Analysis Of Sherman Alexie 's Indian Education

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Education has always occurred to me as a system of knowledge learning during which I master my language, form a logical mind, and gain insights about the world. I consider it as a necessity to personal success, since it has always been the case: throughout history only nobles received proper education, thus education is a representation of power; at the present time people with higher degrees are likely to acquire more achievements, as well as resources, so education means opportunity and wealth. Little do I know about the connection of education and identity until I read Sherman Alexie’s “Indian Education,” his personal account of his early school years, in which he articulates his experience of abuse, discrimination, and poverty on …show more content…

She describes receiving an education as a passive act, denies its value, and asks women to bravely demand for an education, because it is their right to do so. Based on my understanding of the education system, my argument is that to receive an education is equally important as to claim one. Life is not always full of rainbows and sunshine for there are times when people cannot decide their environment (In Alexie’s case, he cannot choose his race and where he was born,) as a result, they have to accept hardships in life and learn lessons from injustice and mistakes. For example, in “Indian Education,” except from school, most of the education Alexie gained was through struggle of life. Discrimination and poverty become the best teacher and makes him stronger, smarter, and braver. While I’m still pondering over the problem of how education changes his identity, I realize that Rich mentions in her essay that the very act of “claiming an education” requires a change in identity. To elaborate, a deep education means that women must take responsibilities to themselves, which indicates that they need to transform from people who “stay in the places assigned to [them]” (299), to people who resist to become the stereotypical

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