1.

According to the article (Alexie), the "door" Alexie

references is not a literal door but a metaphorical one representing

the expectations and limitations placed on Native American youth

by both their own community and the larger society. These

expectations are reinforced by ingrained societal biases that often

label Native Americans as "stupid" or incapable of intellectual

success. This creates a barrier that many Native students

internalize, leading them to feel trapped in a cycle of

underachievement and despair. Alexie refuses to accept this

narrative. He fights against these expectations by embracing his

intelligence and pursuing education with relentless passion. While

he acknowledges the door's stubborn resistance, Alexie's

unwavering dedication and love of reading become his tools to push

against the barrier. His goal is not just to save his own life but to

inspire others to do the same, to break free from the imposed

limitations and claim their own path to intellectual freedom.

In my own experience, I haven't encountered a literal locked

door hindering my pursuit of education. However, I can relate to the

metaphorical "door" Alexie describes. There have been societal

pressures and expectations that I have felt the weight of. These

pressures can come from family, friends, or even self-imposed

limitations that make it challenging to pursue certain academic

paths. But, like Alexie, I strive to break through these barriers,

driven by a desire to learn and grow, to prove that our potential is

not defined by external expectations.

2. Alexie's statement "a smart Indian is a dangerous person"

reveals a deeply ingrained prejudice and fear surrounding Native

American intelligence. He highlights the paradox of a society that

both expects Native Americans to be intellectually inferior while also

fearing those who challenge these expectations. This fear stems

from the potential disruption of the established power structure and

the threat of Native voices gaining influence and challenging the

dominant narrative. A smart Indian is seen as a threat because they

possess the ability to dismantle the stereotypes and prejudices that

have been used to control and marginalize their community. This

statement speaks to the historical context of oppression and the

ongoing struggle for Native American self-determination and

recognition.

3. According to the article (Malcolm), Malcolm X defines

literacy not just as the ability to read and write but as a

transformative force that unlocks knowledge, empowers the mind,

and ultimately fuels a sense of liberation. His definition transcends

the boundaries of traditional "academic" literacy, which often

focuses solely on technical skills and standardized knowledge

acquisition. Malcolm X's literacy is about personal empowerment, a

tool for self-discovery, and a weapon against oppression. He

recognizes the power of words to dismantle ignorance, challenge

societal narratives, and inspire change. His journey highlights the

critical difference between acquiring knowledge solely for its

academic value and utilizing it as a catalyst for personal and

societal transformation.

4. Malcolm X's newfound freedom comes from the power of

knowledge and the ability to understand and interpret the world

around him. His literacy unlocks a world of ideas, perspectives, and

histories that were previously inaccessible, allowing him to

transcend the physical constraints of his imprisonment. He finds

solace and liberation in the act of reading and learning, ultimately

achieving a mental and intellectual freedom that surpasses the

physical limitations of his confinement.

Someone outside of prison can be "chained" and confined by a

variety of factors. These can include societal pressures, limiting

beliefs, economic constraints, or even a lack of awareness of the

vast possibilities available through education and self-discovery. For

example, someone may feel trapped in a low-paying job, believing

that their options are limited, or they may be discouraged from

pursuing higher education due to financial burdens or social

expectations. Like Malcolm X, individuals outside of prison can also

achieve a profound sense of liberation through the pursuit of

knowledge and the development of critical thinking skills.

5. According to the article (Tan), Tan categorizes her

"Englishes" into four distinct categories: "simple," "broken,"

"watered down," and "internal." "Simple" English refers to the

simplified language she used with her mother, while "broken"

English describes her mother's way of speaking, often judged as

grammatically incorrect by outsiders. "Watered down" English

represents Tan's translation of her mother's Chinese, often

simplifying the language to make it more understandable to English

speakers. "Internal" English refers to her mother's internal

language, a language she could not fully express in English but

which Tan sought to capture in her writing.

