Title: Voices of Resilience: Narratives of Struggle and Identity

Introduction: Welcome to a journey through two powerful narratives that illuminate the resilience, courage, and determination of individuals facing oppression and discrimination. "We Too Are Human Beings" by Bama and "The Cutting of My Long Hair" by Zitkala-Sa offer profound insights into the human spirit's ability to resist, endure, and strive for justice.

Overview:

1. "We Too Are Human Beings" by Bama:

   • Explore the poignant account of Bama, a voice against the oppressive caste system in India. Uncover the nuances of her experiences as she challenges societal norms, emphasizing empathy, courage, and the transformative power of education. This narrative serves as a powerful testament to the human spirit's capacity to overcome discrimination through resilience and knowledge.

2. "The Cutting of My Long Hair" by Zitkala-Sa:

   • Step into the world of Zitkala-Sa, a Native American woman confronting forced assimilation in boarding schools. Witness her struggle to preserve cultural identity and resist systemic oppression. This narrative delves into the lasting impact of historical injustices and the importance of advocacy for indigenous rights, offering a profound reflection on identity, resilience, and the path to healing.

Key Themes:

1. Resilience and Courage

   • Both narratives underscore the strength of individuals in the face of adversity. Bama and Zitkala-Sa exemplify resilience and courage as they challenge oppressive systems, inspiring readers to reflect on their capacity for resistance and empowerment.

2. Cultural Identity and Preservation:

   • Zitkala-Sa's story highlights the significance of preserving cultural identity in the face of assimilation. The narratives prompt contemplation on the value of diverse cultural heritage and the importance of supporting individuals in maintaining their identities.

3. Education as a Catalyst for Change:

   • Bama's emphasis on education and Zitkala-Sa's struggle within the boarding school system underscore the transformative power of knowledge. The narratives advocate for the role of education in dismantling discriminatory practices and fostering social change.

4. Advocacy for Social Justice:

   • Both stories contribute to a broader conversation on social justice. Bama's narrative calls for empathy and understanding to dismantle discriminatory practices, while Zitkala-Sa's experience emphasizes the need for advocacy to rectify historical injustices and create a more inclusive society.

Conclusion: Explore these narratives to gain a deeper understanding of the human experience in the face of oppression. Voices of Resilience invites you to reflect on the themes of empathy, courage, cultural preservation, education, and advocacy for social justice embedded in these powerful narratives. Through the lens of Bama and Zitkala-Sa, witness the enduring strength of the human spirit in the pursuit of dignity, justice, and a more equitable world.

Explanation in points

"The Cutting of My Long Hair" is an autobiographical narrative by Zitkala-Sa, also known as Gertrude Simmons Bonnin, a Native American woman of Yankton Sioux and white descent. The passage describes her first day at a boarding school for Native American children, where she and her peers face cultural assimilation and the forced cutting of their long hair.

Here's a detailed breakdown of the passage:

1. Introduction to the Land of Apples:

   • The narrative begins with Zitkala-Sa's arrival at a boarding school, referred to as the "land of apples."

   • The weather is cold, with snow covering the ground, and the trees are bare.

2. Disorientation and noise:

   • Zitkala-Sa describes the overwhelming and disorienting environment of the school.

   • A loud bell rings for breakfast, creating a cacophony of sounds, including clattering shoes and murmuring voices in an unknown language.

3. Loss of Freedom:

   • Zitkala-Sa expresses a sense of being tied down in a bedlam of harsh noises, symbolizing the loss of freedom and cultural disorientation.

4. Introduction to School Rules:

   • The students, including Zitkala-Sa, are organized in lines and marched to the dining room.

   • Zitkala-Sa notes the immodest dress of the Indian girls in their tightly fitting clothes.

5. Confusion during meals:

   • There is confusion as Zitkala-Sa attempts to understand the rules during mealtime.

   • She mistakenly sits down when others remain standing, highlighting her unfamiliarity with the customs of the school.

6. Threat to Cultural Identity:

   • Zitkala-Sa's friend Judewin warns her about the intention to cut the students' long hair, a significant cultural symbol among Native Americans.

   • Zitkala-Sa is shocked and determined not to submit, viewing it as a violation of her identity.

7. Attempt to escape:

   • Zitkala-Sa tries to escape the impending haircut and hides in a room with white beds, crawling under one of them.

8. Capture and Subjugation:

   • Despite her attempts to resist, Zitkala-Sa is discovered, dragged out of her hiding place, and tied to a chair.

