Summary Of Farewell To Manzanar

Farewell to Manzanar, by Jeanne Wakatsuki Houston, describes the life of her Japanese American family before, during, and after the 9066 executive order of U.S. President Roosevelt, forcing about 120,000 Japanese into internment camps. The experience, accounted from a young girls perspective, exposes the injustice and maltreatment the Japanese Americans suffered during WWII, specifically in internment camps. There was rising tension as the U.S. began to depict them as the enemy, regardless of their citizenship status. Houston highlights the identity crisis the Japanese community suffered during this time period in the U.S, being forced to choose between two nations. At the same time that Japanese Americans were depicted as the national enemy,

After being intensely questioned about his loyalty in the war, Papa replied “When your mother and your father are having a fight, do you want them to kill each other? Or do you just want them to stop fighting?” (Houston, 58). Papa may have decided to get rid of any physical connection to Japan but he could not get rid of the emotional connection. He did not declare loyalty to Japan nor the U.S. in time of war but instead referred to them as parental figures, countries that both raised him and made him who he is. The two sides seemed to tear Papa apart, mentally and emotionally. His time in the internment camp was violent and dark as he constantly drank, picked fights with his family, and isolated himself. It seems, though, that the U.S. government did not sympathize with the internal struggle that Papa experience, just as many other Japanese Americans experienced. The government wanted a firm solid loyal confirmation from them stating that they were loyal to the US, and the U.S. only, but in reality it was an emotionally stressing decision that decimated individuals. If they rejected Japanese loyalty then it would be an unloyal act to themselves but if they rejected U.S. loyalty then they would be traitors to the

While Houston wanted to be a baton twirler wearing skirts, her dad wanted her to take odari classes and wear Mama’s kimonos. Houston was essentially adapting to the American culture, taking on activities that her american friend Radline would take part in. Houston did not have interest in odori classes and learning graceful Japanese movements. This drastic thinking gap between the two generations shows the debate about cultural loyalty; should Houston adapt to American culture or stay rooted in Japanese culture? Her father genuinely believed Houston was brainwashed into dressing much more exposed and disappointing the Japanese culture. He had a deep connection to Japan and wanted Houston to carry on with the Japanese values and ideals. In Houston's perspective, her interest in American culture was not necessarily a defiance to Japanese culture but rather a method to be accepted. She explains, “I never wanted to change my face or to be someone other than myself. What I wanted was the kind of acceptance that seemed to come so easily to Radine,” (Houston, 154). Such ideas like this, the belief that to be accepted you must prove to be American, stems from her internment camp experience. Her whole ethnic community was prejudiced and oppressed simply for not being white americans. She concluded that her loyalty would not be questioned if she had blonde hair