Bon Voyage

With the school year coming to a close and the excitement of graduation rising daily, the future and the next phase in our lives in on every senior's mind. AP tests are finally here, and then it's just a short couple of weeks until Springfest, Prom, Senior Awards Assembly, and Graduation. Spring is in the air and that spring in everyone's step has returned. We eagerly await August for new roommates, new schools, and new opportunities. While it's the end of high school, our lives and our futures are just beginning.

The great thing about college is YOU decide your future. YOU decide which classes you want to take, what subject you want to major in, and how hard you wish to study. This past year, through blogging/learning so much about class and society, as well as through other classes, I have decided I wish to pursue a career that helps classes or groups of oppressed people. I intend to pursue degrees in International Studies, as well as Human Rights, to hopefully, one day, have a career in which I can truly make a difference on the international scale. Through this blog, I have discovered the true crisis of oppression of classes of people. As I've discussed through various posts, this oppression exists both domestically, as well as internationally. Through high school, I have learned that there is a world beyond what we know, and a world that needs help. I have learned that I have a heart for these oppressed people and believe that pursuing a career in which I am able to dedicate my life to serving these people would be a life worth living.

Of course I know I am no where close to knowing everything I need, or desire, to know about human rights and working for class equality. I am excited to learn more about the topic, and more about what I can do to truly change struggling people's lives. If there is anything I think parents should teach their kids, it's that the world needs help, and that you personally are obligated to do something about that. Too many kids are raised in an atmosphere where they are either unaware of the hurting world, or they are taught they are not obligated to do anything to help. We are not entitled to the world we are given. We can work hard and do the best that we can, but in the end, entitlement can be a gateway to selfishness. If everyone were raised in an environment that promoted working at soup kitchens, donating to the homeless or going on service trips, our world would have the potential to be so much greater.

Through this blog, I have explored a variety of different ways class and our society, as well as world, interact. It has been shocking to read statistics about hunger, poverty and LGBT oppression, as well as a variety of other topics. It upsets me that some people, even adults, never have exposure to the harsh realities of life. By the harsh realities of life, I don't mean the inability to afford your dream house, but I mean the feeling of going to bed hungry. The uncertainty of whether or not your family will be safe tonight, or if your house will be raided, your children and wife captured. The exposure I have had has obviously only been through reading and technology, and I know there is so much more to experience, to truly understand these difficulties. If I were given the opportunity to give a TED talk, I would devote my time to this subject, the idea that children in our country during the 21st century are not being exposed to true service enough. Not everyone is able to go to Africa on a mission trip or join the Peace Corp, but everyone should work to make a difference, whether locally, regionally or internationally.

With all of the graduation excitement ahead, this will be my last blog post in regards to class and society for a while. It has been a true learning experience to connect with the blogging community, as well as share and question the nature of class with my fellow bloggers, and I hope to return to the blog-o-sphere shortly after commencement and the beginning of my college career!

Day of Silence

Today, my school celebrated the Day of Silence. While the national Day of Silence is actually tomorrow, our school and the Gay-Straight Alliance Club elected to move our school's Day of Silence to today, due to a large pride assembly tomorrow. Day of Silence is one school day a year where students who choose to participate do not speak for the entire school day in order to bring awareness to LGBT oppression and injustice. LGBT students are forced to remain silent about who they truly are and their identities due to bullying and other injustices, and Day of Silence is one way in which other students can support these LGBT students.

LGBT people are a class of people who have been oppressed and faced injustices, no matter what their age. LGBT students are an especially oppressed class of people because they can face insensitive bullying day after day, including hearing derogatory terms in the hallways or cyberbullying. Day of Silence is just one way fellow classmates can let LGBT students know they support them and would never dream of hurting them due to their identities or who they love. Recently, more and more students are coming forth about bullying in the LGBT student community. Studies are showing a very close relationship between this bullying and failure in school, and all-around unhappiness. Day of Silence asks "What will YOU do to end the Silence?" Students are realizing it is the hands of our generation to speak out and do something. This class of people shouldn't be oppressed just because of who they are, just like another class of people shouldn't be oppressed just for the color of their skin.