9. Loss of Identity:

   • Zitkala-Sa describes the cutting of her long hair with sadness and anguish, as it symbolizes the loss of her cultural identity and spirit.

   • The act of cutting her hair is equated with the humiliation she has experienced since her separation from her mother.

10. Isolation and Despair:

• Zitkala-Sa moans for her mother, expressing her emotional pain and sense of isolation.

• She reflects on the dehumanizing treatment she has endured, feeling like one of many animals controlled by a herder.

The passage is a moving account of the cultural conflict Native American children go through as they try to fit in at European-American boarding schools, where their traditions, language, and identity are all but eradicated. Zitkala-Sa's narrative sheds light on the emotional and psychological toll of such assimilation efforts on indigenous individuals.

MCQ’S

1.     What is the setting of the narrative?

a.      A bustling city

b.     A Native American reservation

c.      The land of apples

d.     A tropical island

2.     What is the significance of the large bell ringing for breakfast?

a.      It signals the end of the school day.

b.     It marks the beginning of a celebration.

c.      It creates chaos and noise in the boarding school.

d.     It calls students to an outdoor assembly.

3.     Why does Zitkala-Sa feel disoriented in the boarding school?

a.      The weather is too hot.

b.     The students are too noisy.

c.      The surroundings are unfamiliar, and the language is unknown.

d.     The teachers are unfriendly.

4.     What is the cultural significance of the cutting of long hair for Native Americans, according to the text?

a.      It is a symbol of mourning.

b.     It is a sign of bravery.

c.      It represents submission and loss of identity.

d.     It signifies a rite of passage.

5.     How does Zitkala-Sa react to the idea of having her long hair cut?

a.     She willingly accepts it.

b.     She rebels and refuses to submit.

c.      She becomes excited about the change.

d.     She feels indifferent to the idea.

6.     What does Zitkala-Sa attempt to do in order to avoid having her hair cut?

a.     She hides in a room with white beds.

b.     She confronts the pale-faced woman.

c.     She runs away from the boarding school.

d.     She protests loudly in the dining room.

7.     How does Zitkala-Sa feel when her hiding place is discovered?

a.      Relieved

b.     Joyful

c.      Resigned

d.     Angry

8.     What emotion does Zitkala-Sa express during the cutting of her hair?

a.      Excitement

b.     Happiness

c.      Sadness and anguish

d.     Indifference

9.     What does Zitkala-Sa's attempt to crawl under the bed symbolize?

a.     Her desire for solitude

b.     Her fear of authority

c.     Her resistance to assimilation

d.     Her curiosity about the new environment

10.  How does Zitkala-Sa view herself after the cutting of her hair?

a.     Strong and empowered

b.     Proud and confident

c.     Humiliated and spiritless

  d.     Indifferent and carefree

Answers:

Here are the answers to the multiple-choice questions:

1. c. The land of apples

2. c. It creates chaos and noise in the boarding school.

3. c. The surroundings are unfamiliar, and the language is unknown.

4. c. It represents submission and loss of identity.

5. b. She rebels and refuses to submit.

6. a. She hides in a room with white beds.

7. c. Resigned

8. c. Sadness and anguish

9. c. Her resistance to assimilation

10. c. Humiliated and spiritless

Answer these:

1. Describe the atmosphere on the first day at the boarding school. How do the weather and environment contribute to the setting?

2. What challenges does Zitkala-Sa face during breakfast in the dining room, and how does she respond to the unfamiliar customs?

3. Explain the cultural significance of long hair for Native Americans, as mentioned in the text. How does this cultural aspect conflict with the practices at the boarding school?

4. What is Judewin's role in the narrative, and how does she contribute to Zitkala-Sa's understanding of the impending challenge?

5. Detail Zitkala-Sa's attempt to avoid having her hair cut. What does this action reveal about her character and her resistance to assimilation?

6. Why does Zitkala-Sa feel a sense of despair and isolation after the cutting of her hair? How does this act contribute to her loss of identity?

7. Explore the symbolism behind Zitkala-Sa's decision to crawl under the bed. What does this action represent in the context of her experience at the boarding school?

8. How does the author convey the theme of cultural clash in the narrative? Provide specific examples from the text.

9. Discuss the significance of the pale-faced woman's observation of Zitkala-Sa during the dining room scene. What impact does this scrutiny have on Zitkala-Sa's emotions?

