Tag Archives: global citizens

Persepolis, and What It Didn’t Mean to Me

The blog post deadline for my Art Studies class is coming up real soon. It is uncanny how soon the next deadline is! There is only so much information us undergraduates can come up with in under a week, or worse, less!

The book I’m reading right now with my fellow Art Studies classmates is the critically acclaimed and slightly controversial graphic bildungsroman, simply titled “Persepolis” with the subtitle, “The Story of a Childhood” to warn potential readers about its deceiving content. While it is “a story of a childhood,” Persepolis deals with issues that children tackle when they are finally allowed to legally have intercourse, such as radical fundamentalism (the extreme form of both radicalism and fundamentalism with a bit of misguided conservatism), rape and other forms of violence, and living in fear (though children should be familiar with the concept of living in fear by the time they reacah puberty). The issues conveyed by Satrapi, the author, are very negative at times (with a glimmer of hope here and there, but still manages to be bleak), as evident when the main protagonist’s mother, was violated by extremists and threatened “that women like me should be pushed up against a wall and fucked and then thrown in the garbage.” (Satrapi, 74) There are gory and disturbing images in the comic coupled with the author’s use of black and white colors to highlight the bleak and the brooding atmosphere of Iran as the author remembered it when she grew up there. From the mature issues, the disturbing images, and the social commentary voiced by the author, it is pretty obvious that Persepolis isn’t for the prepubescents looking for a quick fix for their comic book addiction. It is also pretty obvious that Persepolis isn’t your conventional comic book story. Since I am done elaborating that Persepolis is not your average 15-page-of-superheroes-or-teen-romance comic book, I will address what Persepolis did not mean to me.

One of the things mentioned in class was how Persepolis was supposed to be an accurate representation of history. Personally, I never did see Persepolis as an “autobiography” that recounts history as it happened. There is a reason why Satrapi chose the graphic novel (or comic book genre, if you insist) instead of the conventional book form when writing autobiographies. Granted, the reason is just an assumption made by yours truly, but I’m sure it would make sense once my point gets through. Since the book is in graphic novel form, Satrapi would be in complete control over the visuals and the imagery conveyed. While some may argue words are like X-ray, you read and you’re pierced, etc, etc, Satrapi can establish how she wants the characters to be seen: to make the innocent-looking Shah at the time to be seen as a ruthless, silly, tyrant; to make the Westerners stereotypical and silly-looking without having to mention their stereotypical features; and to portray Karl Marx to visually resemble our Father in heaven. After all, Persepolis is Satrapi’s memoir of how her childhood turned out to be; Satrapi can portray all the people in her life how she wants to remember them. I see the book as part of the memoir genre and cannot be accounted for its representation of history due to the nature of memories and how everyone remembers everything differently.

The argument that how we remember things are explained through our interpretive communities fits in well in why Persepolis shouldn’t be seen as an accurate representation of history. Satrapi, the author, came from a middle-class family living in Iran before and during both the Iranian (or Islamic) Revolution and the Iraq-Iran War in the 1980s. One might argue that she has seen terrible and awful things during her time in Iran, thus her memory of the Shah and the Ayatollah would be skewed compared to people who weren’t in Iran at that time and to people who were with both the Shah and the Ayatollah. This makes her recount and recollection of the past highly subjective, befitting of the term memoir instead of autobiographical, since she is remembering them from a subjective and personal point-of-view, instead of an objective, matter-of-fact presentation of her past. Besides, if Persepolis were presented in an objective way, Persepolis would be a novel and would be subtitled simply, “Life of a 10 year-old in Iran During the Iranian Revolution”.

And that is what Persepolis didn’t mean to me; it wasn’t a history lesson or the next “Diary of Anne Frank” or the next Holocaust survivor autobiography. It was a story with simple-drawn characters that we can put our shoes in. A story with an unreliable narrator that relies on her memories and experience. A story of a childhood told by someone who lived nowhere near Persepolis and used the title Persepolis because it meant “City of Persians” which is what she is, a Persian.

I apologize for the wall of text!

The Connected World of Citations and Sources

My Art Studies class has been studying about citations available in scholarly writings and how citations (the important ones, not the boring bibliography ones) are used to create and shape the state of knowledge and to find out knowledge deficits in the argument presented. Pondering more on the matter, I realized that citations in scholarly writings serve as another medium for scholars to interact, communicate. This is reminiscent of the term “global citizens”, where a community a scholars from anywhere in the world can interact and communicate with each other, be it from the past or the present, and from the deceased and the yet-to-pass.

Through citation in an academic paper, an author can conduct a conversation between multiple other scholars that can be pro or against an argument the author is trying to make; using the established knowledge created by past scholars to create the author’s point-of-view in the argument. Granted, in undergraduate studies the use of citation could merely reflect a student’s understanding of the subject and willingness to research and explore the topic out of textbook. However, the fact that citations acknowledge other scholars and use their voices and stance  (albeit indirectly) on a certain argument is relevant to the concept of global citizenship and how in the world of academic writings, all (if not only the English-written ones) scholarly authors are connected through their encouragement to cite and refer other scholars to support or ridicule a notion.

Scholarly writings represent the state of a certain area the university or research institution is residing. For example, a sociology paper regarding the negative effects of the “War on Terror” on elementary students written by a scholar from a university located in Iran would have results from local elementary schools. This would help another scholar support or rebut the notion that negative effect of the “War on Terror” on elementary students exists, be it in Iran or some other place.

Eventually, a definitive argument on the matter will be written by some academic from one of the most prestigious universities in the world, pooling the opinions and ideas of scholars who had a say in the matter, enabling prospective academic writers (such as myself) to find a gap in their arguments and contribute something hopefully significant to the argument. This is similar to how people all around the world continue to create new kinds of knowledge off other people’s ideas, being inspired by some culture alien to them and their reaction to the culture, and how people everywhere continue to fill in the empty parts of this world, literally and figuratively.