It has been inspiring to see our generation take this issue into our own hands. The Day of Silence is only one campaign we have started to help end the injustices and prejudice this class of people faces every day. Another great campaign is the It Gets Better project. Started by Dan Savage, this project takes videos and stories by celebrities and posts them on YouTube, as well as into a book, that lets LGBT teens know, "It Gets Better." This project hopes to reduce the number of suicides due to LGBT bullying/reasons, especially after a wave of teenage suicides just in this past year. This project has posted many videos on YouTube from a multitude of different celebrities and adults offering encouragement and inspiring words. Kyle, from LGBT Etcetera has a great post on this project, which you can read here.

In the end, just as I have commented in my other blogs about other classes of people, LGBT people as well as students are a class that needs to be heard. Their voices need to resonate everywhere from the Superintendent's desk to the super-conservative father who just found out his son is gay. No matter if you agree or disagree with gay rights, bullying, injustice and oppression are not okay for any class of people. School administration needs to be further educated on these students to help end the bullying. Parents need to be further educated on LGBT teenagers to help them get through the teenage years. Maybe you'll participate in Day of Silence next year, maybe you won't. It doesn't matter how you do it, but how will YOU end the silence and the bullying of LGBT people?

Wisconsin: A Clash of the Classes

Maybe you haven't been keeping up
with the news lately, or maybe you've been living under a rock, but there are some very important discussions, and protests, happening in Wisconsin these past few weeks. These discussions, mostly stemming from a $3.6 billion deficit in the state budget, include many measures such as limiting collective bargaining for unions and cutting many services throughout the state. These budget cuts will, most likely, affect some of the state's poorest and least fortunate. The state, however, is in a little bit of a bind, as 14 Democrats refuse to return to Wisconsin leaving the Wisconsin government in limbo and bipartisanship is pretty much non-existent.


With a new republican governor, Scott Walker, who took office January 3, 2011, the republicans and democrats have had much to discuss (or argue) about. Recently, Walker proposed a $96 million dollar plan that included cuts to low-income health care, programs for the disabled, and public works (lincluding snow plows). Many of his cuts will most directly affect the lower class, especially a $500 million cut to Wisconsin Medicaid, which serves 20% of Wisconsin residents. Here is a quote from Walker regarding the proposed cut to the social service while giving his budget address:

"Medicaid continues to outstrip growth in general fund revenues. While maintaining services for our most vulnerable, we must also refocus those services and find efficiencies where possible."

As shown here, these budget cuts, as well as limiting collective bargaining (read more about the issue here!), could severly affect some of Wisconsin's most struggling citizens and would greatly affect the lower class. There are two class conflicts occuring in Wisconsin right now: the democrats v. the republicans, and the government v. the lower class. As I've discussed in other blogs, classes don't always necessarily need to be economic classes. In this case, there is a battle occuring against an economic class, but also among classes of people in power, the democrats and the republicans. This class conflict and division, between the people in power, is harming the state's citizens and the state's resources. Local services, education, health care, and arts and culture are all programs/resources that are at risk if the government and classes cannot reach a compromise.

What do you think? Do you think these budget cuts are necessary for the goverment to stabilize? Or do you think the government is short-changing the lower class and "the most vulnerable" in the state? If these cuts are reduced or rejected, how should the government make up it's $3.6 billion deficit? It seems that although cuts are needed to be made to the budget, but how to make the cuts effective, yet not hurt too many people, would be an art and an incredible compromise. Whatever happens, the classes need to come to a compromise soon, or otherwise a government in limbo is of no use at all.

Source: wisconsinrapidstribune.com

The Weak vs. The Powerful

In English, we are reading the very well-known, well-loved play Hamlet by William Shakespeare and learning to view the play from different approaches, such as psychoanalytic, feminist, Marxist, and new historic. Since my blog is about class and the effects of class on our society today, I felt it would be appropriate to connect to Marxism and just take a look at some things happening in both Hamlet and our world today that have to do with class.



