Decolonizing Writing Practice, Part II

September 2019

First, I wanted to share a link to my fourth and most recent essay for Electric Literature, “How Women Writers Are Reinventing Freud”.

And here is the second part of my essay on the subject of decolonizing writing practice:

In December 2015, I experienced one of my most humbling hours as an educator to date. In a glass building at the International College of Liberal Arts in Kofu, Japan, I delivered a lecture on atomic bomb literature to a group of 30 students from a prestigious girls’ high school in Hiroshima. This audience was the most engaged I’ve ever had; when I asked a question, 30 hands shot up. Still, I was terrified: I was an American giving a lecture on the writings of Hara Tamiki and Ibuse Masuji to young Japanese women from the first of the two cities to be bombed by the United States. The vectors of national tensions in that sunlit room could have strangled my speech.

I delivered the first part of my lecture in Japanese. The students and I then compared a text by Hara, who was a hibakusha, or a survivor of the bombings, to one from Black Rain by Ibuse, who did not endure Hiroshima’s bombing personally but instead relied on secondhand accounts to compile his narrative. Near the end of the lecture, I asked a question: Should non-hibakusha be allowed to write about the event? Almost all of the students said “yes.” A single girl said “no,” but firmly.

Her “no” haunts me. And in an age in which many people are strenuously objecting to actresses portraying people of different races and genders—hello, Scarlett Johansson—I think it’s time to ask the question: Who is allowed to write what? Continue reading