Introduction: “Checking Out Me History” by John Agard
“Checking Out Me History” by John Agard was first published in 1989 within his collection “Mangoes and Bullets”. The poem challenges the omissions and biases of a Eurocentric education system, highlighting the absence of black historical figures. Agard’s skillful use of both Caribbean Creole and standard English subverts linguistic power structures and underscores the complexity of his cultural identity. With its assertive tone and striking imagery, “Checking Out Me History” stands as a seminal work in discussions surrounding identity, postcolonial education, and the enduring legacies of colonialism.
Text: “Checking Out Me History” by John Agard
Dem tell me
Dem tell me
Wha dem want to tell me
Bandage up me eye with me own history
Blind me to my own identity
Dem tell me bout 1066 and all dat
dem tell me bout Dick Whittington and he cat
But Touissant L’Ouverture
no dem never tell me bout dat
Toussaint
a slave
with vision
lick back
Napoleon
battalion
and first Black
Republic born
Toussaint de thorn
to de French
Toussaint de beacon
of de Haitian Revolution
Dem tell me bout de man who discover de balloon
and de cow who jump over de moon
Dem tell me bout de dish run away with de spoon
but dem never tell me bout Nanny de maroon
Nanny
see-far woman
of mountain dream
fire-woman struggle
hopeful stream
to freedom river
Dem tell me bout Lord Nelson and Waterloo
but dem never tell me bout Shaka de great Zulu
Dem tell me bout Columbus and 1492
but what happen to de Caribs and de Arawaks too
Dem tell me bout Florence Nightingale and she lamp
and how Robin Hood used to camp
Dem tell me bout ole King Cole was a merry ole soul
but dem never tell me bout Mary Seacole
From Jamaica
she travel far
to the Crimean War
she volunteer to go
and even when de British said no
she still brave the Russian snow
a healing star
among the wounded
a yellow sunrise
to the dying
Dem tell me
Dem tell me wha dem want to tell me
But now I checking out me own history
I carving out me identity
Annotations: “Checking Out Me History” by John Agard
| Stanza | Annotation |
| Stanza 1 | * The speaker is frustrated with a one-sided historical narrative. “Dem” (representing those in power) focus on a history that blinds the speaker to their true heritage. |
| Stanza 2 | * The speaker contrasts this with the untold story of Toussaint L’Ouverture. Rather than focusing on European history, the speaker emphasizes the importance of the Haitian Revolution and Toussaint’s role as a liberator. |
| Stanza 3 | * The speaker complains about hearing nursery rhymes over stories of Nanny of the Maroons. The contrast further highlights how Black resistance leaders are erased from common history lessons. |
| Stanza 4 | * The speaker laments the prioritization of European figures. Figures like Lord Nelson are celebrated, while African leaders like Shaka Zulu remain in obscurity. The speaker also references the whitewashing of the genocide of the Caribs and Arawaks. |
| Stanza 5 | * Despite recognition of figures like Florence Nightingale, the speaker points out the absence of Mary Seacole. Seacole’s vital role as a Jamaican nurse during the Crimean War underscores the erasure of important Black figures from mainstream historical narratives. |
| Stanza 6 | * The speaker resolves to reject this imposed history, actively seeking truth and a self-defined identity. This represents an act of resistance and reclamation of cultural heritage. |
Themes and Analysis
- Impact of Colonialism: The poem exposes how systems of power and education can manipulate history, leading to a biased representation of the past.
- Reclaiming Identity: The speaker resists imposed narratives and actively seeks a richer understanding of history, emphasizing the role of Black figures in shaping events.
- Language: Agard utilizes Caribbean Creole, challenging standard English as the ‘correct’ way to express ideas. This reflects the poem’s theme of resisting dominant narratives.
