Thinking Activity of "Midnight's Children"

Hello readers, this blog is a part of thinking activity of the novel of Salman Rushdie i.e "Midnight's Children". In this blog I'll be dealing with the various questions about the novel and his historical background. So let's begin.

Justification of the Title.The significance of the title "Midnight's Children" in relation to the themes and narrative.How the title reflects the protagonist’s connection to historical and mythical elements.The impact of the title choice on the novel’s thematic exploration.

A book's title can significantly influence a reader's perception and hint at the themes or content, provoking their interest. In "Midnight's Children", the title captures the thematic essence of the novel.

Rushdie humorously shared, in a 1985 interview, the origin of the "Midnight’s Children" concept. Initially, he visualizes only one child. As he thought about expanding the idea, it grew into two. He then realized that in a jammed country like India, there couldn’t be just two. After some calculations based on India’s birthrate, he decided that "a thousand and one children" would be the correct number.

Saleem in the novel says, "I give a little satisfied smile; feel the children of midnight lining up inmy head," in response toPadma urging him to tell the story. He then refers to the midnight children as "fathered by history."

This above lines highlights the mystical and mysterious nature of the midnight children. They possess an elusive part of their identity, difficult to grasp fully. Despite this, they are deeply interconnected, like a collective sharing something profound. Their existence itself is a statement to the world: "I am here." They represent a diverse group, each one marked by unique experiences.

Later in the novel, Saleem reflects on the situation of the children: "Still, the children of midnight deserve, now, after everything, to be left alone; perhaps to forget; but I hope (against hope) to remember... They were, children of midnight were more varied than I—even I—had dreamed."

This quote expresses the need for peace and solitude after the trials the children have faced. It also underscores their diversity, celebrating their individuality and varied experiences.

In Midnight's Children by Salman Rushdie, Saleem often feels betrayed by his own identity anddestiny.He struggles with internal conflict and the burden of his unique abilities, alongside the weight of hisnation's past. The line "take me to my fate" suggests that Saleem perceives his actions, driven by hisidentity as a midnight's child, to have led him toward a predetermined outcome. This reflects a senseof being trapped or controlled by external forces, such as fate, history, or the magical powers hepossesses. While Jean-Paul Sartre famously argued that "existence precedes essence," Saleem’sexperience seems contradictory, as he is shaped by his identity from birth.

The term Midnight’s Children is used in two key ways in the novel;

As a collective term, all the children born in thfirst e hour of India's independence on August 15, 1947. These children are imbued with magical powers, representing the hopes and possibilities of a new beginning for the nation. As individuals, Saleem, as one of these magical children, is central to the narrative, his life intertwining with the fate of post-independence India

Postcolonial Voices: Theoretical Lenses

Salman Rushdie's Midnight's Children is a landmark in postcolonial literature, celebrated for its innovative narrative techniques and its profound exploration of India's historical and cultural transformations. This paper seeks to explore the novel's complex engagement with postcolonial theory by examining its intersections with key theoretical frameworks. Drawing on the works of Edward Said, Homi Bhabha, Gayatri Chakravorty Spivak, Frantz Fanon, Dipesh Chakrabarty, Ngũgĩ wa Thiong'o, and Aimé Césaire, the study reveals how Rushdie’s narrative not only reflects but also critiques and reinterprets postcolonial discourse. Through a detailed analysis of the novel's themes of hybrid identity, linguistic experimentation, and historical allegory, this paper aims to highlight how Midnight's Children engages with and contributes to the ongoing discourse in postcolonial studies.

Edward Said's Orientalism examines how the West constructed the East as the "Other" to justify colonial dominance, portraying Eastern societies as backward, irrational, and needing Western control.

Rushdie depose Orientalist stereotypes by presenting Indian history and identity from an indigenous perspective. Saleem Sinai’s narrative challenges Western historical narratives, offering a critique of how the East has been misrepresented. The novel’s use of magical realism and linguistic hybridity resists the rational, linear Western modes of storytelling, further undermining Orientalist ideas.

Homi Bhabha’s ideas of hybridity and the "Third Space" explore the fluid and dynamic identities that emerge in postcolonial societies, where the interaction between colonizer and colonized creates something new.

Characters like Saleem embody hybridity. His mixed heritage and the "chutnified" English he uses symbolize the blending of Indian and Western cultures. The novel itself exists in the "Third Space," challenging the binary opposition between colonizer and colonized by embracing a hybrid identity that is neither wholly Indian nor Western.