Both King Claudius (right) and rulers in the Middle East have a few things in common. One, they are both "above" and "superior" to the other people. There are class divisions and conflicts both within the castle in Hamlet between Claudius and his courtiers and soldiers, as well as between Hosni Mubarak and the citizens of Egypt.

Currently in the Middle East, there has been much unrest and uprising by the people against the government (below: former president of Egypt, Hosni Mubarak). These governments, some monarchies and royal families and others "elected" officials who have been in office for 20+ years, have faced criticisms of corruption and denying the lower classes some of their rights. Mubarak is not the only Middle Eastern leader who has been facing conflict, but also Gaddafi of Libya and Khalifa of Bahrain.

While there may not be as evident, full conflicts created by class division in Hamlet as there are in the Middle East, the class division is still very evident between the ruling family and the commoners or the people working in the castle.

Is it inevitable that the two classes, the royalty and the commoners, will always come into conflict? It seems as though in most books and plays they do, and it seems that in all countries the poor always want to revolt against the rich, the weak against the strong, the commoners against the royalty. Is there any way to avoid it? If it IS inevitable, leaders must learn how to deal with the uprisings and their position on conflict. In some of the Middle Eastern leaders' policies, their positions include firing on the protestors and releasing tear gas into the crowds. In the United States, our leaders have adopted the policy of letting the lower classes protest peacefully. (Right: Current King Khalifa of Bahrain)

This picture below is a picture of a protest in which many Egyptians flooded one of main streets/squares. This picture shows you just how strongly the people were fighting against the government/royalty for basic rights like freedom of speech, free elections and release of political prisoners:

Hamlet has been praised for being a play that is relatable to people of all classes because of its portrayal of conflicts which are relevant to all societies. This conflict is particularly relevant today because of all the class conflict and uprisings happening in the Middle East, especially as shown in Egypt. Class conflict is inevitable for society and it is important to maintain a Marxist lens and critical approach as one reads a work of fiction to understand underlying motives and conflicts that exist between characters which are not always clear.

Book Review: The Notebook

For my blog entry this week, I was supposed to write a book review. In going along with the theme of my blog, "class", I chose to review one my favorite books of all time, The Notebook. The Notebook, written by Nicholas Sparks, is a classic story of love vs. class, in which a person's class attempts to dictate not only their life, but their future as well.

While The Notebook is an incredible romance story, written in 1996, The Notebook is also an amazing demonstration of the conflict between love and class. In The Notebook, Noah Calhoun, age 17, meets Allie Hamilton, age 15, during the summer of 1932. Noah, a native to the small town of New Bern, North Carolina meets Allie at the local summer carnival and quickly wins over her heart. The Hamilton family is incredibly wealthy and spending their summer at a large plantation in New Bern. The two teenagers have a whirlwind summer filled with romantic dates, love and the promise to stay together forever. In the background of this life-changing summer, however, are Allie's disapproving parents, constantly criticizing Noah and his lack of class.They attempt to sabotage plans between Noah and Allie, discipline Allie for going out on dates with Noah and mock his lack of fortune. However, Allie insists that she is in love with him and that class doesn't matter when it comes to love.

At the end of the summer, Allie is forced to return to Winston-Salem, North Carolina with her family. Noah and Allie promise to write daily to one another and to, one day, marry each other. Noah writes daily but Allie's mother, worried about Noah's lack of money and financial security, hides all of Noah's letters, leading Allie to believe Noah forgot about her and never wrote her. The story then flashes forward 14 years and Allie comes back to visit Noah before marrying a weathly banker, Lon Hammond, Jr. Allie realizes she is in love with Noah and that he never stopped loving her. Allie's mother admits that she hid the letters because she wanted "a better life for Allie than Noah could provide." While Lon would provide much more financial stability, Allie chooses Noah in the end because of their undeniable love.

Below is the trailer for The Notebook when it was turned into the movie in 2004. Enjoy!





