POEM
9. Kidnapped
by Sapa'u Ruperake Petaia
SUMMARY
Sapa'u
Ruperake Petaia, born in Samoa in 1951, received his early education at Samoa
College before working in the Public Service Commission. He earned a
scholarship to study at the University of South Pacific, Fiji, and upon
completion, he returned to Samoa and pursued a career in government. His
initial poetry collection, "Blue Rain," was published in 1980.
The
poem "Kidnapped" from this collection serves as a satirical
commentary on the westernization of education at the expense of indigenous
knowledge. Petaia critiques European colonization for attempting to erase
traditional cultural practices, replacing them with Western ideals enforced
through the educational system. This poem sheds light on the impact of
colonialism on local education and the struggle to preserve traditional wisdom
in the face of external influence.
The
poem "Kidnapped" by Sapa'u Ruperake Petaia is a powerful and
evocative piece that serves as a metaphor for the impact of Western education
on indigenous cultures, specifically that of Samoa. Through vivid imagery and
poignant narration, the poet vividly illustrates the transformation of a young
child, forced into an educational system that prioritizes foreign ideals.
In
the first stanza, the poet introduces a sense of innocence and vulnerability as
the child is sent to school by their mother. The act of sending the child alone
to school reflects a certain level of trust and naivety on the mother's part,
unaware of the profound changes that await her child.
The
second stanza introduces a metaphorical "kidnapping" by Western
philosophers armed with textbooks and academic credentials. This imagery
vividly conveys a sense of force and coercion, implying a loss of agency and
autonomy in the child's education. The use of names like Churchill, Garibaldi,
Hitler, Mao, and Guevara further symbolizes the imposition of Western
ideologies and political figures on the child's educational experience.
The
third stanza depicts the child's confinement in the classroom, where these
Western figures dominate the walls, dictating the child's educational
environment. This visual imagery underscores the overwhelming influence of
foreign ideals in shaping the child's worldview.
As
the poem progresses, the child's education becomes a source of financial strain
for the parents. The repeated payment of "ransom fees" highlights the
economic burden placed on the family, reflecting the cost of adhering to
Western educational norms.
Ultimately,
the poem culminates in the child's release after fifteen years, accompanied by
applause from fellow victims. The "piece of paper" presented to the
child serves as a symbolic certification of their release, underscoring the
transformative journey they have undergone within the Western educational
system.
"Kidnapped"
powerfully encapsulates the complex relationship between indigenous cultures
and Western education, portraying it as a forceful imposition that comes at a
significant cost to both individuals and their communities.
A. Multiple Choice Questions
1.
The boy went to school at the age of...........
a) 4
b) 5
c) 6
d) 7
2.
Who was the boy kidnapped by.........
a) Eastern
scholars
b) Western
scholars
c) Chinese
scholars
d) South Asian
scholars
3.
Churchill was a politician from........
a) Germany
b) France
c) Ireland
d) England
4.
By saying 'whiter and whiter', the speaker means...........
a) his skin was
being whiter and whiter
b) he suffered
from skin disease
c) his mind was
being Westernized day after day
d) he could not learn
at all
5.
What did the speaker get at the time of his release?
a) Large amount of
money
b) academic
certificates
c) A large number
of books
d) Nothing at all
Extra MCQs
1. Where was Sapa'u Ruperake Petaia born?
a) Fiji
b) New Zealand
c) Samoa
d) Tonga
2. When was Sapa'u Ruperake Petaia born?
a) 1950
b) 1951
c) 1960
d) 1961
3. In which educational institution did Sapa'u Ruperake Petaia
receive his early education?
a) University of South Pacific
b) Public Service Commission
c) Samoa College
d) Fiji College
4. What was the title of Sapa'u Ruperake Petaia's initial poetry
collection?
a) Western Education
b) Blue Rain
c) Indigenous Knowledge
d) Colonial Critique
5. Which poem from Sapa'u Ruperake Petaia's collection
"Blue Rain" serves as a satirical commentary on the westernization of
education?