Fanon, in The Wretched of the Earth, explores the psychological effects of colonialism and the need for a national consciousness that emerges from the experiences of the colonized.

Rushdie’s novel reflects India’s struggle to form a national consciousness free from colonial influence. By depicting events like the Partition and the Emergency, the novel highlights the postcolonial difficulties in forging a unified national identity. Saleem's fractured sense of self symbolizes the psychological trauma of colonialism, echoing Fanon’s ideas of identity crises in decolonized nations.

Dipesh Chakrabarty, in Provincializing Europe, argues for decentering Europe in historical narratives, emphasizing the need to include non-Western experiences.

Rushdie’s novel provincializes Europe by focusing on Indian history and identity, rather than centering the narrative on European perspectives. Through magical realism, local myths, and critiques of Western historiography, the novel reclaims Indian history from a Eurocentric narrative, presenting it through the lens of those who lived it.

In Decolonising the Mind, Ngũgĩ wa Thiong'o argues that postcolonial writers should embrace indigenous languages and reject the colonizer’s language as a form of cultural imperialism.

Although Rushdie writes in English, he subverts the colonial language by infusing it with Indian vernaculars, creating what he calls "chutnified" English. This linguistic hybridity challenges the purity of the colonizer’s language and reflects the multicultural reality of postcolonial India. Through this experimentation, Rushdie contributes to the decolonization of the mind, even while using the colonizer's tongue.

Aimé Césaire’s writings on Negritude address the cultural alienation experienced by colonized peoples and the need to reclaim their identity and heritage.

Although Negritude is specific to the African context, its themes of reclaiming identity and resisting cultural alienation resonate in Rushdie’s novel. Saleem’s quest for identity in the wake of colonial legacies, as well as the novel’s engagement with Indian cultural heritage, reflects the broader struggle against colonial alienation and the effort to reclaim an indigenous sense of self.

Write a note on how Rushdie uses English in , focusing on the 'chutnified' or 'de-doxified' forms of English.

Salman Rushdie's assertion that English must be 're-made' for Indian purposes aligns with the views of other Indian writers, such as M.K. Naik and A.K. Ramanujan. These writers argued that, although English is a colonial language, it could be adapted and appropriated to express uniquely Indian experiences and serve the needs of Indian writers. In a 1984 lecture titled Describing Reality as a Political Act, Rushdie expressed views on English that echo those of Raja Rao, emphasizing the need to reshape the language for Indian realities.

Rushdie utilizes 'Hinglish' a blend of Hindi and English to distinguish characters of different social classes in Midnight's Children. Saleem, the educated narrator, speaks British English, while Padma, his less educated lover, speaks in 'Hinglish.' This linguistic distinction emphasizes their contrasting personalities: Saleem's rigidity is reflected in his formal, British-style English, while Padma’s directness and frustration with Saleem’s stubbornness are conveyed through her use of 'Hinglish.' Her language includes vernacular elements, such as 'na' and grammatical errors, and her repetition of words like 'starve' for emphasis reflects common Indian speech patterns that differ from standard English.

Rushdie himself commented on his need to 'punctuate Midnight’s Children in a very peculiar way.' He used dashes, exclamations, ellipses, semi-colons, and other unconventional punctuation to dislocate the English language and allow other cultural influences to enter. He noted that Desani had employed similar techniques in All About H. Hatterr. Rushdie’s approach dislodges the traditional structure and reverence associated with English, allowing the language to be reshaped to reflect Indian contexts and experiences.

This 'de-doxification' of English in Midnight's Children involves rewriting existing realities and removing the reverence often tied to language, much like how religious narratives often assert their superiority by deconstructing other belief systems. Inspired by writers like Mulk Raj Anand, Rushdie used this technique to deconstruct the colonial language in his own unique way, crafting a new literary form that reclaims and reinvents English for Indian storytelling.

 Metaphor of Bulldozer

The use of bulldozers in Midnight's Children by Salman Rushdie serves as a powerful metaphor for the authoritarian power exercised by Indira Gandhi and her son, Sanjay Gandhi, during the Emergency period in India. In this context, the bulldozer symbolizes the state's ruthless force, used to suppress dissent, oppress the powerless, erase entire communities, and impose a superficial sense of order through destruction. Each mention of the bulldozer deepens this symbol, demonstrating how political power dehumanizes individuals when wielded without compassion.

