Brian Gerker
ETHN 101
Reading Journal Entry #16
11-12-2007
Dwight McBride, “Why I Hate Abercrombie & Fitch”
1. Thesis from “Why I Hate Abercrombie & Fitch” would be that McBride hates the store because of their idealization of whiteness. Abercrombie is only focused on selling clothes to the upper-middle class of society, and mainly white people. The whiteness is displayed everywhere in stores and ads. McBride hates them because the store sets whites above others in many ways.
2. In “Why I Hate Abercrombie & Fitch,” McBride is stating mostly his reasons for hating the store and their policies. She begins by giving a brief history of the creation of the store, starting out as an outdoorsman, wilderness shopping store. McBride states that the store really didn’t become the way it is until 1988, when the ownership changed. McBride is mostly concerned with the “Look Good Book” which displayed how people should dress to “look good.” Once he establishes the main points and details of what certain people should wear, as well as accessories, he moves to the lawsuit against Abercrombie which did not come about until 2003. Some points to the lawsuit were the “Look Book” and the unfair hiring of employees, as well as advertising billboards. After this, McBride moves on to his interviews he had with former employees of Abercrombie and their experiences their. In most cases the interviewees were in lower management positions and ended up quitting or getting fired because they did not have the “Abercrombie” look. McBride’s main reasons for hating Abercrombie and Fitch seem to be that they cause white supremacy and privilege, and also cause society to need to follow these ideologies of being included in the Abercrombie society.
3. One question that can be raised against McBride is, is it necessary to hire “good looking” employees and advertise good looking people to eventually earn them maximum profits as a business? For the people that Abercrombie is trying to seduce into buying their products, their ways of business apparently are working. However, they do seem to single out whites for their target customers. This is being discriminatory, in agreement with McBride, because they only want to sell to whites, and they only want to hire whites to work for them. And on top of everything else, they only want the whites that “look good.”
4. In much of the same ways I agree with what McBride had to say. I personally hate the store myself because their stuff is just too expensive. Now, after the reading, I realize this is because I am not the type of person Abercrombie wants to sell to anyways. I am not an upper class person so really I don’t appeal to the “Abercrombie look.” For the reading itself I thought it was rather lengthy and strayed away from the main subject at times. Overall though it was a good reading and will be great for class discussion.
Monday, November 12, 2007
Sunday, November 4, 2007
Entry #15 Ronald Takaki, "El Norte, The Borderland of Chicano Americans"
Brian Gerker
ETHN 101
Reading Journal Entry #15
11-4-2007
Takaki, Ronald “El Norte ‘The Borderland of Chicano America’”
1. In “El Norte, The Borderland of Chicano America,” Takaki’s thesis is that the United States to the Mexicans was “El Norte, the land across the river.” The United States “became the stuff of boundless dreams for Mexican immigrants. In growing numbers in the early twentieth century, they began to cross the northern borders, with extravagant hopes.” Mexicans immigrated to the United States in hopes of finding better jobs and to get away from Mexican revolutions.
2. To summarize “El Norte, The Borderland of Chicano America,” things seem to start with revolutions in Mexico. In the early twentieth century, revolutions were taking place in Mexico, one of which was started by Pancho Villa. These revolutions caused many things, like economic depression, and living expenses became unbearable. The Chicanos then looked to the north, who had built a new railroad leading from Texas to Mexico, where in America they could find better jobs, and opportunities. Though in some cases, things did not always work out, where Chicanos often had to work the same hard labor jobs in the U.S. that they had to in Mexico. Mostly, it was families that immigrated trying to avoid the revolutions and find a better home. Also, the Chicanos were discriminated against in the working field. Where a white man would earn $5 a week, a Mexican would only earn $4 a week for the same work. It was supposed to be equal opportunities, but for many things did nto work out as they first believed.
3. The immigrations of Mexicans to the United States was caused by several factors. Takaki presents that income was a huge aspect in the migration. Also, the revolutions that bothered the safety at home was a reason for people to flee to a safer environment. And also, the Mexican economy had become terribly bad, as prices of every thing soared. Mexicans could not afford to live there and thus had to leave to find a new stable life.
4. This reading was actually quite interesting. Takaki did a great job of giving good details and keeping my attention. This was definitely a good reading as it provides much information for discussion. I also did not know about all the reasons Takaki presents for the Mexican migration. I knew about them being able to get better jobs in the U.S. but I did not know in great detail the effects of the revolutions.