As I mentioned before, The Notebook is one of my favorite books. I believe the plot, as well as the writing style, are both incredibly well thought-out and realistic. While it is not a high-paced novel, the form matches the content. Love is supposed to last forever, and there are ups and downs in a relationship. The Notebook presents a realistic view on love and relationships, and does not just claim that everything always works out perfectly in love. Although Allie chooses Noah in the end, the choice is not easy. I think this novel really highlights the conflict that can arise due to class in our own personal spheres of life, even down to the very person that we are going to spend our lives with. Do you think Allie made the right choice to choose love over class/wealth? While it may seem like a situation you only read about in books or see in movies, I believe love vs. class can affect many people. Should we sacrifice "true love" for financial security? Or should we risk financial security for someone we truly love? Of course it would be desirable if we didn't have to choose; if the person you loved was also wealthy, or at least financially stable. However, that is not always real life. This book, and the slow pace of the novel, demonstrates the doubts, the discouragement and the fears that are realistic in this situation. Nonetheless, it is an incredible novel and I would highly recommend it to anyone.

-Emily

White? Black? Christian? Jewish? Muslim? Female? Male? What's your label?

In English class, we are continuing to read Reading Lolita in Tehran, a story about Azar Nafisi (also the author) and other Muslim women living in Tehran during and post the Iranian revolution. The book explores many different themes including women's rights, women's roles in society, education, intellect, writing and literature, all from the views of native Iranians. The book is not only an excellent piece of literature, but also an insight into the true lives of Iranian women and works to defy stereotypes.


However, one other issue that has arisen during our class discussions is how one labels themself. Identity is an issue that all of these women grapple with as rights are being stripped from them everyday and they are working to retain who they really are. Labels, and the language used with them, are major factors in who we are and how we claim our identity. Below is a video from the recent 2010 census regarding ethnic labels and how one identifies themself on the census:





These women in Reading Lolita in Tehran have a multitude of different ways in which they can label and identify themselves. "Female" is an obvious, first label, but where do they go from there? Are they Persian? Are they Muslim? Are they Arabic? Are they Iranian? You get the point. Any way you look at it, any of us could fall under multiple labels or identities. Is their nationality their most important label? If your nationality is your most important label, does that mean you don't qualify under the other identities as well? I think not. I think it is possible for all of your labels to be equally important. However, I think society and the world makes it hard for you to not be casted into an "other" category if you don't fit some of society's most defined labels. Below is a video from a very old song that talks about the special significance of the label of nationality for someone:



What happens if you don't fit the "normal" labels? In class today, we brainstormed a list of "normal" American labels and came up with:

• middle class
• ambitious
• white
• Christian, protestant
• heterosexual
• English-speaking
• male
• businessman

We discussed what happens if you don't fit those labels and talked about the idea of the "other" group, the group of people who might be immigrants or poets or gay. Labels, and the idea of labeling oneself based on who they are, may be beneficial in some cases such as censuses, but can be detrimental to people if these "other" labels affect their identity and how they see themselves as people.

Muslims in America

Currently in my English class, we are reading Reading Lolita in Tehran (RLiT) by Azar Nafisi. RLiT is about a group of Muslim women in Tehran who meet at their female professor's house every Thursday morning to discuss different works of literature and their lives as women living under the Ayatollah. Besides being a spectacular work of literature, RLiT has proven to be a book that challenges stereotypes of Muslim women and forces readers to dive deeper into knowledge of Muslims and the Muslim community. RLiT provides readers with the opportunity to learn about Muslim culture and Muslim women while within a fictional context.