“The Narlikar women had moved away while bulldozers did their work; we were alone inside the dust-storm, which gave us all the appearance of neglected furniture, as if we were chairs and tables which had been abandoned for decades without covering-sheets; we looked like the ghosts of ourselves.”

Here, the bulldozers create a dust-storm that engulfs the characters, symbolically reducing them to neglected, forgotten objects. The image of the characters as "abandoned furniture" conveys a sense of erasure not just of physical spaces but of human dignity itself.

“If he could have talked, would he have cautioned me against treason and bulldozers?”

This quote ties the notion of political betrayal with state violence. The narrator contemplates whether a warning against "treason" would also include cautioning against the destructive force of bulldozers.

The bulldozer becomes a symbol of state machinery operating without empathy, clearing slums and displacing people for the sake of an aesthetic goal. The loudspeaker's commands, paired with the advance of the bulldozers, evoke a chilling image of a state that silences its citizens through the sheer force of its will. The narrator’s unheard scream symbolizes the voicelessness of those oppressed by the state. This situation can be likened to real-world instances of forced evictions and demolitions, such as the tearing down of informal settlements or favelas in Brazil, where entire communities are erased in the name of progress, leaving the powerless with no voice or place to go.

Conclusion

In Midnight’s Children, Salman Rushdie masterfully intertwines personal and national histories, using language, symbolism, and postcolonial theory to reflect on India’s stromy transition from colonial rule to independence. The novel's title itself encapsulates its thematic essence, with the "Midnight’s Children" symbolizing the generation born at the dawn of India’s freedom, embodying the nation's hope, complexity, and struggles. Through the protagonist Saleem, Rushdie explores the deep connection between identity, fate, and history, highlighting the burden of carrying both personal and national destinies.

Rushdie's use of "chutnified" or "de-doxified" English reflects his effort to reshape the colonial language for Indian contexts, blending English with local vernaculars to express the hybridity of postcolonial identity. This linguistic experimentation reflects the novel’s broader theme of hybridity, as Rushdie fuses Indian and Western cultural influences, echoing Homi Bhabha’s ideas of the "Third Space."

The metaphor of the bulldozer represents the destructive force of state power during the Emergency, illustrating how political authority can erase communities and suppress individual voices. Rushdie critiques this authoritarianism, symbolizing the dehumanization and voicelessness of those oppressed by the state’s ruthless pursuit of control.

Through these techniques, Midnight’s Children becomes not just a reflection of postcolonial India but a critique and reinterpretation of the postcolonial condition. Drawing on various theoretical frameworks, such as Edward Said’s critique of Orientalism, Bhabha’s hybridity, and Frantz Fanon’s exploration of colonial trauma, Rushdie reclaims Indian history and identity from colonial narratives, offering a complex and multifaceted view of the nation’s past, present, and future.

For more deeper understanding you can go through this video lec I'm attaching below, 

References:-

Dilip Barad. Erasure and Oppression: The Bulldozer as a Toolof Authoritarianism in Midnight's Children, 10.13140/RG.2.2.18505.15209. https://www.researchgate.net/publication/383410297_Erasure_and_Oppression_The_Bulldozer_as_a_Toolof_Authoritarianism_in_Midnight's_Children/citation/download.

Dilip Barad. “TPostcolonial Voices: Analyzing Midnight's Children Through Theoretical Lenses.” 10.13140/RG.2.2.16493.19689. https://www.researchgate.net/publication/383399335_Postcolonial_Voices_Analyzing_Midnight's_Children_Through_Theoretical_Lenses/citation/download.

Mahesh Dattani's Final Solution

        'Final Solution by Mahesh Dattani'

This blog task is based on the practical experience which I came across, during my academic studies. We the students of English Department, got an opportunity to study the theatrical techniques a bit closer. My Professors Dr.Dilip Barad sir, organized a workshop which was conducted by Alpa Ponda ma'am, who is the research scholar at our Department and currently is pursuing PhD.

 

So this was a great opportunity for us, as a  students to know about the play and it's emotions too closely and we really did at an extent. The workshop was for about a week and during that time it was divided into sections like first two days we were told to do mono acting then ma'am alloted us to perform a small act which we have to perform within a 30 min. And next she taught us about the tone, the 9 Rasas, profile which is very important during any performance, because there are several rules for that as well, like we can't cross the face of the another character and can't even walk in a particular manner and many such which helps in creating a successful frame.