a) Lost in Education
b) Kidnapped
c) Foreign Wisdom
d) Colonial Reflection
6. What is the central metaphor used in the poem
"Kidnapped" to represent the impact of Western education?
a) Imprisonment
b) Abduction
c) Enlightenment
d) Liberation
7. In the second stanza, who are the "Western
philosophers" armed with textbooks and academic credentials?
a) Local educators
b) International diplomats
c) Indigenous scholars
d) Foreign educators
8. Which historical figures are mentioned in the poem as
dominating the classroom walls?
a) Ancient philosophers
b) Western politicians
c) Indigenous leaders
d) Mythological deities
9. What is the significance of the repeated payment of
"ransom fees" in the poem?
a) It signifies the child's release.
b) It symbolizes the cost of education.
c) It represents the family's wealth.
d) It highlights the child's defiance.
10. What is the symbolic significance of the "piece of
paper" presented to the child in the poem's conclusion?
a) It represents the child's graduation.
b) It signifies the child's escape.
c) It serves as a diploma.
d) It symbolizes the child's release.
11. Which stanza introduces a sense of innocence and
vulnerability in the poem?
a) First stanza
b) Second stanza
c) Third stanza
d) Fourth stanza
12. In the poem, what does the name "Guevara"
represent?
a) Western education
b) Indigenous culture
c) A revolutionary spirit
d) A famous philosopher
13. What does the poet convey through the metaphor of "kidnapping"
in the poem?
a) The child's love for school
b) The forceful imposition of Western
education
c) A happy educational experience
d) The child's enthusiasm for learning
14. Which educational figures dominate the classroom walls in
the poem?
a) Local teachers
b) Indigenous leaders
c) Western philosophers
d) Mythological gods
15. What does the repeated payment of "ransom fees"
symbolize in the poem?
a) The child's release
b) The financial burden on the family
c) The child's academic success
d) The child's defiance
16. In the poem, what does the "piece of paper"
signify?
a) The child's liberation
b) The child's academic achievement
c) The child's return home
d) The child's graduation
17. How does the poem "Kidnapped" characterize the
relationship between indigenous cultures and Western education?
a) As a harmonious partnership
b) As a mutually beneficial exchange
c) As a forceful imposition
d) As a choice made by the child
18. What overarching theme does the poem "Kidnapped"
address?
a) The joy of learning
b) The benefits of Western education
c) The impact of colonialism on education
d) The celebration of indigenous knowledge
19. Which stanza in the poem introduces the child's educational
journey?
a) Fifth stanza
b) First stanza
c) Third stanza
d) Second stanza
20. What do the names "Churchill" and
"Guevara" symbolize in the poem?
a) Indigenous leaders
b) Western philosophers
c) Local educators
d) Cultural traditions
B. Short Questions
1. How was the speaker kidnapped?
In
the poem "Kidnapped" by Sapa'u Ruperake Petaia, the speaker employs a
powerful metaphor to convey his experience with Western education. Describing
it as a "kidnapping," he vividly portrays the forceful and coercive
nature of his entry into the Western education system. This term implies a lack
of agency and choice on the speaker's part, emphasizing that he was thrust into
this educational journey without consent.
The
mention of "Western philosophers armed with glossy-pictured textbooks and
registered reputations" further emphasizes the authoritative and imposing
nature of this educational transition. The textbooks, often seen as tools of
formal education, are portrayed as potent instruments that not only convey
knowledge but also serve as agents of cultural transformation. The fact that
these philosophers possess "BA and MA degrees" highlights their
formal qualifications, underscoring their status as educators with significant
influence over the speaker's learning experience.
This
metaphor is a poignant reflection of the speaker's perceived loss of control
and autonomy in determining his educational path. It paints a vivid picture of
the forceful imposition of foreign knowledge and ideals on the indigenous
culture of Samoa. Through this metaphor, Petaia effectively captures the
transformative and potentially coercive impact of Western education, providing
readers with a thought-provoking commentary on the complex interplay between
tradition and external influence in the realm of education.