It should be obvious by now, but America has a large Muslim class which is continuing to grow. However, after September 11, 2001, American-Muslim discrimination also started to increase. Although Muslims represent only a small part of Americans (between 6 and 8 million according to The Washington Report), they are a class of people that deserved to be respected just like all other classes, such as Christians and Jews. Hostilities are growing, leading to tensions between the different cultural classes in America. Below are some examples of Muslim discrimination that have been demonstrated in the United States since September 11, 2001:




These photos show much recent anger and hostility towards Islam and Muslims because of the proposed Ground Zero mosque. Whether or not people believe the location of the mosque was acceptable or not, the above photos show ignorance and a lack of compassion and understanding towards Muslims and Islam. Muslims are becoming an increasingly prominent class in our society and this hostility and discrimination could have devastating effects on the class of people as well as our society as a whole. There are Muslims who are more dedicated to America and American pride than some white, stereotypical Americans, yet some of these Muslims face extreme discrimination despite their dedication and service to the country. What are these Muslim-Americans supposed to do? They live in America yet they have different beliefs than mainstream America. How is the class of people supposed to thrive when they face discrimination every day? Below is a picture I believe represents the cross of cultures Muslim-Americans face everyday:
Muslims represent an influential class in America just like other classes such as African Americans, Christians and Jews. However, it seems currently that this class is enduring the most conflict regarding their culture and lifestyle, especially after September 11, 2001 and the possibility of the mosque at Ground Zero. However, this discrimination against Muslims is not only occuring in America. Recently, in France, the burqa was banned due to claims that the burqa "contradicted the laws of the nation" (you can read about the conflict at this very well written CNN article). Class conflict does not need to only occur between economic classes, but racial classes as well. After reading RLiT, I have learned that class conflict can cross racial and ethnic boundaries to create a more complicated, intertwined class conflict than ever before.

Class in the Media

The Upper East Side. 90210, Beverly Hills. The Northshore. All these locations have connotations that accompany them, mostly some of affluence. Another similarity? Each of these places has been spotlighted through the media due to their wealth. The Upper East Side is currently being featured through Gossip Girl. The zip code 90210 actually has its own show, "90210." And the Northshore of Chicago? The Northshore and all its money was featured through the hit movie, Mean Girls. All three of these places have been famed due to their money, society and culture. With these types of shows and movies, is it all too easy to believe that these societies are the norm? I believe these shows and movies promote even stronger class divisions because they highlight the differences between the rich and the "poor" in very publicized ways.

Gossip Girl is a television show on the CW channel every Monday night from 8 p.m. to 9 p.m. based on the Upper East Side of New York City and the lives of young adults there. This show is by no means a "reality" TV show, but the ways in which it portrays the Upper East Side certainly convinces viewers that this is truly the life of Upper East Siders, as they call themselves. Below is a video clip of one of Gossip Girl's most featured, annual parties, the Masquerade Ball, to illustrate the type of culture Gossip Girl features.



It is an interesting time to watch Gossip Girl, a show centered around lavish parties and designer clothing, with the current unemployment rate around 9.6% according to the United States Bureau of Labor Statistics and the United States bouncing back after the recession. Gossip Girl first aired on September 19, 2007, just three months before the recession in the United States officially began. While Gossip Girl showed eighteen year old teenagers paying thousands of dollars for a gown to wear to the upcoming ball, the news channels showed rapidly growing lines of people outside homeless shelters and houses being taken over by the banks.

With shows such as these, class divisions are clearly evident and supported. The general public is watching these shows from their homes which they are struggling to pay the mortgage every month, and the CW is telling them that if only they were luckier, they could live the life of an upper east-sider. The rich are strapping on their dancing shoes, the middle-class are trying to pull themselves up by their boot straps. In a country in which the government is attempting to bail anyone and everyone out and encouraging people to ban together to raise people back to pre-recession status, shows such as Gossip Girl can only foster increased tensions between the rich and the poor. An example I believe that really illustrates the tensions between the wealthy and the poor is portrayed well through the movie, Marie Antoinette. In this movie about the French government during the French Revolution, it discusses much about Marie's ignorance to the incredibly large divisions between the rich and the poor and her inability to see how the luxuries she possessed and utilized were increasing tensions. Below is a clip about the movie that summarizes the issues.