We also had vachikam at the last days of the workshop which helped in knowing more about the characters and it's situations their circumstances throughout the play. The ma'am crafted us into the character so well that we can feel the situation of the characters, their guilt and every emotions so closely.

How does Mahesh Dattani manipulate time and space within the dramatic framework of Final Solutions to create meaning? Explore the interplay of these elements with specific reference to the stagecraft techniques employed by the playwright.

He chooses topics that are usually never spoken about in society. These topics are always debated in various socials situations and are usually seen to be discussed in his plays and exhibition of the stage is quite efficiently. The stage has all the technicalities which take the play to a different level. According to Mahesh Dattani's writing style, he likes to play with lights, and this has different connotations attached to it, which, when one reads, finds it difficult to imagine. There is a difference between a written play and one that is performed on stage or in a theater. 

His choice of make-up and costume designs are always apt to the theme of the particular play that is going to be performed on the stage. Final Solutions is a play that portrays the religion and gender bias in two different eras and the generation gap that is accompanied . The two eras that are shown are the times when India gained independence only recently and the present day.

Examine the complexity of guilt experienced by the characters in the play. How does this emotion shape their actions and relationships?

There are people like Ramnik who take some stand against intolerance towards the minority and openly dislike conservative mindsets like that of Aruna and Hardika. However, people like Daksha, who actually wanted to befriend people from the Muslim community, were not able to do so, either because of outright condemnation or because of a lack of information about the full situation related to Muslims (Zarine’s father’s sweet shop comes to mind). After her father’s murder by a few Muslims, she becomes hateful to the entire community due to her upbringing and lack of education. So, the bottom line here is that not everyone seeking tolerance was able to get it. Some people had to go through a lot more hardships and guilt as compared to others.

Reflect on your journey through Final Solutions as a student of theatre. How did the process of studying, rehearsing, and performing this play shape your understanding and appreciation of theatre?

Talking about theater, I personally don't have much experience about it in this field but, I have done some of the small parts in short film and a skit but this was the very memorable experience of mine because, during this workshop under the guidance of Apla Ponda ma'am we really get to learn a lot about the rules and regulations of the theatre, we could not have covered all but she taught us to her fullest and we enjoyed learning a lot. 

This workshop was divided into different sessions, like first we did discussion about the basics and then moved further to improving our skills on intonation and then did vachikam which was the very important part of the play, and also learnt that how to go with costumes according to the character and situation. 

Conclusion

The workshop on theatrical techniques provided me an invaluable opportunity to immerse myself in the practical aspects of theater, bridging the gap between theoretical knowledge and real-world application. Through the structured sessions, I gained a deeper understanding of the complexity involved in performing, from embodying the complex emotions of characters.

The exploration of Mahesh Dattani's "Final Solutions" not only enhanced my appreciation for stagecraft but also illuminated the powerful ways in which theater can address and reflect societal issues, particularly those related to religion, gender, and guilt. This experience has undoubtedly enriched my understanding of theater, equipping you with the skills and insights necessary to approach dramatic works with greater depth and sensitivity.

The link of our video, I'm attaching below. I hope this would be helpful.

Have a wonderful day,

Thank you.

Creative Writing: Reimagining Narratives with AI in Digital Humanities

This task is assigned by our professor DR.Dilip Barad sir, the motive behind this task is to rethink and reimagine the way narratives involving AI and digital life are constructed, moving away from the traditional archetype of AI as a messenger of destruction, and exploring the potential for positive and constructive interactions between humans and AI. I have tried to find some conent using AI, where I gave a prompt i.e how AI contributes to a happy and fulfilling human existence, exploring the emotional and psychological benefits of this new lifestyle. And I asked to generate the story on the bases of above given prompt.  There are several ways in which this task can be done, for more details you can visit TEACHERS BLOG
 

Finding Balance in the Noise

The world was in a everlasting rush. People were caught in a relentless cycle of work, commute, consume. It was a life dictated by deadlines, notifications, and the relentless pursuit of more. But amongst this chaos, a quiet revolution was brewing. People were reclaiming their time, their minds, and their bodies.

It began with a whisper, a growing discontent with the secular. The endless scroll of social media, the dull television shows, started to feel like a barren. A longing for something more, something deeper, began to stir within. And so, the journey of rediscovery started.