6. These divisions are crucial for Tan because they highlight

the richness and complexity of language, challenging the simplistic

view of "correct" and "incorrect" English. She demonstrates how

language is intertwined with identity, family dynamics, and cultural

background. This understanding shapes her writing, allowing her to

explore the nuances of her mother's experiences and perspectives

in ways that would be impossible if she simply wrote in a

standardized, academic form of English. Tan embraces the full

range of her language experiences, acknowledging the unique

beauty and power of her mother's "broken" English, and

demonstrating how it shaped her own voice and perspectives.

7. For Tan, language and identity are inextricably linked. Her

mother's "broken" English, while perceived as a deficiency by

others, is a powerful symbol of her mother's identity and her cultural

heritage. Tan's own identity is shaped by the languages she speaks

and the ways she navigates different linguistic spaces. She

embraces the diversity of her "Englishes," recognizing that they

represent not just different ways of speaking, but different ways of

understanding and experiencing the world. This understanding fuels

her writing, allowing her to give voice to those often marginalized

and silenced, particularly women of color.

8. According to the article (Miles), Miles' narrative speaks to

the importance of diverse representation in literature and the

dangers of perpetuating stereotypes. She highlights how her early

exposure to solely white characters in children's books led her to

believe that only "foreigners" could exist within the realm of

literature. Her discovery of African authors and their narratives was

a revelation, demonstrating that characters who reflect her own

identity and experiences could also be present in stories. Miles'

experience emphasizes the need for a variety of narratives that

challenge the dominance of a single story and offer diverse

perspectives. Her focus on her Caribbean heritage and her work as

an illustrator showcase the importance of creating characters and

stories that break free from harmful stereotypes and celebrate the

richness of diverse cultures.

9. According to the research (Adichie), Adichie highlights

several dangers of the "single story": it robs people of dignity,

makes it difficult to recognize our shared humanity, emphasizes our

differences over our similarities, and can lead to prejudice and

stereotypes. The single story can create a narrow and limited

perspective, overlooking the complex realities of individuals and

communities. It can perpetuate harmful assumptions and prevent

genuine understanding and connection. By limiting our exposure to

a single narrative, we risk overlooking the multitude of stories that

make up the human experience.

10. Adichie likely felt a range of emotions, incliuding

disappointment, anger, and shame. She was likely disappointed to

discover that her own identity and the richness of her culture were

being reduced to a narrow and often negative stereotype. She may

have felt anger at the injustice of this misrepresentation and the

power structures that perpetuate these harmful narratives. Adichie's

experience highlights the importance of challenging the single story

 and working to create a more nuanced and accurate understanding

of individuals and cultures.

11. It's frustrating, even angering, to hear "single stories"

about my culture. They often feel incomplete, like they're trying to

box me in, reducing my entire heritage to a single stereotype. I've

heard it all, "All Chinese people are good at math," "China is a

communist country with no freedom," and even the blatantly false

"All Chinese people look the same." These statements make me feel

invisible, misunderstood, and sometimes even a bit ashamed. It's

like they're erasing the complexity of my culture, the diverse stories

and experiences that make up my identity.

Works Cited

Adichie, Chimamanda. The Danger of a Single Story. 2009,

sch.rcschools.net/ourpages/auto/2017/7/24/35784355/danger%20of%20a%20single

%20story.pdf.

Alexie, Sherman. “The Joy of Reading-Superman and Me.” Los Angeles Times , vol. 19,

1998.

Malcolm, X. “Learning to Read and Write.” New York: Ballantine, vol. 353-61, 1965.

Miles, Nicole. “Mt SAC SSO.” Lpp5auth.mtsac.edu,

mtsac.instructure.com/courses/144750/pages/week-1-reading-formation-of-a-

caribbean-illustrator-by-nicole-miles?module_item_id=6374002. Accessed 30 June

2024.
Tan, Amy. "Mother tongue." The Threepenny Review 43.7 (1990): 7-8.