As you can see through the clip, the wealthy were feasting while the poor were starving. This is a concept illustrated very similarily through Gossip Girl and 90210. Class conflicts and divisions are evident in our society, but do we see the ways in which they are encouraged? Media, such as movies and TV shows, often does a better job of portraying these issues better than we give them credit for, if we were only to take the time to analyze the show rather than just use it as an hour of relaxation. Readers: what other examples exist like these in the movie and television industries?

That's So "Gay"

Lately, throughout our school, media and community, it seems as though the word "gay" has been a frequent topic of discussion. The term "gay" is popping up everywhere, from the news with the recent teen suicides due to teen anti-gay bullying (learn about Tyler Clementi's tragic suicide here) to the popular TV show Glee. No matter what your views are on gay rights or gay marriage, it is important to recognize the increasing importance of the term and the implications of labeling.

In basic and well know terms, the term "gay" is used to describe people who are homosexual. However, the term has taken on some negative meanings in our culture today, creating some deep societal divisions. It is not uncommon to hear students say to one another in the hallways, "That's so gay" in regards to the fact that a teacher gave a pop quiz, or perhaps too much homework. "Gay" has now taken on negative meanings such as dumb or stupid. By giving this word new, negative connotations, we are hurting an entire class of people within our society. I don't think society is trying to call those people dumb or stupid, but by using this word so casually and in wrong, negative terms, we are, in the end, just drawing deeper divisions between the gay and straight classes of people in our society and country.

Labels such as gay or straight are effective in classifying one's sexual orientation, that is true. However, why else must they be prominent in our society? Society seems to be obsessed with whether someone is gay or straight, and which class (gay or straight) that one guy in your psychology class falls under. "Gay" doesn't need to be a term that draws deep divisions in society or create tense class separations.

The term "gay" can most definitely be used appropriately and respectfully to classify someone. (Read more about terminology like the word "gay" and its usages at Kyle's Blog )However, it is when the word "gay" creates class divisions and conflict that the word becomes problematic. Gay or straight, all people deserve the same respect and someone's class should not change that. There are already enough social divisions as it is, with conflict between rich vs. poor, black vs. white, male vs. female, that our society does not need gay vs. straight to draw even deeper lines within classes in society.

Below is a clip from the popular TV show "Glee" which I believe is a step in the right direction for gay acceptance in society. In this clip, Kurt confronts a fellow classmate about his ignorance and fear of homosexuality. Kurt is taking a step towards eliminating fear and the conflict that the classmate creates when he participates in anti-gay bullying. Next time you're about to say "gay" when talking about something other than sexual orientation or about to mutter "That's so gay!" under your breath when a teacher announces fifty pages of reading for homework, stop and think about what you really mean, and what the implications of your words mean on specific people and our culture.

-Emily

Carl Wilkens: A True Humanitarian

A week ago, the Academy had a presentation by Carl Wilkens, the only American to remain in Rwanda during the 1994-1995 genocide between the Hutus and the Tutsis. Wilkens is a humanitarian and worked throughout the genocide to provide aid to people all over Rwanda during this crisis. This day, the day that I heard Carl Wilkens speak for two and a half hours about his role as a humanitarian during the Rwandan genocide, was the most inspiring day in my academic career, as I saw that one person can truly make a difference and help people in an uncountable number of ways.

Wilkens began just as a missionary in Rwanda, working to build schools and help all Rwandans. When the genocide broke out, Wilkens didn't fit in either of the two classes that were fighting, the Hutus and the Tutsis. Wilkens decided that instead of fleeing the country like all other Americans, he would use his resources and connections to attempt to bring some peace and stability to some Rwandans. Wilkens saw this class conflict and decided he needed to help, he needed to do something and not just stand by.

The genocide that took place in Rwanda is obviously a class conflict that occured very far from home for readers in the United States and western hemisphere. However, it shows that class conflicts don't necessarily need to be a matter of rich vs. poor in the United States. As I mentioned in my previous blog, All Around the World, class conflicts are prevalent in every country and culture, and come in all shapes and sizes. Although this class conflict was far away, Americans could still make a difference, just as Wilkens did. See Wilkens' video below to learn more about his time in Rwanda.