Free time, once a luxury, became a sacred space. It was no longer filled with mindless consumption but with creation. Pens danced across pages, weaving tales of imagination. Brushes met canvas, birthing vibrant worlds of color and emotion. Cameras captured fleeting moments, transforming them into stories. The digital age, once a capitalistic playground, became a stage for creators.

Simultaneously, bodies were awakening. The confines of desks and cars were traded for the open road and the rhythmic pounding of feet. Bicycles became chariots of freedom, carrying people through sun-kissed landscapes. Running trails turned into meditative journeys, connecting with nature and oneself. Sports grounds echoed with laughter and companionship, as people rediscovered the joy of actual struggle.

The transformation was more than physical. It was a shift of the mind and spirit. Creativity, once a dormant ember, burst into flames, igniting passions and purpose. The act of creation became a form of therapy, a way to process emotions, to find meaning in the chaos. With each stroke, with every word, a piece of the soul was revealed.

Physical activity, in turn, became a home for the mind. The rhythmic movement of cycling or running cleared the mental fog, allowing for fresh perspectives and innovative ideas. Natural pain killers danced through the bloodstream, chasing away stress and anxiety. The body, strengthened and energised, became a vessel for the mind to rise.

The combination of creativity and physical fitness proved to be a powerful mixture. It was a harmonious dance between the intellectual and the physical, the mind and the body. People began to feel more centred, more grounded. Their sense of self-worth grew as they witnessed their own potential, their capacity to create and to endure.

Sleep became deeper, more restorative. Relationships flourished as people brought a renewed energy and enthusiasm to their interactions. Laughter became a frequent visitor, a testament to the joy that was being cultivated.

It was not a perfect journey. There were setbacks, moments of doubt, and the constant pull of the old world. But the rewards were too great to abandon ship. The sense of accomplishment, the thrill of discovery, the peace that enveloped the mind and body – these were the anchors that kept people on course.

And so, the movement grew, spreading like wildfire. It was a rebellion against the ordinary, a celebration of the extraordinary within. It was a testament to the human spirit's resilience, its capacity to adapt, to create, to thrive. It was a reminder that in the midst of a fast-paced world, balance and fulfillment were not elusive dreams, but attainable realities.

How this new narrative arch contrasts with traditional AI narratives in literature and film.

A Contrast Between Traditional AI Narratives and the New Narrative. The above story presents a significant departure from traditional AI narratives in literature and film. Traditional AI Narratives

Often, AI is portrayed as a threat, either seeking replacement to humanity or causing widespread destruction. The narrative revolves around themes of control, rebellion, and the dangers of unchecked technology. AI is frequently depicted as cold, calculating, and lacking of empathy. There's a stark contrast between the emotional richness of human experience and the perceived limitations of artificial intelligence. The focus is often on the impact of technology on society, rather than the branch of individuals.

The New Narrative

The above story emphasizes the positive potential of technology, particularly in supporting human creativity and well-being. AI is not a villain but a tool that can enhance our lives. Individuals are central to the story, making conscious choices to reclaim their time, minds, and bodies. The narrative celebrates human strength and the ability to adapt to changing circumstances. Rather than a conflict, there's a reciprocal relationship between technology and human development. AI is used to facilitate creative expression and personal growth. In essence, the new narrative shifts the focus from fear and domination to hope and empowerment. It presents a vision of a future where technology serves as a tool for human flourishing, rather than a threat to our existence.

Conclusion

The above story which is created by AI, i.e ' Finding Balance in the Noise', the story is about the modern world where people are enjoying their life with various technologies and at a ponit also realises the importance of physicial fitness and also spares time for the various activities to get out of their regular life filled with work load and stress. as I already mentioned that the above story is generated by the AI and as discussed in the difference also we can see that there's lack of emotions in the narration. The difference can clearly distinguse the traditional narrative and that of the AI narrated stories.

I hope this would be helpful,

Thank you.

Movie Screening of "Black"

This blog is a part of one of the most enriching movie i.e "Black" by Sanjay Leela Bhansali Released in 2005. Which was organised at our Department of English as an accademic activity. lets have a quick overview about the movie.

Black tells the profound story of Michelle, a young girl who lives in a realm shrouded in silence and darkness due to her inability to see or hear. Trapped in isolation, her early years are marked by intense frustration and anger, which her family, overwhelmed and unable to manage her disabilities, meets with strict and harsh behavior. Michelle McNally’s life takes a challenging turn after an illness at the age of two robs her of both sight and hearing, leaving her unable to effectively interact with her surroundings or express herself, leading to an out-of-control and turbulent childhood.