ETHN 101
Reading Journal Entry #15
11-4-2007
Takaki, Ronald “El Norte ‘The Borderland of Chicano America’”
1. In “El Norte, The Borderland of Chicano America,” Takaki’s thesis is that the United States to the Mexicans was “El Norte, the land across the river.” The United States “became the stuff of boundless dreams for Mexican immigrants. In growing numbers in the early twentieth century, they began to cross the northern borders, with extravagant hopes.” Mexicans immigrated to the United States in hopes of finding better jobs and to get away from Mexican revolutions.
2. To summarize “El Norte, The Borderland of Chicano America,” things seem to start with revolutions in Mexico. In the early twentieth century, revolutions were taking place in Mexico, one of which was started by Pancho Villa. These revolutions caused many things, like economic depression, and living expenses became unbearable. The Chicanos then looked to the north, who had built a new railroad leading from Texas to Mexico, where in America they could find better jobs, and opportunities. Though in some cases, things did not always work out, where Chicanos often had to work the same hard labor jobs in the U.S. that they had to in Mexico. Mostly, it was families that immigrated trying to avoid the revolutions and find a better home. Also, the Chicanos were discriminated against in the working field. Where a white man would earn $5 a week, a Mexican would only earn $4 a week for the same work. It was supposed to be equal opportunities, but for many things did nto work out as they first believed.
3. The immigrations of Mexicans to the United States was caused by several factors. Takaki presents that income was a huge aspect in the migration. Also, the revolutions that bothered the safety at home was a reason for people to flee to a safer environment. And also, the Mexican economy had become terribly bad, as prices of every thing soared. Mexicans could not afford to live there and thus had to leave to find a new stable life.
4. This reading was actually quite interesting. Takaki did a great job of giving good details and keeping my attention. This was definitely a good reading as it provides much information for discussion. I also did not know about all the reasons Takaki presents for the Mexican migration. I knew about them being able to get better jobs in the U.S. but I did not know in great detail the effects of the revolutions.
Monday, October 29, 2007
Entry#14 Blog on WU Quote
This quote seems to be showing how Wu, an Asian-American is in fact an American but is often looked through or put in the shadows because Wu is a minority. Also, Wu makes a statement of being stared at, as if an Asian person is someone different or some sot of freak. Wu says that among Asians, they are all the same, and normal, and there are no acts of difference, either from other Asians or family. However, once Wu is in front of other people, Americans or most likely whites, Wu feels like being put up on stage and stared at, not admiringly, and often not paid any attention to.
Also, with the second quote, Wu states that people in America believe in individualism, and that raceial differences should not matter, but they also do. Just because people are racially different then they are looked at differently.
Also, with the second quote, Wu states that people in America believe in individualism, and that raceial differences should not matter, but they also do. Just because people are racially different then they are looked at differently.
Sunday, October 28, 2007
Entry #13 Comic Book Cover
Brian Gerker
Reading Portfolio Entry #13
10-28-07
Comic Book Cover
1.Representation of the Item: The Comic Book Cover I chose is one of the “Fighting Yank’ America’s Greatest Defender.” I chose this one because I believe many things are represented through this cover. It displays racism, towards the Japanese. It also displays how Americans see themselves as “better” than others.
2. Description and Why: On the Comic book cover, “the Fighting Yank” has apparently come to save the captured American children. The were also apparently being seized and help by Japanese soldiers. The Fighting Yank has come in and is actually choking out one of the Japanese soldiers. The Japanese soldiers are also stereotyped in that they have big teeth, and the one being choked is wearing glasses. The Japanese soldier that is being choked is also about to dump a basket of snakes near the children representing that the Japanese were savage and cruel. It is also very disturbing to see several of the kids are keyed in on The Yank, but one boy is glaring at The Yank with a big smile on his face, as is he is happy to see The Yank choking the Asian man. This cover relates to both Takaki and Wu in that the Japanese are given less than American qualities, and it seems that The Yank, representing America, is far better than the Asians.