10. In what ways does the text highlight the broader theme of forced assimilation and its impact on the identity of Native American children at the boarding school?

Answers:

1. Describe the atmosphere on the first day at the boarding school. How does the weather and environment contribute to the setting?

   • The atmosphere on the first day is bitter-cold, with snow covering the ground and bare trees. The setting is unwelcoming, and the cold weather adds to the discomfort of the new environment.

2. What challenges does Zitkala-Sa face during breakfast in the dining room, and how does she respond to the unfamiliar customs?

   • Zitkala-Sa faces challenges such as the loud bell, clattering shoes, and unfamiliar customs during breakfast. She responds by attempting to follow the actions of others, but her lack of familiarity leads to confusion and discomfort.

3. Explain the cultural significance of long hair for Native Americans, as mentioned in the text. How does this cultural aspect conflict with the practices at the boarding school?

   • Long hair holds cultural significance for Native Americans, symbolizing identity and honour. The boarding school's practice of cutting their long hair represents a direct clash with Native American cultural values, leading to a conflict of identity.

4. What is Judewin's role in the narrative, and how does she contribute to Zitkala-Sa's understanding of the impending challenge?

   • Judewin is Zitkala-Sa's friend who warns her about the plan to cut their long hair. She contributes by providing insight into the paleface woman's intentions, prompting Zitkala-Sa to resist the impending challenge.

5. Detail Zitkala-Sa's attempt to avoid having her hair cut. What does this action reveal about her character and her resistance to assimilation?

   • Zitkala-Sa attempts to hide under a bed to avoid the haircut, showcasing her resistance to assimilation. This action reveals her determination to maintain her cultural identity despite the pressure to conform.

6. Why does Zitkala-Sa feel a sense of despair and isolation after the cutting of her hair? How does this act contribute to her loss of identity?

   • The cutting of her hair represents a violation of her cultural identity, causing despair and isolation. It contributes to her loss of identity by forcibly removing a significant cultural symbol, leaving her feeling disconnected and humiliated.

7. Explore the symbolism behind Zitkala-Sa's decision to crawl under the bed. What does this action represent in the context of her experience at the boarding school?

   • Crawling under the bed symbolizes Zitkala-Sa's attempt to escape and find refuge. It represents her resistance to the assimilation forced upon her and her desire to maintain a sense of autonomy in a challenging environment.

8. How does the author convey the theme of cultural clash in the narrative? Provide specific examples from the text.

   • The cultural clash is conveyed through the contrast between Native American traditions and the practices of the boarding school. Examples include the cutting of long hair, the unfamiliar customs during meals, and the clash of clothing styles.

9. Discuss the significance of the pale-faced woman's observation of Zitkala-Sa during the dining room scene. What impact does this scrutiny have on Zitkala-Sa's emotions?

   • The pale-faced woman's observation intensifies Zitkala-Sa's sense of being an outsider. The scrutiny adds to her discomfort and raises questions about why she is being closely watched, contributing to her feelings of unease and alienation.

10. In what ways does the text highlight the broader theme of forced assimilation and its impact on the identity of Native American children at the boarding school?

    • The text illustrates forced assimilation through practices like cutting hair, dressing in unfamiliar clothing, and adopting new customs. These actions strip away the cultural identity of Native American children, leaving them disoriented and struggling with a sense of loss.

Explanation in points, We Too Are Human Beings, BAMA

"We Too Are Human Beings" is a narrative by Bama that recounts the author's experiences with untouchability and discrimination based on caste in her childhood. The passage reflects on a specific incident where the author witnesses an elder from her community being forced to carry a parcel in a particular way to avoid physical contact with a higher-caste individual.

Here's a detailed breakdown of the passage:

1. Introduction to Untouchability:

   • The author, when in the third class, had not heard people openly speak of untouchability, but she had already experienced its impact on her life.

   • The narrative begins with her walking home from school with an old bag, describing the vibrant and varied activities in the streets that would often distract her.

2. Observations on the Way Home:

   • The author describes various scenes and events in the streets, including street performers, political activities, and the daily life of the bazaar.

   • The details reflect the richness of the surroundings and the author's keen observations.

3. Encounter with Caste Discrimination:

   • The narrative takes a turn when the author reaches her street and sees a threshing floor set up with people at work, including the landlord overseeing the activity.

   • An elder from the author's community is seen carrying a packet of vadai (a type of snack) in a peculiar manner to avoid touching it.