The arrival of Mr. Debraj, a determined yet compassionate teacher, marks a vitial shift in Michelle’s world. Using unconventional teaching strategies, he introduces her to communication through touch, gradually replacing her void of silence with the light of understanding and learning. Under his patient and inspiring guidance, Michelle starts to grasp the meaning of connection and hope.

Debraj’s role evolves beyond that of a teacher; he becomes Michelle’s mentor and closest ally, motivating her to dream beyond her limitations and aiding her in overcoming numerous challenges. Their shared journey sees Michelle learning to read, write, and even express herself through painting, showcasing her gradual transformation.

As time passes, life brings new trials. Debraj’s health begins to fail as he ages, shifting their dynamic as Michelle steps into the role of caregiver. This reversal of roles underscores the profound bond between them, a relationship defined by mutual respect and unwavering loyalty. Despite numerous hardships, Michelle’s resilience shines through, embodying the power of perseverance and the life-changing impact of dedicated education.

Ultimately, Black is a tale of hope, courage, and the remarkable connection between a teacher and student, celebrating the human spirit’s strength and the transformative nature of love and learning. Finally ending up here, below is the class photo of our movie screening.

I hope this would be helpful,

Thank you.

SR: Postcolonial Studies: Chimamanda Ngozi Adichie

Hello readers, in this blog taslk I'll be dealing with the 3 videos of the Chimamanda Ngozi Adichie, a Nigerian novelist, author who is regarded as a central figure in postcolonial feminist literature. She is the author of the award-winning novels Purple Hibiscus (2003), Half of a Yellow Sun (2006) and Americanah (2013). Her other works include the book essays We Should All Be Feminists (2014); Dear Ijeawele, or A Feminist Manifesto in Fifteen Suggestions (2017); a memoir tribute to her father, Notes on Grief (2021). So, let's begin; 

In her talk, Chimamanda Ngozi Adichie addresses the problem of a single story, using examples from her homeland, Nigeria. When she moved to America for higher education, her roommate asked her numerous questions about Africa, assuming that the entire continent was characterised by poverty and oppression. This was the only narrative her roommate had encountered about Africa. Adichie highlights how this stereotypical form of storytelling presents only one side, ignoring the positive aspects of African life. She emphasises the importance of diverse storytelling to challenge these narrow perceptions.

Adichie also shares a personal example from her childhood. Many wrongly assume that African individuals come from a uniformly tragic, disadvantaged background, neglecting the diversity of their experiences. Adichie’s own background, with her educated parents and solid upbringing, challenges this generalisation, as does her critique of portraying African people solely as wild, uncivilised, or backward. Growing up, she read American stories that shaped her understanding of the world, reflecting the ideas and realities presented in those books. This experience, she explains, underscores how stories have the power to shape our perspectives, but only when they include a range of experiences and viewpoints.

In the above video she shares personal anecdotes, like the influence of her friend Okuloma, who first called her a feminist, and her experience in school where her gender denied her a leadership role despite her academic achievement. She addresses common misconceptions about feminism, such as the idea that feminists are unhappy, anti-men, or "corrupted" by Western ideology. She critiques the ingrained patriarchal culture in Nigeria, where women are often treated as secondary or invisible, as seen in situations like tipping a parking attendant who thanks her male companion instead of her.The speech critiques how marriage is often framed as a form of ownership, where women are expected to show "respect" to men but not necessarily the other way around. She questions the cultural mindset that sees women's success as a threat to men's masculinity.

closes by reflecting on how culture is made by people, and just as harmful practices like the killing of twins were once part of Nigerian culture but have since changed, gender inequality can also be challenged and transformed. She embraces the label of feminist and advocates for a world where both men and women are free from the constraints of rigid gender roles.

The main theme of her above speech revolves around truth and honesty, both in personal and political contexts. She criticizes the political discourse in America, where basic truths are often questioned, and emphasizes the importance of protecting and valuing the truth in an age where lies have become more common. She reflects on her own experiences with rejection and failure, acknowledging that the hardest truths are often those we must confront about ourselves. However, facing these truths leads to personal growth. She believes that literature teaches empathy by showing that people are flawed but still capable of goodness. This understanding helps foster a deeper appreciation for the complexity of human experiences.

Thank you.