Analyzing “Decolonizing The Mind”
In Decolonizing the Mind, the author Ngũgĩ Wa Thiong’o, writes about the importance of language and how it communicates one’s culture. He first writes about growing up in Kenya; describing the language, Gikuyu, and how storytellers told stories that were mostly about animals or humans. He considers Gikuyu as the language of his community, culture, and work. Later, due to the English colonization in Africa, he went to a “colonial school” where he was forced to learn English. In Kenya, English became the dominant language and if anyone was caught speaking their native language; they would be punished. The author discusses three aspects of language communication. These are language of real life, speech, and writing …show more content…
Before going to school, he expresses that he had a harmony with the language. In evenings at home or at work, children would get around a fireside to hear stories told by adults (997). These stories had an important impact on children, because they learned from them; “The home and the field were then our pre-primary school” (998). When he attended to the “colonial school”, the English exam became the main test. There were other subjects but those who failed the English exam, failed; “English became the measure of intelligence” (999). He emphasizes in what way language is important. Thiong’o also referred to when he attended the “colonial school” system. He was able to overcome the obstacles of the colonial system by firsthand experience; “I who had only passes but a credit in English got a place at the Alliance High School” (999). In addition, Thiong’o refers to Karl Marx’s theory of the first aspect of language. The author builds strong credibly by encountering the “colonial school” system. In addition, he describes the negative effects on the culture and language due to the colonization of the …show more content…
Thiong’o applies emotional appeal to anyone who can relate to a situation where speaking the native language is not accepted among society; “Thus one of the most humiliating experiences was to be caught speaking Gikuyu in the vicinity of the school” (999). Students who were caught speaking their “mother-tongue” were penalized with strokes of cane, or they were forced to carry a metal plate around their neck that would have written; “I am stupid” or “I am a donkey”. He also shares his inner feelings on how the transformation on his language has affected his culture; “Language as culture is thus mediating between me and my own self.; between my own self and other selves; between me and nature” (1002). Thiong’o explains how he feels because of this transformation. The author wants the audience to feel compassion of the students that were obligated to feel ashamed of their origins. This article has a nostalgic tone, because of how his childhood experience had a positive effect on his life while it lasted. His argument is effective because the audience can relate to a similar situation by appealing
In Decolonizing the Mind, the author Ngũgĩ Wa Thiong’o, writes about the importance of language and how it communicates one’s culture. He first writes about growing up in Kenya; describing the language, Gikuyu, and how storytellers told stories that were mostly about animals or humans. He considers Gikuyu as the language of his community, culture, and work. Later, due to the English colonization in Africa, he went to a “colonial school” where he was forced to learn English. In Kenya, English became the dominant language and if anyone was caught speaking their native language; they would be punished. The author discusses three aspects of language communication. These are language of real life, speech, and writing …show more content…
Before going to school, he expresses that he had a harmony with the language. In evenings at home or at work, children would get around a fireside to hear stories told by adults (997). These stories had an important impact on children, because they learned from them; “The home and the field were then our pre-primary school” (998). When he attended to the “colonial school”, the English exam became the main test. There were other subjects but those who failed the English exam, failed; “English became the measure of intelligence” (999). He emphasizes in what way language is important. Thiong’o also referred to when he attended the “colonial school” system. He was able to overcome the obstacles of the colonial system by firsthand experience; “I who had only passes but a credit in English got a place at the Alliance High School” (999). In addition, Thiong’o refers to Karl Marx’s theory of the first aspect of language. The author builds strong credibly by encountering the “colonial school” system. In addition, he describes the negative effects on the culture and language due to the colonization of the …show more content…
Thiong’o applies emotional appeal to anyone who can relate to a situation where speaking the native language is not accepted among society; “Thus one of the most humiliating experiences was to be caught speaking Gikuyu in the vicinity of the school” (999). Students who were caught speaking their “mother-tongue” were penalized with strokes of cane, or they were forced to carry a metal plate around their neck that would have written; “I am stupid” or “I am a donkey”. He also shares his inner feelings on how the transformation on his language has affected his culture; “Language as culture is thus mediating between me and my own self.; between my own self and other selves; between me and nature” (1002). Thiong’o explains how he feels because of this transformation. The author wants the audience to feel compassion of the students that were obligated to feel ashamed of their origins. This article has a nostalgic tone, because of how his childhood experience had a positive effect on his life while it lasted. His argument is effective because the audience can relate to a similar situation by appealing