4. Humorous Observation and Realization:

   • The author finds the elder's way of carrying the vadai amusing and wants to laugh at the sight. However, her elder brother explains that the action is not meant to be funny.

   • The elder's cautious approach is driven by the belief that touching items carried by the lower caste would pollute the higher caste.

5. Impact on the Author's Perspective:

   • The author's initial amusement turns to sadness and frustration upon realizing the deep-rooted caste-based discrimination reflected in such actions.

   • The incident challenges the author's understanding of why they must endure such treatment and prompts her to question the unfair practices.

6. Reflection on Caste Beliefs:

   • The author expresses anger and provocation at the idea that the upper caste considers touching items carried by lower castes as disgusting.

   • The narrative highlights the dehumanizing effect of such beliefs and practices.

7. Resolution and Determination:

   • The author expresses a strong desire to touch the vadais herself, challenging the discriminatory norms.

   • She questions why they should engage in menial tasks for those who harbor such discriminatory beliefs.

8. Words of Wisdom from the Elder Brother:

   • The author's elder brother, who is studying at a university, imparts valuable advice about education as a means to overcome discrimination.

   • He emphasizes the importance of studying, making progress, and eventually gaining respect through knowledge and achievement.

9. Impact of Brother's Advice:

   • The author takes her brother's advice to heart and dedicates herself to studying fervently.

   • Her efforts lead her to stand first in her class, and she gains respect and friendship from many.

10. Overall Theme:

    • The passage addresses the dehumanizing effects of untouchability and caste-based discrimination, showcasing the author's evolving awareness and determination to challenge societal norms through education and achievement.

This narrative provides insight into the complex and deeply ingrained caste dynamics in the author's community, highlighting the resilience and determination needed to overcome such discriminatory practices.

MCQ’S

1.     What is the primary focus of the narrative "We Too Are Human Beings" by Bama?

a.      Childhood adventures

b.     Observations of street life

c.      Experiences of untouchability and discrimination

d.     Cultural celebrations

2.     How does the author feel about the elder's manner of carrying the parcel initially?

a.      Angry

b.     Amused

c.      Sad

d.     Indifferent

3.     What event prompts the author to question the unfair practices related to caste discrimination?

a.      Witnessing a street play

b.     Seeing the landlord at the threshing floor

c.      Observing a puppet show

d.     Watching a cyclist pedalling continuously

4.     What does the elder carry in the peculiar manner, and why?

a.      Fruits, to avoid spoilage

b.     Vadai (snacks), to prevent pollution by touch

c.      Clothes, to keep them clean

d.     Money, to avoid theft

5.     How does the elder brother advise the author to overcome discrimination?

a.      By engaging in political activities

b.     By working in the fields

c.      Through education and progress

d.     By challenging caste norms openly

6.     What does the author feel when she learns about the reason behind the elder's cautious manner of carrying the parcel?

a.      Provoked and angry

b.     Amused and entertained

c.      Indifferent and detached

d.     Inspired and motivated

7.     Why does the author want to touch the vadais herself?

a.      To spoil them

b.     To challenge discriminatory norms

c.      To distribute them to others

d.     To test their quality

8.     What is the primary message conveyed by the elder brother's words to the author?

a.      Embrace traditional practices

b.     Challenge societal norms through rebellion

c.      Strive for education and progress

d.     Focus on menial tasks for societal acceptance

9.     How does the author respond to her brother's advice, and what is the result of her efforts?

a.      She ignores it, leading to isolation.

b.     She dedicates herself to studying and gains respect.

c.      She rebels against the family's expectations.

d.     She joins political movements for change.

10.  What does the passage emphasize regarding the elder's cautious behaviour in carrying the parcel?

a.      It is meant for amusement and entertainment.

b.     It is a reflection of his fear of touching certain items.

c.      It is a form of rebellion against societal norms.

d.     It is a cultural tradition to carry parcels in that manner.

Answer these questions: We Too Are Human Beings 

1. What is the central theme of Bama's narrative "We Too Are Human Beings"?

2. Describe the observations the author makes while walking home from school. How do these observations contribute to the narrative?

3. Why does it take the author longer than usual to reach home while walking from school?

4. What specific incident involving an elder from the author's community prompts her initial amusement?

5. Explain the significance of the elder's cautious manner of carrying the parcel. What cultural belief does it reflect?

6. How does the author's initial amusement turn into sadness and frustration?

7. What advice does the author's elder brother give her regarding overcoming discrimination, and how does it impact her?

8. Why does the author express a desire to touch the vadais herself? What does this desire signify?

9. What is the impact of the elder brother's words on the author's academic pursuits, and how does it change her social interactions?