I blogged about the class conflict, Hutus vs. Tutsis, because of the recent presentation in Academy. However, there are many more class conflicts occuring not only domestically as I have blogged about, but also abroad. One major one is the Darfur conflict in Sudan (learn about it here!) This class conflict is also killing many people, with over 5,000 people murdered a month. Although the Rwandan conflict is over, class conflict certainly is not. Americans must work to stop these conflicts from killing thousands, if not millions. As Wilkens suggested, Americans should write to their senators, asking them to move the Darfur genocide up on the agenda. Call the White House. Seriously, how cool is that? You get to call the White House and voice your request for the Darfur genocide to receive more attention. Call 202-456-1111 (the White House comment line!) to make a comment about Obama's agenda and mention the Darfur conflict. This is just one way for Americans to help. We can stop class conflict and the violence that accompanies it. The United States did not pay enough attention to the Rwandan genocide, so the world and Rwandans payed the price. We can change our ways and policies for the conflict in Darfur. I encourage all readers to expand their views and begin to consider class conflict on a larger scale than what is just happening in your city. Sometimes the conflicts abroad can be even more detrimental to our world as a whole. Let's all try to do our part to help solve conflict around the globe and save lives.

If you're interested in learning more about Carl Wilkens, his experiences and his foundation, please see http://worldoutsidemyshoes.org/

All Around the World

In English class, we are rapidly finishing up the novel The Poisonwood Bible by Barbara Kingsolver (if you haven't read it, catch a summary here). The Poisonwood Bible begins in 1959, a year that may seem way different to readers today in 2010. Since I was only born in 1993, 1959, a year without computers or cell phones, is almost unimaginable for me. (Catch a flashback to 1959 here) The Price family, the main characters in the novel, are even harder for modern day readers to relate to because they are spending a year in the Congo, a country with cultural and political systems that Americans can barely fathom (get the lowdown on the Congo). However, one thing that does seem relatable between 1959 Congolese and 2010 Americans is the issue of societal division.

As I've discussed in previous blogs, societal divisions are extremely prevalent in American society today (read You Could Be Next In Line at the Soup Kitchen). However, it didn't really stike me that societal divisions are also just as prevalent on a global scale until reading The Poisonwood Bible. A major passage that I thought really illustrated this was towards the end of the novel when Adah, one of the daughters who is now grown up, responds to her nephew's question, "But, Aunt Adah, how can there be so many kinds of things a person doesn't really need?" Adah's response (below) is what really hit home for me the idea that class divisions occur everywhere.

"I can think of no honorable answer. Why must some of us deliberate between brands of toothpaste, while others deliberate between damp dirt and bone dust to quite the fire of an empty stomach linging? There is nothing about the United States I can really explain to this child of another world."

Her nephew, Pascal, has lived in Congo all his little life and has never seen the luxuries of the United States. Now, he is roaming the aisles of large stores, debating between Crest and Colgate toothpaste. Sure, we are told all our lives that we are blessed to live in America. My question is how can we ever fully appreciate that luck until we see the other side? Pascal probably never imagined that while he was struggling to fall asleep with an empty stomach, somebody in America was debating about whether they wanted to serve processed or organic corn.

In the end, what I've realized is class divisions occur not only on a local and national level, but also on an international level. We need to reach out and help not only our local neighbors, but also our neighbors starving overseas or our neighbors who are being evacuated from their homes because of a civil war in their country. The Poisonwood Bible has shown the shock that Americans can feel if exposed to a different culture for a substantial period of time and this puts everything, even drug stores and toothpaste choices, in perspective. As readers may remember, a main aspect of my blog is "so what now?" What can we do now to help create international justice in basic human rights and access to resources? One attempt at international justice that I very much admire is the United Nations Millennium Goals. Although often criticized for not being efficient enough, I believe these goals are a good first stab at decreasing the large gap between our worlds' richest and poorest people and countries. If you have any other organizations or causes that are attempting to level international access to resources, comment and let me know!

-Emily