3.Analysis: The Fighting Yank shows the power of America. He shows how Americans disrespect Asians, in that he is choking the one man like a rag doll. He also appears to be stronger, faster, more powerful, and better looking. This relates to Wu in that the Asians are depicted as being less important than Americans. They also appear to be savage animals which relates to how the Japanese were used for their labor, as Takaki writes. It is especially peculiar that the one child is smiling to see The Yank beating down the Japanese man. It could be that he is simply glad that help has arrived to save the kids, but it also appears like he is happy that the Japanese soldier is being choked. The Japanese in the cover seem to be given savage qualities and are far below the American standards.
4. Response: This cover is very striking. In today’s society there is absolutely no way that a comic book like that would be published. It shows much racism towards the Japanese and makes them appear inferior. The Yank to me looks like a brutal man that is very cruel himself, and he represents the great American country of the United States.
Reading Portfolio Entry #13
10-28-07
Comic Book Cover
1.Representation of the Item: The Comic Book Cover I chose is one of the “Fighting Yank’ America’s Greatest Defender.” I chose this one because I believe many things are represented through this cover. It displays racism, towards the Japanese. It also displays how Americans see themselves as “better” than others.
2. Description and Why: On the Comic book cover, “the Fighting Yank” has apparently come to save the captured American children. The were also apparently being seized and help by Japanese soldiers. The Fighting Yank has come in and is actually choking out one of the Japanese soldiers. The Japanese soldiers are also stereotyped in that they have big teeth, and the one being choked is wearing glasses. The Japanese soldier that is being choked is also about to dump a basket of snakes near the children representing that the Japanese were savage and cruel. It is also very disturbing to see several of the kids are keyed in on The Yank, but one boy is glaring at The Yank with a big smile on his face, as is he is happy to see The Yank choking the Asian man. This cover relates to both Takaki and Wu in that the Japanese are given less than American qualities, and it seems that The Yank, representing America, is far better than the Asians.
3.Analysis: The Fighting Yank shows the power of America. He shows how Americans disrespect Asians, in that he is choking the one man like a rag doll. He also appears to be stronger, faster, more powerful, and better looking. This relates to Wu in that the Asians are depicted as being less important than Americans. They also appear to be savage animals which relates to how the Japanese were used for their labor, as Takaki writes. It is especially peculiar that the one child is smiling to see The Yank beating down the Japanese man. It could be that he is simply glad that help has arrived to save the kids, but it also appears like he is happy that the Japanese soldier is being choked. The Japanese in the cover seem to be given savage qualities and are far below the American standards.
4. Response: This cover is very striking. In today’s society there is absolutely no way that a comic book like that would be published. It shows much racism towards the Japanese and makes them appear inferior. The Yank to me looks like a brutal man that is very cruel himself, and he represents the great American country of the United States.
Sunday, October 21, 2007
Entry #12 Brodkin, Karen "How Jews Became White"
Brian Gerker
ETHN 101
Reading Journal Entry #12
10-21-2007
Karen Brodkin, “How Jews Became White.”
In “How Jews Became White,” Karen Brodkin’s thesis is “’But think what you might have been without racism and with some affirmative action!’ And that is precisely what the post World War Boom, the decline of systematic, public anti-Euro racism and Anti-Semitism , and government affirmative action extended to white males let us see.” She writes about how Jews became part of American society, and how they no longer were Jews but were whites instead.
To summarize “How Jews Became White,” Brodkin starts with her story, the story about her parents and how her parents believed that they “pulled themselves up by their own bootstraps.” She tells about how Jews were placed in separate neighborhoods and very few of them were even allowed to go to school. Brodkin brings about how she believes Jews became white. It mostly has to do with World War II and the post war economic boom. Because of the great economic success of the U.S. many minorities were given opportunities to go to school and get educated, so that they could move on to the workforce. Brodkin even gives outstanding percentages of Jewish success in college, which relates to how Jews were able to get better jobs and make more money, boosting them to the middle class rather than the lower class. Also, housing rentals were a step in “the whitening.” The Federal Housing Administration was a huge governmental voice that allowed Jews to be able to suburbanize. This is also a way that Jews were able to become more middle class, and give their ethnicity a different look. Overall, it was job opportunity, education, the post war boom, and the FHA that worked together to give Jews their “whiteness.”
The author’s position in relation to the topic has many benefits. Karen Brodkin grew up in Jewish society in America, and also received benefits from her parents who fought in the World War. Being of this background, Brodkin is able to give great details from her life and real stories, which make this reading work. She could bring events from her own life out and use them to explain the reasons for Jews becoming white. Those life experiences are essential for creating such a writing.