10. How does the narrative shed light on the broader issue of caste-based discrimination and the author's determination to challenge societal norms?

Here are the answers to the questions:

1. What is the central theme of Bama's narrative "We Too Are Human Beings"?

   • The central theme of the narrative is caste-based discrimination and untouchability, as experienced and observed by the author in her childhood.

2. Describe the observations the author makes while walking home from school. How do these observations contribute to the narrative?

   • The author observes various street activities, events, and daily life scenes, contributing to the richness of the narrative by providing a vivid portrayal of the surroundings and the distractions that hinder her journey home.

3. Why does it take the author longer than usual to reach home while walking from school?

   • The author takes longer routes and spends more time observing the activities around her because the variety and interest of the street life easily distracts her.

   • What specific incident involving an elder from the author's community prompts her initial amusement?

   • The incident involves an elder from her community carrying a packet of vadai in a peculiar manner, attempting to avoid physical contact, which initially amuses the author.

   • Explain the significance of the elder's cautious manner of carrying the parcel. What cultural belief does it reflect?

   • The elder's cautious manner reflects a cultural belief related to untouchability. The elder refrains from directly touching the parcel because they are of the opinion that physical contact with people of lower castes could cause pollution.

4. How does the author's initial amusement turn into sadness and frustration?

   • The author's initial amusement turns into sadness and frustration as she realizes the deep-rooted caste-based discrimination behind the elder's actions and the societal norms that force such behaviour.

5. What advice does the author's elder brother give her regarding overcoming discrimination, and how does it impact her?

   • The elder brother advises the author to strive for education and progress, emphasizing that through knowledge and achievement, they can overcome the indignities imposed by societal discrimination. This advice inspires the author to study diligently.

6. Why does the author express a desire to touch the vadais herself? What does this desire signify?

   • The author expresses a desire to touch the vadais herself to challenge the discriminatory norms and question why they must engage in menial tasks for those who harbour such beliefs. This desire signifies her defiance and determination to resist unjust practices.

7. What is the impact of the elder brother's words on the author's academic pursuits, and how does it change her social interactions?

   • The elder brother's words inspire the author to study diligently, and as a result, she stands first in her class. This academic achievement leads to a positive change in her social interactions, gaining respect and friendship from many.

8. How does the narrative shed light on the broader issue of caste-based discrimination and the author's determination to challenge societal norms?

   • The narrative sheds light on the pervasive issue of caste-based discrimination by narrating specific incidents that illustrate the dehumanizing effects of untouchability. The author's determination to challenge societal norms is evident in her defiance and pursuit of education as a means to overcome discrimination.

Reading with Insight

1. The two accounts that you read above are based in two distant cultures. What is the commonality of theme found in both of them?

2. It may take a long time for oppression to be resisted, but the seeds of rebellion are sowed early in life. Do you agree that injustice in any form cannot escape being noticed even by children?

3. Bama’s experience is that of a victim of the caste system. What kind of discrimination does Zitkala-Sa’s experience depict? What are their responses to their respective situations?

ANSWERS:

1. Commonality of Theme:

   • The common theme found in both accounts is the experience of oppression and discrimination. While Zitkala-Sa's account reflects the discrimination Native Americans experience, particularly the forced assimilation and cultural erasure in the context of boarding schools, Bama's narrative depicts the victimization of individuals within the caste system in India.

2. Seeds of Rebellion:

   • Yes, the statement holds true. Both narratives suggest that even in the face of oppression, the seeds of rebellion are sown early in life. Children frequently notice injustice, regardless of its form. Awareness and resistance may take time to manifest fully, but the initial seeds of questioning and defiance are often planted at a young age.

3. Discrimination in Zitkala-Sa's Experience:

   • Zitkala-Sa's experience depicts discrimination against Native Americans, particularly the forced assimilation and erasure of their cultural identity in boarding schools. The cutting of her long hair symbolizes the loss of cultural markers and the imposition of Western values.

Responses to Their Respective Situations:

3. • Bama's Response:

     • Bama responds to the discrimination of the caste system by highlighting the dehumanizing effects and expressing a desire to resist and challenge societal norms. Her narrative reflects a determination to overcome injustice through education and progress.

