Prejudice in To Kill a Mockingbird - Essay Example

College Dis Analysis Introduction This thesis will mainly focus on the character Scout in the novel and how the builds her up as one of the main characters in trying to bring out her major themes in the southern society during the period of rampant racism, discrimination and prejudice in the society .We shall have a look at the main themes of racism and prejudice and how the author tried to highlight these in society. The essay will concentrate mainly on Scout. It shall seek to analyze the role that she plays in the novel and how her character portrays the wider theme of the novel like prejudice. The essay concentrates on scout since she is a key character as well as portraying the author when she was young as well as when she grew up and came to understand the various things that were different for her to understand when she was young. Prejudice is defined as an opinion on an individual that is usually based solely on religion or race before even all the facts are known (Johnson 1994). This essay will seek to explain the various instances of prejudice that are shown in the book especially those that touch on Tom Robinson, Boo Radley and Atticus Finch since they are the key characters in the book. I will also have a look at aunt Alexandria and her role in the book. She was introduced in the story as a defender of the tried and tested status quo in the southern society that the book was set in. The novel I used to work on this essay has no published Coda. Literature Review The discourse analysis is on Lee Harper’s To Kill a Mockingbird hence this will be the principle form of literature in this narrative. The other books played a mostly supplementary role to this book. I also intend to make use of Understanding to Kill a Mockingbird: A Student Casebook to Issues, Sources, and Historic Documents. This will be of help to me since it pinpoints the main issues in the novel such as racism and prejudice which are the main topics of the narrative. This makes it much easier to understand and critique where necessary as I read along. Zakrzweski Janelle’s Reading Race: Exploring Racial Themes in to Kill a Mockingbird will also be particularly useful since race is the most critical issue in this book as it was written in the thick of the civil rights movement in the south. The book resonated with the prevailing mood in the society. The study of identity plays a significant role in modern sociological thought. I had to come up with the various identities in the narrative and this was helped by going through Karen Cerulo’s essay titled Identity Construction: New Issues, New Directions. Before writing this analysis I had to familiarize myself more on Narrative Analysis. This led me to peruse Herve’ Corvellec’s Elements of Narrative Analysis which gave me some useful insights. Labov’s Narrative pre-construction acts as guided on good narrative analysis. Labov states that “the fundamental concept that distinguishes narrative from other ways of reporting the past is temporary juncture: a relation of before-and-after that holds between two independent clauses, and matches the order of events in time”. He further indicates that “A narrative is initiated when an individual is impelled to tell others something, sometimes by an external stimulus, sometimes by an internal one” The author of to kill a mocking bird is also a key character in the said book albeit at various stages of her life. She offers the audience an insider view of how life was in that society as she was a young girl as well as when she was a young adult. Data Metaphors in to kill a mocking bird The most significant metaphor is the mocking bird. This is used to represent innocence. Hunters kill mockingbirds for sport. This is comparable to people who kill innocence without pausing to think what they are doing. Atticus is a staunch defender of innocence and teaches his children not to kill mockingbirds both figuratively and literary. Boo Radley is also used to represent fear. This fear supports the prevailing social status quo that prevents individuals from rising up in support for that which they believe in. Guns are used to represent false strength. Atticus is of the view that guns do not prove bravery or manhood. This actually prevents individuals from developing their own personal strength. These metaphors that help to understand human perspective and identity may come across as equivalent but the main difference between them is the clear distinction between adult and juvenile understandings of the society (Zakrzewski 2007). Trying on another person’s shoe is like child’s play. Almost everyone has tried it whilst growing up but getting into another person’s skin is a different matter altogether. These two metaphors are instrumental in underscoring the difference between sympathizing with a person and appropriating a person’s dreams, values, experiences and history. The clear fact is that it is virtually impossible to get into another person’s skin and it is condescending and presumptuous to even believe that we are able to do this. This is one critical thing that Boo Radley and Tom Robinson understand, but the Scout and Jem do not yet fully comprehend. (Claudia, 1994) Metaphors are one of the fundamental tools of modern literature. They help show us how we can make things alike and also how we can establish the common ground that will enable us to perceive the said similarity. The novels title is a metaphor that shows the ways that we regularly make other people as merely exotic versions of us. Finch explains to his children over Christmas that mocking birds do nothing but sing all their lives making it a grave sin in his eyes to kill them. We conveniently forget that these birds imitate the calls of other birds and do not sing their own songs. What this says of humanity is that we tend to assume that like mocking birds, other people will sing along to our song, abandon their own unique identities and conform to our world view. These words were noted