I actually enjoyed this reading, when at a first glance I thought I wouldn’t. I like how Brodkin was able to share so much of her own experiences and her parents experiences and even their different views of how Jews became white. Brodkin gives great details and was able to keep my attention. She also lays things out very specifically in how Jews became white due to education, opportunity, and post war effects, and the FHA.
ETHN 101
Reading Journal Entry #12
10-21-2007
Karen Brodkin, “How Jews Became White.”
In “How Jews Became White,” Karen Brodkin’s thesis is “’But think what you might have been without racism and with some affirmative action!’ And that is precisely what the post World War Boom, the decline of systematic, public anti-Euro racism and Anti-Semitism , and government affirmative action extended to white males let us see.” She writes about how Jews became part of American society, and how they no longer were Jews but were whites instead.
To summarize “How Jews Became White,” Brodkin starts with her story, the story about her parents and how her parents believed that they “pulled themselves up by their own bootstraps.” She tells about how Jews were placed in separate neighborhoods and very few of them were even allowed to go to school. Brodkin brings about how she believes Jews became white. It mostly has to do with World War II and the post war economic boom. Because of the great economic success of the U.S. many minorities were given opportunities to go to school and get educated, so that they could move on to the workforce. Brodkin even gives outstanding percentages of Jewish success in college, which relates to how Jews were able to get better jobs and make more money, boosting them to the middle class rather than the lower class. Also, housing rentals were a step in “the whitening.” The Federal Housing Administration was a huge governmental voice that allowed Jews to be able to suburbanize. This is also a way that Jews were able to become more middle class, and give their ethnicity a different look. Overall, it was job opportunity, education, the post war boom, and the FHA that worked together to give Jews their “whiteness.”
The author’s position in relation to the topic has many benefits. Karen Brodkin grew up in Jewish society in America, and also received benefits from her parents who fought in the World War. Being of this background, Brodkin is able to give great details from her life and real stories, which make this reading work. She could bring events from her own life out and use them to explain the reasons for Jews becoming white. Those life experiences are essential for creating such a writing.
I actually enjoyed this reading, when at a first glance I thought I wouldn’t. I like how Brodkin was able to share so much of her own experiences and her parents experiences and even their different views of how Jews became white. Brodkin gives great details and was able to keep my attention. She also lays things out very specifically in how Jews became white due to education, opportunity, and post war effects, and the FHA.
Sunday, October 14, 2007
Entry #11 Zinn, Howard "Slavery Without Submission, Emancipation Without Freedom"
Brian Gerker
ETHN 101
Reading Journal Entry #11
10-14-2007
Howard Zinn “Slavery Without Submission, Emancipation Without Freedom ”
In “Slavery Without Submission, Emancipation Without Freedom,” Zinn is reporting slavery and black freedom in the times of America in the 1800’s. “A system harried by slave rebellions and conspiracies developed a network of controls in the southern states, backed by the law, courts, armed forces and race prejudice of the nations political leaders.” Zinn is basically saying that in the times of the Civil War blacks were recognized, and “emancipated” but it still did not change the way white people perceived blacks, specifically in the south.
To summarize “Slavery Without Submission, Emancipation Without Freedom,” Zinn’s main point is that blacks even after emancipation and the Civil War, still did not have the rights they should have been granted. Zinn offers examples of how slaves first began to achieve “freedom.” He says how slaves began rebellions against plantations and amassed in hundreds in some instances to rebel against plantations. Some even thought to burn Charleston in their revolt. Also, Zinn presents many key figures in history who were highlight people in the rebellion such as Nat Turner, Frederick Douglass, Harriet Tubman, and George Washington Carver. These people were important in that they were part of getting the U.S. to give rights to blacks or helped other slaves be freed in the Underground Railroad. One big element that Zinn also entangles in his writing is the KKK and other white people fighting back against the slaves freedom. Even after the Civil War, many states did not acknowledge black freedoms. There were still free states and slave states, and blacks still could not even vote. It just shows that blacks were supposedly freed but still did not have freedom, and were still enslaved by society.
One question found in the Exercises that could be addressed would be “Why would the U.S. even talk about war with England over the Creole? Zinn gives his ideas about this in that the U.S. was very upset that the English Indies had abolished slavery and when the Creole slaves that took over the ship made it there, the English would nto give them back to the U.S. The U.S. considered war just because these slaves that “belonged” to the U.S. had escaped. It is ridiculous to think that war could even be conspired over something like this.