2. How was the western education stuffed in his brain?
In
the poem "Kidnapped" by Sapa'u Ruperake Petaia, the speaker vividly
portrays the forceful imposition of Western education on his young mind. He
metaphorically describes this process as being "kidnapped" by Western
philosophers armed with textbooks and academic credentials. This metaphor
encapsulates the coercive and dominating nature of the educational transition.
The
use of the term "kidnapped" suggests a lack of agency and choice on
the part of the speaker. It conveys the sense that he was forcibly taken into
the realm of Western education, without consent or consideration for his own
cultural background and traditions. The presence of "Western
philosophers" further emphasizes the authoritative and powerful figures
who wielded influence over the speaker's educational journey.
The
mention of "glossy-pictured textbooks" highlights the visual and
material aspect of Western education. These textbooks are portrayed as powerful
tools that not only impart knowledge but also serve as conduits for cultural
assimilation. The glossy images within these books likely represented Western
ideals, further embedding them in the speaker's consciousness.
Additionally,
the reference to the philosophers holding "BA and MA degrees"
underscores their formal credentials and qualifications. This highlights the
institutionalized and structured nature of Western education, indicating that
the speakers' educators were not only knowledgeable but also recognized within
the academic community.
Overall,
the metaphor of being "kidnapped" vividly captures the forceful
manner in which Western education was imposed on the speaker. It conveys a
sense of cultural displacement and loss of agency, painting a powerful picture
of the clash between indigenous traditions and external influences in the realm
of education.
3. Was the speaker brainwashed in the westernized classroom? Why
or why not?
Yes,
the speaker in the poem "Kidnapped" by Sapa'u Ruperake Petaia can be
interpreted as being metaphorically "brainwashed" in the Westernized
classroom. The term "kidnapped" used by the speaker to describe his
entry into the Western education system already implies a forceful imposition
of foreign ideals and knowledge. This suggests that the speaker was subjected
to a powerful and potentially coercive influence.
Furthermore,
the presence of influential Western philosophers on the classroom walls, such
as Churchill, Garibaldi, Hitler, Mao, and Guevara, indicates the dominant
ideological figures and political doctrines of the Western world. The speakers'
exposure to these figures and their doctrines can be seen as a form of
intellectual conditioning, where the ideals and perspectives of Western
thinkers are prominently displayed and likely emphasized in the educational
curriculum.
The
textbooks described as "glossy-pictured" also play a role in this
potential brainwashing. These textbooks, often associated with formal
education, are depicted as powerful tools used to convey Western knowledge and
ideals. The use of visual aids and glossy images could serve to make the
material more compelling and persuasive, further influencing the speaker's
perception and understanding.
While
the poem does not explicitly state that the speaker was brainwashed, the
metaphors and imagery used strongly suggest a forceful imposition of Western
education, potentially leading to a transformative and coercive impact on the
speaker's cultural and intellectual identity. The term "kidnapped"
and the vivid portrayal of the Western philosophers and textbooks all
contribute to this interpretation.
4. How does the speaker describe the western pedagogic system?
The
speaker in the poem "Kidnapped" by Sapa'u Ruperake Petaia describes
the Western pedagogic system as a forceful and coercive imposition. He
metaphorically characterizes his entry into this educational framework as a
"kidnapping" by Western philosophers armed with textbooks and
academic credentials. This vivid metaphor conveys a sense of being taken
against his will, without the opportunity to choose or negotiate his
educational path.
The
term "kidnapped" suggests a lack of agency and autonomy, highlighting
the speaker's perceived loss of control over his own educational journey. This
implies a forceful imposition of Western ideals and knowledge, overshadowing
his indigenous cultural background and traditions.
Additionally,
the mention of "glossy-pictured textbooks" underscores the visual and
material nature of Western education. These textbooks are portrayed as powerful
instruments used to convey Western knowledge and ideals, potentially
captivating and influencing the speaker's perception.