   • Zitkala-Sa's Response:

     • Zitkala-Sa, in response to the forced assimilation and cultural erasure, attempts to resist the cutting of her long hair. Despite her rebellion, she ultimately succumbs to the oppressive system, symbolized by the cutting of her hair, leading to a sense of loss and humiliation.

Both Bama and Zitkala-Sa portray individuals facing systemic discrimination, and their responses reflect a desire to resist, rebel, and seek a sense of identity and dignity in the face of oppressive circumstances.

Here are three value-based questions for each of the narratives:

"We Too Are Human Beings" by Bama:

1. Empathy and Social Justice:

   • How can empathy and understanding of diverse experiences, as depicted in Bama's narrative, contribute to promoting social justice and dismantling discriminatory practices in society?

2. Courage and Resistance:

   • What lessons about courage and resistance can be drawn from Bama's determination to challenge the caste system? How can individuals today apply similar principles to address injustice in their communities?

3. Educational Empowerment:

   • In what ways does Bama's emphasis on education as a means to overcome discrimination align with the value of empowering individuals through knowledge? How can education be a transformative force in addressing social inequalities?

"The Cutting of My Long Hair" by Zitkala-Sa:

4. Cultural Identity and Resilience:

   • How does Zitkala-Sa's attempt to resist the cutting of her long hair exemplify the value of preserving cultural identity and resisting assimilation? How can society support individuals in maintaining their cultural heritage?

5. Advocacy for Indigenous Rights:

   • Considering Zitkala-Sa's experience in the context of Native American history, how can advocacy for indigenous rights and recognition of historical injustices contribute to fostering a more inclusive and just society?

6. Impact of Systemic Oppression:

   • Reflecting on Zitkala-Sa's narrative, how does the story underscore the long-term impact of systemic oppression on individuals' sense of identity and self-worth? What societal measures can help rectify historical injustices and promote healing for affected communities?

These questions are designed to encourage reflection on values such as empathy, courage, education, cultural preservation, advocacy for marginalized groups, and the impact of systemic oppression on individuals and communities.

Here are the responses to the value-based questions for each narrative:

"We Too Are Human Beings" by Bama:

1. Empathy and Social Justice:

   • Empathy and understanding of diverse experiences, as depicted in Bama's narrative, can contribute to social justice by fostering a recognition of humanity in all individuals, regardless of caste. It promotes a collective awareness of the impact of discrimination, encouraging society to challenge stereotypes and dismantle discriminatory practices.

2. Courage and Resistance:

   • Bama's determination to challenge the caste system exemplifies the courage needed to confront deeply entrenched social norms. The lesson here is that individuals today can apply similar principles by actively resisting injustice, speaking out against discrimination, and advocating for equality in their communities. Courageous acts can inspire change and contribute to the dismantling of oppressive systems.

3. Educational Empowerment:

   • Bama's emphasis on education as a means to overcome discrimination aligns with the value of empowering individuals through knowledge. Education becomes a transformative force by providing individuals with the tools to challenge oppressive structures, fostering critical thinking, and creating a pathway for social change. Empowering marginalized communities through education can address social inequalities by promoting awareness and creating opportunities.

"The Cutting of My Long Hair" by Zitkala-Sa:

4. Cultural Identity and Resilience:

   • Zitkala-Sa's attempt to resist the cutting of her long hair exemplifies the value of preserving cultural identity and resisting assimilation. Society can support individuals in maintaining their cultural heritage by recognizing and respecting diverse cultural practices. Cultural education and appreciation can foster a more inclusive environment that celebrates differences rather than imposing uniformity.

5. Advocacy for Indigenous Rights:

   • Advocacy for indigenous rights and recognition of historical injustices can contribute to fostering a more inclusive and just society. Understanding and acknowledging the impact of past atrocities on Native American communities is crucial. Advocacy efforts should focus on legal reforms, raising awareness, and ensuring the inclusion of indigenous perspectives in policymaking to rectify historical injustices.

6. Impact of Systemic Oppression:

   • Zitkala-Sa's narrative underscores the long-term impact of systemic oppression on individuals' sense of identity and self-worth. To rectify historical injustices and promote healing for affected communities, societal measures should include truth and reconciliation processes, acknowledgment of past wrongs, and efforts to create equitable opportunities for marginalized groups. Additionally, education that accurately portrays historical events can contribute to dismantling stereotypes and fostering understanding.