This reading didn’t really do it for me. It sort of seemed like an extension of a high school history class. The reading was dull and I did not learn much new information, except for some specific examples of slave rebellion.
ETHN 101
Reading Journal Entry #11
10-14-2007
Howard Zinn “Slavery Without Submission, Emancipation Without Freedom ”
In “Slavery Without Submission, Emancipation Without Freedom,” Zinn is reporting slavery and black freedom in the times of America in the 1800’s. “A system harried by slave rebellions and conspiracies developed a network of controls in the southern states, backed by the law, courts, armed forces and race prejudice of the nations political leaders.” Zinn is basically saying that in the times of the Civil War blacks were recognized, and “emancipated” but it still did not change the way white people perceived blacks, specifically in the south.
To summarize “Slavery Without Submission, Emancipation Without Freedom,” Zinn’s main point is that blacks even after emancipation and the Civil War, still did not have the rights they should have been granted. Zinn offers examples of how slaves first began to achieve “freedom.” He says how slaves began rebellions against plantations and amassed in hundreds in some instances to rebel against plantations. Some even thought to burn Charleston in their revolt. Also, Zinn presents many key figures in history who were highlight people in the rebellion such as Nat Turner, Frederick Douglass, Harriet Tubman, and George Washington Carver. These people were important in that they were part of getting the U.S. to give rights to blacks or helped other slaves be freed in the Underground Railroad. One big element that Zinn also entangles in his writing is the KKK and other white people fighting back against the slaves freedom. Even after the Civil War, many states did not acknowledge black freedoms. There were still free states and slave states, and blacks still could not even vote. It just shows that blacks were supposedly freed but still did not have freedom, and were still enslaved by society.
One question found in the Exercises that could be addressed would be “Why would the U.S. even talk about war with England over the Creole? Zinn gives his ideas about this in that the U.S. was very upset that the English Indies had abolished slavery and when the Creole slaves that took over the ship made it there, the English would nto give them back to the U.S. The U.S. considered war just because these slaves that “belonged” to the U.S. had escaped. It is ridiculous to think that war could even be conspired over something like this.
This reading didn’t really do it for me. It sort of seemed like an extension of a high school history class. The reading was dull and I did not learn much new information, except for some specific examples of slave rebellion.
Monday, October 1, 2007
Entry #10 Butler, Octavia"Kindred"
Brian Gerker
ETHN 101
Reading Journal Entry #10
10-1-2007
Butler, Octavia E. “Kindred”
In “Kindred,” the thesis, or main point seems to be about power and privileges that occurred during the time of slavery. “Kindred” shows that power can turn even initially good people into brutal people. Also, there are many encounters of racial differences within the novel, many of which refer back to power and social order.
To summarize “Kindred,” it would be best to start at the beginning. Dana is a black woman married to a white man from the 1970’s. She comes to be the sort of guardian of Rufus from the 1800’s, as Dana flashes back in time. On her first account going back in time, Dana saves Rufus from a river where he is drowning. Immediately following the rescue she is held at gun point by Rufus’s father. On another account, Rufus burns the curtain in his room, where after she goes to Alice’s home where Alices parents are found and beaten, and Dana is also beaten. The next time she goes back in time she takes Kevin with her, when Rufus breaks his leg. Dana and Kevin stay on the plantation for several days and when Dana has been teaching a slave to read, she is found and whipped for it. The next time she travels back, Rufus is getting beaten by Isaac, Alices husband. Dana gets Isaac to let Rufus go. From here, Rufus buys Alice because he loves her. Later Dana meets up with Kevin again because Weylin sent letters to him. When the two try to escape, Rufus shoots his gun at them, but they safely get back to the 1970’s. Later, Dana goes back again to the plantation and is forced into slavery by Rufus because his father died and she couldn’t save him from his heart attack. During her time as a slave, Alice has her baby, Danas ancestor. Also, Rufus sells off several slaves and has become a power crazy plantation owner. After a slave was moving in on Dana, Rufus got mad and sold the slave and hurt Dana so she cut herself so she would return home. When Dana returns a final time, Rufus has “sold” Alice’s children which leads to her killing herself. Later, as Rufus used to rape the women slaves, he tries to rape Dana, but she wouldn’t have it and stabbed Rufus, killing him, and returning herself back home, but with a terribly crushed arm. After she returns home she talks with Kevin to decide what to do, and they dicide not to tell anyone about the events that happened to them, because people would think thy were insane.