The
presence of influential Western philosophers on the classroom walls, such as
Churchill, Garibaldi, Hitler, Mao, and Guevara, further illustrates the
dominant ideological figures and political doctrines of the Western world.
Their authoritative presence in the educational environment reinforces the
sense of coercion and imposition.
Overall,
the speaker's description of the Western pedagogic system portrays it as a
transformative and potentially coercive force, emphasizing the clash between
indigenous traditions and external influences in the realm of education. The
use of metaphors and vivid imagery effectively conveys the forceful nature of
this educational transition.
5. What were the effects of the speaker's education in the
school owners, his parents and he himself?
The
speaker's education, as depicted in the poem, had profound effects on various
aspects of their life and the lives of those around them. The decision by the
speaker's mother to send them to school at a young age without proper
supervision reflects a degree of negligence. The subsequent kidnapping by
Western philosophers, armed with degrees and textbooks, serves as a metaphor
for the imposition of foreign ideologies and educational systems.
The
influences within the classroom, featuring images of historical figures such as
Churchill, Garibaldi, Hitler, Mao, and Guevara, suggest a clash of diverse
ideologies. This exposure shapes the speaker's worldview and intellectual
development, albeit under unconventional circumstances.
The
recurring threats to the speaker's parents and the subsequent payment of ransom
fees illustrate the financial strain placed on the family due to the speaker's
education. The cycle of increasing poverty for the parents and the growing
wealth of the kidnappers symbolizes the societal inequalities perpetuated by
the education system.
The
speaker's changing skin tone, described as growing "whiter and
whiter," may symbolize a loss of cultural identity or a transformation
influenced by the foreign education imposed upon them.
Ultimately,
the speaker's release after fifteen years with a certificate signifies a formal
acknowledgment of their education. However, it leaves a lingering question
about the true value and impact of the education received, as it comes at the
cost of familial well-being and potentially altered personal identity.
6. Why does he identify his education with jail?
The
speaker identifies their education with jail due to the oppressive and
restrictive nature of the learning environment they describe in the poem. The
metaphorical kidnapping by Western philosophers armed with degrees and
textbooks symbolizes the forceful imposition of a particular educational
system. The classroom itself, guarded by images of influential historical
figures and filled with ideological influences, becomes a confined space where
the speaker's intellectual freedom is limited.
The
threats sent to the speaker's parents each term and the subsequent payment of
ransom fees further underscore the coercive nature of this educational
experience. The financial strain on the family and the growing wealth of the
kidnappers create a sense of captivity, where education becomes a form of
economic and social exploitation.
The
description of the speaker growing "whiter and whiter" suggests a
loss of personal identity or a transformation that may be contrary to their
cultural roots. This change is not a natural evolution but is forced upon them
by the circumstances of their education.
In
essence, the speaker's identification of education with jail reflects a
critical perspective on the oppressive and detrimental aspects of a system
that, instead of nurturing intellectual growth and personal development,
becomes a metaphorical prison constraining individual freedom and autonomy.
7. What does the poet mean by 'Guevara pointed a revolution at
my brains from his Guerilla Warfare?'
In
the line "Guevara pointed a revolution at my brains from his 'Guerrilla
Warfare,'" the poet employs vivid imagery and symbolism to convey the
powerful impact of Che Guevara's revolutionary ideas on the speaker's thought
processes and beliefs. Che Guevara, a key figure in the Cuban Revolution, wrote
a manual titled "Guerrilla Warfare," which outlined strategies for
conducting revolutionary warfare.
The
metaphorical use of "pointed a revolution at my brains" suggests that
Guevara's ideas had a profound and direct influence on the speaker's
intellectual and ideological framework. It implies that the revolutionary
concepts presented in "Guerrilla Warfare" penetrated the speaker's
mind, shaping their thoughts and perspectives.
The
phrase also suggests a metaphorical confrontation, as if Guevara's ideas were a
forceful and transformative presence challenging the speaker's existing
mindset. This could signify a turning point or a radical shift in the speaker's
understanding of social and political issues, possibly aligning with Guevara's
revolutionary ideals.