to have been used in the novel with great effect with their context highlighted as well; ambidextrous (adj) which means to be equally skillful with all of one’s hands and it was used when Scout was speaking to Mr. Ewell about the fact that he was writing with both his hands; Undulate (adverb) which means to move in a wavy manner and was used in the context “From time to time she would open her mouth wide, and I could see her tongue undulate faintly”; Viscous (adj) that refers to high resistance to flow which can refer to Scout’s resistance to conform to society expectations and was used in the context “Occasionally it would say, “Pt,” like some viscous substance coming to a boil”; myopic (adj) was used and refers to inability to see objects at distance which may refer to the townspeople myopic views of people whom they did not consider as one of them and it was used in the context, “Instead ,Maycomb grew and sprawled out from its hub, Sinkfields Tavern, because Sinkfield reduced his guests to myopic drunkenness one evening, induced them to bring forward their maps and charts, lop off a little here, add a bit there, and adjust” Thesis statement Harper Lee uses metaphor and discursive features to illustrate how Scout’s identity develops as she becomes more aware of racist ideology. She used metaphors to describe her developments throughout the book but concentrated on the following metaphor to describe her inner conflicts with her Aunt Alexandra. | the starched walls of a pink cotton penitentiary closing in on her | Scout Scout is the young narrator in the novel To Kill a Mockingbird. This is her nickname and it is very appropriate in the narration. She acts as both the observer and questioner throughout the story. She asks very tough politically incorrect questions. Scout gets away with asking these questions because she is still a young child. She does not understand does not seem to grasp the full implications of the things that are happening around her. This makes her objective reporter and observer in the true sense. However, it should not be lost on the reader that the novel has two scouts: the adult Jean Louise that tells the story as well as the young girl that is experiencing the story. The adult narrator makes it known to the reader that she has an exceptional father. The young scout however complains that her father did not do anything since he did not participate in hunting, playing poker, fishing, drinking or smoking. She claims that the father only sat and read in the living room. The younger scout is marveled by the realization that Atticus knew she was eavesdropping on his conversation with Jack while the adult is marveled that Atticus actually wanted her to hear what was being spoken. Scout learns invaluable lessons over the course of three years that the book covers. The reader should have in mind the fact that the book is Scout’s own personal memoir. The adult narrator is at a better position to understand the implications of the various events than the young Scout that is living through these events. Scout does not particularly like school because it ironically curtails her learning. Instead of celebrating the fact that she is already able to read, the teacher is actually appalled by this. Scout gets bored as she waits for her classmates to reach her skill level. She does not harbor anything more than a passing respect for her teachers. She did not sympathize with an exhausted Miss Caroline remarking instead that she would have felt sorry for her had she been more friendly towards her. Scout is offended by Miss Gates’ views on African Americans immediately after making known her strong support for Jews in Germany. Towards the end of the story Scout however realizes that she does not have a lot to learn possibly algebra would be the main reason why she has to go to class. She confronts a lot of issues in the narrative but the meaning of being a lady stands out as the main issue that she has to deal with. By now the reader understands that she is a tomboy. Scout is sometimes criticized by Jem for not being girlish enough. Her physical strength intimidates most boys in school yet society expects her to carry herself in a ladylike way. Her tom boyishness is an issue that Aunt Alexandra seeks to ‘correct’. Scout grows up knowing the necessity of trying to walk in someone else’s shoes in a bid to understand why certain people act in one way. Her father teaches her this important lesson very early on in her life. Atticus points out Scout’s own failings in this aspect and try to demonstrate this point in his daily interactions with other townspeople. This lesson enables Scout to put herself in Boo’s shoes and realize she had nothing to fear about the town recluse. Scout’s aunt Alexandra came to the Finch home in chapter 14. This is not a welcome development for Scout since she has come purposely to teach Scout on how to behave like a lady. Atticus on the other hand is happy that Alexandra has come since he needed someone to be looking after the children as he is busy with the Tom Robinson trial. Even though Calpurnia was not particularly enthusiastic about her coming, the two ladies end up working together with no major hurdles. By virtue of his age and gender, Jem is not too bothered about the aunt’s activities. Aunt Alexandra is however a major obstacle on Scout’s metaphorical road to achieving her key life goals. Aunt Scout is opposed to almost everything that Scout was deeming her not being lady-like enough. The main aspect about Scout that greatly antagonizes her aunt is the fact that she is a tomboy and puts on boys’ overalls as opposed to feminine clothing. According to Scout, this kind of dressing suits her lifestyle just fine. However aunt Alexandra is off the opinion that she is doing a huge favor to everyone else by attempting to change her into a model young lady in the south. Scout’s mode of dressing is the easiest thing to be changed hence it turns out to be the Aunt’s primary focus. Scout manages to overhear a conversation