands. I didn’t raise my hand. I found that interesting because I initially thought that a story you enjoy or relate to the most would have some resonance with your life. It made sense in my mind, but even I didn’t raise my hand. As she revealed, in a literary world with around 50% of white characters and 27% of animal characters, it can be hard to see/find yourself in YA and Middle-grade novels. The general situation wasn’t necessarily a surprise to me, but the specific numbers were a bit shocking.

I admire how she has taken it into her own hands to make sure that her kids can see themselves in books as they get older. The discussion around representation in all forms of media is quite relevant at the moment, especially with a growing awareness around issues in mainstream media such as non-diverse film castings.

The second session was focused on writing techniques and journalism. It was helpful, especially with the reference/analogy of ‘making monsters’ in connection to the story of Frankenstein. She went through all of the essential elements of writing and how they contribute to the story/article. The examples she shared with us highlighted the impact of certain techniques well, and overall, the session was informative and useful.

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