In
essence, this line reflects the poet's exploration of the transformative power
of revolutionary thought and its ability to reshape individual perspectives and
ideologies, encapsulating the potent impact of Che Guevara's ideas on the
speaker's intellectual landscape.
8. You have completed about ten to twelve years of school
education. Do you also feel like being kidnapped? Why or why not?
The
metaphorical use of "kidnapped" in the poem suggests a sense of
coercion or imposition in the speaker's education. For some individuals in real
life, the metaphor might resonate with feelings of being compelled into an
educational system that might not align with their preferences or interests.
Factors such as societal expectations, familial pressures, or a rigid
curriculum can contribute to a perception of having limited agency or choice in
one's educational journey.
On
the other hand, many individuals find value, personal growth, and empowerment
in their educational experiences. Education can open doors to knowledge,
critical thinking, and diverse perspectives. The perception of feeling
kidnapped or not in relation to education can vary widely based on individual
experiences, the quality of the educational system, and personal attitudes
towards learning.
After
completion of ten to twelve years of education has led to positive outcomes. I
have received lots of information and experiences through education, which make
me capable of handling various tasks smoothly, solving problems, and earning
respect from society. I started my own business and achieving a good position
in society indicates a level of success and accomplishment.
I
have actively engaged in my education and have emerged from the process with
skills, opportunities, and societal recognition. The positive outcomes, such as
family happiness, personal success, and financial prosperity, imply a sense of
agency and fulfillment in the educational journey. Therefore, in this case, I
do not feel "kidnapped" by the education; instead, education becomes
a tool for personal and societal advancement.
C. Long Questions
1. How does the poet satirize the modern western education
system imposed in non-western countries/communities?
The
poem, "Kidnapped" by Sapa'u Ruperaka Petaia, satirizes the modern
Western education system imposed on non-Western countries or communities
through a blend of metaphorical language, irony, and symbolic imagery. Here are
several ways in which the poet achieves this satirical critique:
Kidnapping
Metaphor: The poet uses the metaphor of the speaker being "kidnapped by a
band of Western philosophers" armed with degrees and textbooks. This
metaphor implies a forceful imposition of Western educational ideologies on the
speaker, suggesting that this form of education is not a choice but rather an
abduction.
Guardians
of the Classroom: The classroom is guarded by images of Churchill, Garibaldi,
Hitler, Mao, and Guevara, representing Western historical figures with diverse
ideologies. This portrays the classroom as a battleground of conflicting ideas,
highlighting the imposition of foreign values in the educational space.
Threats
and Ransom: The repeated threats to the speaker's parents and the payment of
ransom fees symbolize the financial burden imposed on non-Western communities
by Western education. This creates a satirical commentary on the economic
exploitation associated with adopting Western educational systems.
Wealth
Disparity: The growing wealth of the kidnappers and the increasing poverty of
the speaker's parents serve as a metaphor for the economic inequality
perpetuated by the imposition of Western education. This satirizes the idea
that the benefits of this education disproportionately favor the Western
institutions and individuals involved.
Change
in Skin Tone: The description of the speaker growing "whiter and
whiter" metaphorically suggests a cultural or identity loss. This could
satirize the impact of Western education on eroding indigenous cultures and
replacing them with Western perspectives.
Certificate
of Release: The issuance of a certificate after fifteen years of education
serves as a satirical element, suggesting that the completion of the education
is perceived more as a liberation from a confining system rather than an
empowering achievement.
Through
metaphors, symbols, and ironic elements, the poet satirizes the imposition of
the modern Western education system on non-Western communities, highlighting
issues of cultural assimilation, economic exploitation, and the clash of
ideologies.
2. European colonization was economic as well as cultural.
Explain.
European
colonization in various parts of the world during the Age of Exploration was
not only driven by economic motives but also had profound cultural
implications. The intertwining of economic and cultural factors shaped the
course and consequences of colonization.