between Aunt Alexandra and her father in which the aunt speaks about her very unladylike dress code. Scout’s name is however not mentioned directly in the conversation. Scout goes ahead to comment that she feels | the starched walls of a pink cotton penitentiary closing in on her | This metaphor means that she has already started to feel the mental restrictions imposed on her freedoms by Aunt Alexandra. The starch refers to the girly clothes that have already been ironed and made stiff ready to be put on. Scout sees these clothes as being uncomfortable to wear and generally unappealing to her character. She chooses the words pink cotton to refer to girly clothing that she absolutely abhors. Scout is also comparing the act of wearing such clothes to a penitentiary with restrictive walls. She feels like a prisoner about to be pressed to death by the girly clothes prescribed by her aunt. Major Themes Racial prejudice and social injustice is the central theme in the novel To Kill a Mockingbird. Atticus Finch’s character is used to represent a strongly liberal and principled perspective which is absolutely contrary to the prejudice and ignorance of the white, southern community in Maycomb, Alabama where he lives with his family. The young lawyer has a conviction to instill in his growing children values of equality and fairness which was difficult in the hugely racist and prejudiced society in which they lived. The author employs the use of several allegories and images in the novel that symbolize the racial conflict in society. The children’s fear of Radley is a good example. (Janelle, 2007) It represents albeit in a smaller scale fear and superstition as being the key foundations of racial prejudice. The author shows the bad effects that consistent prejudice has on society which includes the main characters Atticus Finch, Tom Robinson and Arthur Radley. Boo Radley experiences the brunt of prejudice. He is known as a monster throughout the town of Maycomb due to the fact that he accidentally stabbed his father whilst making his scrap book. Nobody in the town knows the real circumstances that led to this awful incident but they have already passed a judgment and deny him a chance to show how kind a person he is. The townspeople claim that he eats raw squirrels and stray cats in the town which explains why his hands are bloodstained. Scout ultimately discovers that these tales were not necessarily true. She discovers that these are pure rumors fuelled by prejudice in the society she lived in. Atticus, though the key character in the society, is also affected by this prejudice in society. Scout’s playmates have young and able fathers who are capable of doing things that he cannot do due to his ageing. The Children jump into conclusions about their father not being exciting enough until they realize that he is an expert marksman when he is called upon by the sheriff to put down a rabid dog. Tom Robinson is arguably the character that faced the worst incident of prejudice. This was in the beginning of the novel whereby he faces prejudice in the justice system due to the fact that he is African American. He is falsely accused and convicted to death by the court even in the face of evidence exonerating him from the heinous crime of raping Mayella, the daughter of Bob Ewell. Bob Ewell claims that he saw a ‘black negro’ raping his lovely daughter. He sticks to this version even though he knows it is not true since he believes Tom has to be put in prison by virtue of the fact that he is not white. Conclusion To Kill a Mockingbird has gone through complex literary phenomena for almost half a century mainly due to the fact that it establishes a tension separating sophisticated understanding of our culture and history and the simplistic views of people’s relationships with one another. The main challenge in analyzing this narrative is not to be enchanted by its form. It reminds one that it is precisely when we think that we have understood the perspectives of others that we must recall that we are not in their skins. To kill a Mockingbird, is immensely popular with the reading public. Millions of copies have been sold globally. Initial response to this novel can be somewhat described as being mixed. A segment of the reviewers praised the book as being an insightful and poignant expose’ of Southern racism. They also claimed that it was a powerful rendering of modern day heroism. A section of reviewers however, found fault in the choice of the author to use a narrative voice. They asserted that Lee failed to properly integrate Scout’s adult voice with her earlier childish perspectives of the little girl that narrates most of the novel. Most critical receptions of this book have mainly concentrated on the novel’s messages that touch on justice and race in the society. Joseph Crespino made an observation that the novel was probably the most widely read narrative dealing with race and prejudice in the twentieth century. Atticus was also the most highly regarded fictional character of racial heroism. Most of the supporters of the book have highlighted its usefulness as teaching resource in college as well as high school curricula for examining issues of justice and racism. Works Cited Lee, Harper. To Kill a Mockingbird. Harmondsworth [u.a.: Penguin Books, 1968. Print. Johnson, Claudia D. Understanding to Kill a Mockingbird: A Student Casebook to Issues, Sources, and Historic Documents. Westport, Conn: Greenwood Press, 1994. Print. Zakrzewski, Janelle. Reading Race: Exploring Racial Themes in to Kill a Mockingbird. , 2007. Print. Cerulo, Karen A. Identity Construction: New Issues, New Directions. 2009. Web Labov, William. Narrative pre-construction, University of Pennsylvania. Bucholtz, Mary. Finding Identity: Theory and data. 2008. Walter de Gruyter Corvellec, Herve’. Elements of Narrative Analysis. 2006. School of Business, Economics and Law, Goteborg University Van Dijk, Teun A. Ideologies, Racism, Discourse: Debates on Immigration and Ethnic Issues.1998 Read More