In “Kindred,” Dana goes to the plantation many times, and every time she fears for her life. This fear that strikes Dana is a result from the white men abusing their power as plantation owners. One big example is of Rufus. After his father dies, he inherits the plantation and uses his power to force Dana to work as a slave. Rufus is very brutal using whippings and selling slaves because he was thought himself superior to those who worked for him. He also used them for sex slaves and raped them. This shows how whites created differences in race. It shows that white men believed they were better than blacks and therefore used them for their own personal gain. This abuse of power is also reflected in Takaki’s “The ‘Giddy Multitude,’” as well as Ethnic Notions and Johnson’s “Privilege Oppression and Difference.” These all have examples of how whites abused their power and gained privileges over all other peoples.
After reading the book, I really felt bad for Dana. It did not seem fair what she had to go through. She was just randomly taken from her home in the 1970’s where she was a free women and had privileges and rights and thrown into a world of work and torture. “Kindred” is a very important novel to recognize, especially from how it displays the abuses of slavery and how white men created racial differences.
ETHN 101
Reading Journal Entry #10
10-1-2007
Butler, Octavia E. “Kindred”
In “Kindred,” the thesis, or main point seems to be about power and privileges that occurred during the time of slavery. “Kindred” shows that power can turn even initially good people into brutal people. Also, there are many encounters of racial differences within the novel, many of which refer back to power and social order.
To summarize “Kindred,” it would be best to start at the beginning. Dana is a black woman married to a white man from the 1970’s. She comes to be the sort of guardian of Rufus from the 1800’s, as Dana flashes back in time. On her first account going back in time, Dana saves Rufus from a river where he is drowning. Immediately following the rescue she is held at gun point by Rufus’s father. On another account, Rufus burns the curtain in his room, where after she goes to Alice’s home where Alices parents are found and beaten, and Dana is also beaten. The next time she goes back in time she takes Kevin with her, when Rufus breaks his leg. Dana and Kevin stay on the plantation for several days and when Dana has been teaching a slave to read, she is found and whipped for it. The next time she travels back, Rufus is getting beaten by Isaac, Alices husband. Dana gets Isaac to let Rufus go. From here, Rufus buys Alice because he loves her. Later Dana meets up with Kevin again because Weylin sent letters to him. When the two try to escape, Rufus shoots his gun at them, but they safely get back to the 1970’s. Later, Dana goes back again to the plantation and is forced into slavery by Rufus because his father died and she couldn’t save him from his heart attack. During her time as a slave, Alice has her baby, Danas ancestor. Also, Rufus sells off several slaves and has become a power crazy plantation owner. After a slave was moving in on Dana, Rufus got mad and sold the slave and hurt Dana so she cut herself so she would return home. When Dana returns a final time, Rufus has “sold” Alice’s children which leads to her killing herself. Later, as Rufus used to rape the women slaves, he tries to rape Dana, but she wouldn’t have it and stabbed Rufus, killing him, and returning herself back home, but with a terribly crushed arm. After she returns home she talks with Kevin to decide what to do, and they dicide not to tell anyone about the events that happened to them, because people would think thy were insane.
In “Kindred,” Dana goes to the plantation many times, and every time she fears for her life. This fear that strikes Dana is a result from the white men abusing their power as plantation owners. One big example is of Rufus. After his father dies, he inherits the plantation and uses his power to force Dana to work as a slave. Rufus is very brutal using whippings and selling slaves because he was thought himself superior to those who worked for him. He also used them for sex slaves and raped them. This shows how whites created differences in race. It shows that white men believed they were better than blacks and therefore used them for their own personal gain. This abuse of power is also reflected in Takaki’s “The ‘Giddy Multitude,’” as well as Ethnic Notions and Johnson’s “Privilege Oppression and Difference.” These all have examples of how whites abused their power and gained privileges over all other peoples.
After reading the book, I really felt bad for Dana. It did not seem fair what she had to go through. She was just randomly taken from her home in the 1970’s where she was a free women and had privileges and rights and thrown into a world of work and torture. “Kindred” is a very important novel to recognize, especially from how it displays the abuses of slavery and how white men created racial differences.
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