Economic
Motives:
Wealth
Accumulation: European powers sought to amass wealth through the exploitation
of colonies. This was often achieved through the extraction of valuable
resources such as gold, silver, spices, and later, industrial resources like
rubber and oil. These resources played a crucial role in the economic
prosperity of the colonizing nations.
Trade
Routes and Markets: The establishment of colonies provided European nations
with strategic locations for trade routes and markets. Controlling these routes
allowed for more efficient transportation of goods between Europe and the
colonies, fostering economic growth through commerce.
Mercantilism:
The economic philosophy of mercantilism, prevalent during the colonial era,
emphasized the accumulation of wealth through a favorable balance of trade.
Colonies were viewed as essential suppliers of raw materials and as markets for
finished goods, reinforcing the economic interdependence between the colonizer
and the colonies.
Cultural
Impacts:
Cultural
Hegemony: European colonizers often imposed their cultural values, languages,
and institutions on the indigenous populations. The imposition of European
languages, religions, legal systems, and social structures contributed to a
significant transformation of the cultural landscape in the colonized regions.
Cultural
Assimilation: Colonizers frequently attempted to assimilate indigenous
populations into European cultural norms. This assimilation was often enforced
through educational systems, religious institutions, and legal frameworks,
eroding indigenous languages, customs, and traditions.
Cultural
Hybridity: While colonization led to cultural domination, it also fostered
cultural exchange and hybridization. The merging of European and indigenous
cultures resulted in unique societies with blended traditions, languages, and
artistic expressions.
European
colonization was a multifaceted phenomenon that intertwined economic motives
with cultural transformations. The economic exploitation of colonies served as
a means of wealth accumulation, while the imposition of European cultural
values and institutions left lasting impacts on the societies that were
colonized. The legacy of colonization continues to influence economic
structures and cultural identities in many parts of the world today.
3. Interpret the poem 'Kidnapped' as a voice of resistance.
The
poem "Kidnapped" by Sapa'u Ruperaka Petaia can be interpreted as a
powerful voice of resistance against the imposition of Western education and
ideologies on non-Western communities. The poem utilizes vivid imagery,
metaphors, and symbolism to convey the speaker's resistance to the cultural and
intellectual colonization embedded in the education system.
The
central metaphor of the speaker being "kidnapped by a band of Western
philosophers" armed with degrees and textbooks reflects a forceful and
involuntary encounter with Western education. This metaphorical kidnapping
becomes a poignant symbol of resistance, highlighting the imposition and lack
of agency in the educational process.
The
classroom, guarded by images of Churchill, Garibaldi, Hitler, Mao, and Guevara,
represents a battleground of conflicting ideologies. The inclusion of both
Western and non-Western figures suggests a clash of ideas, and the speaker's
exposure to this ideological diversity becomes a form of resistance. It implies
a struggle to maintain one's cultural identity and resist the assimilation of
foreign values.
The
recurring threats to the speaker's parents and the payment of ransom fees
symbolize economic exploitation. The act of paying ransom becomes a form of
resistance, as the family sacrifices financial well-being to secure the
speaker's release. This economic resistance underscores the inequities inherent
in the imposition of Western education on non-Western communities.
The
metaphorical description of the speaker growing "whiter and whiter"
signifies a transformation that might be interpreted as a loss of cultural
identity. This change becomes a visual representation of the speaker's
resistance against assimilation and a refusal to conform to Western ideals.
The
issuance of a certificate after fifteen years of education serves as a symbol
of liberation. The certificate becomes a tangible representation of the
speaker's endurance and resistance against the confines of an educational
system that may have sought to suppress their cultural identity and autonomy.
"Kidnapped"
can be seen as a powerful voice of resistance against the cultural and
intellectual colonization inherent in Western education. The poem illuminates
the struggles of individuals and communities to preserve their identity,
challenge ideological imposition, and resist the economic exploitation
associated with the educational process. It becomes a poignant expression of
the resilience and determination to maintain cultural integrity in the face of
external pressures.
Best of Luck
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