Literary And Poetic Devices: “Checking Out Me History” by John Agard
| Literary/Poetic Device | Definition | Example from the Poem |
| Alliteration | Repetition of consonant sounds at the beginning of words. | “Blind me to my own identity” (repetition of the ‘m’ sound) |
| Anaphora | Deliberate repetition of a word or phrase at the beginning of lines/clauses. | “Dem tell me…” (emphasizes imposed history) |
| Caribbean Creole | Use of a non-standard English dialect. | “Dem”, “Wha”, “dat” (reflects speaker’s background, challenges standard forms) |
| Contrast | Juxtaposition to highlight differences. | Contrasts figures like Lord Nelson with the untold stories of figures like Toussaint L’Ouverture. |
| Diction | Specific word choice (especially Creole). | Shapes the poem’s tone and emphasizes the speaker’s voice. |
| Enjambment | Continuing a sentence beyond the end of a line/stanza. | “Blind me to my own identity / Dem tell me bout 1066 and all dat” (creates urgency and frustration) |
| Hyperbole | Exaggeration for emphasis. | “Bandage up me eye with me own history” (suggests the violence of distorted education) |
| Imagery | Vivid language creating sensory experiences. | “fire-woman struggle / hopeful stream / to freedom river” (evokes Nanny de Maroon’s courage) |
| Irony | Language implying opposite of the literal meaning. | “…ole King Cole was a merry ole soul” (exposes concern with the absence of Black heroes) |
| Juxtaposition | Placing elements side-by-side for contrast. | Juxtaposing “cow who jump over de moon” with Nanny highlights erasure. |
| Metaphor | Implied comparison between unlike things. | “Bandage up me eye with me own history” (represents distortion of knowledge) |
| Motif | Recurring image, symbol, or idea. | Light/darkness motifs (“blind me,” “yellow sunrise,” “beacon”) |
| Onomatopoeia | Words that imitate sounds. | “lick back” (limited in this poem, but creates defiance) |
| Personification | Giving human qualities to non-human things. | “hopeful stream” |
| Repetition | Repeating words/phrases for emphasis, rhythm. | “Dem tell me” (underscores a forced history) |
| Rhetorical Question | A question asked for effect, not expecting an answer. | “…but what happen to de Caribs and de Arawaks too” (highlights genocide) |
| Rhythm | Strong rhythm from Creole dialect, reinforcing the speaker’s voice and passion. | |
| Simile | Direct comparison using “like” or “as”. | While not present in every stanza, comparing historical distortion to a bandage is the poem’s core comparison. |
| Symbolism | Using objects/ideas to represent deeper meanings. | Mary Seacole represents all erased Black heroes. |
Themes: “Checking Out Me History” by John Agard
- Theme 1: The Distortion of History as a Tool of Colonialism: In “Checking Out Me History,” Agard exposes how history can be weaponized by those in power. The speaker laments, “Dem tell me / Wha dem want to tell me / Bandage up me eye with me own history / Blind me to me own identity.” This highlights how the education system functions as a tool of colonial control, creating a bandage of ignorance over the truth of the speaker’s cultural heritage.
- Theme 2: Reclaiming Suppressed History: The poem underscores the importance of uncovering suppressed histories of Black figures and their resistance. Lines like “Toussaint a slave / with vision / lick back / Napoleon / battalion” showcase figures of Black brilliance intentionally left out of mainstream narratives. Agard contrasts this erasure with the nursery rhyme about “de cow who jump over de moon,” emphasizing the absurdity and injustice of this historical whitewashing.
- Theme 3: The Search for Identity: The speaker experiences a profound disconnect due to the distorting effects of their education. They declare, “But now I checking out me own history / I carving out me identity.” In this act of defiance, the poem highlights the quest to overcome imposed definitions and form a sense of self rooted in a true and complete understanding of the past.
- Theme 4: Resistance through Language: Agard’s use of Caribbean Creole is a powerful act of resistance. It defies the expectation of standard English as the sole vehicle for valid thought. Lines like “Dem tell me bout 1066 and all dat” illustrate how the poem’s linguistic choices embody the fight for cultural autonomy. The Creole voice strengthens the poem’s critique and provides a vehicle for the speaker to reclaim their narrative on their own terms.
Literary Theories and “Checking Out Me History” by John Agard
| Literary Theory | Explanation | Application to “Checking Out Me History” |
| Postcolonialism | Examines the effects of colonialism on cultures and societies, exploring themes of power, identity, and resistance. | The poem directly challenges the legacy of colonial education, exposing how it erases Black figures and distorts history. The speaker’s quest for their true identity is a postcolonial act of resistance. |
| Marxism | Focuses on class struggles, economic systems, and how those in power exploit and oppress others. | The poem could be analyzed through this lens by looking at how historical representation links to power structures. Who benefits from erasing Black heroes? |
| Reader-Response Theory | Emphasizes the reader’s active role in creating meaning from a text, based on their own experiences and perspectives. | A reader’s background greatly affects their response. Someone familiar with Caribbean history and Creole will have a different experience than someone unfamiliar with these elements. |
| Feminism | Examines gender roles, power dynamics, and equality (or inequality) within texts. | While not the poem’s primary focus, lines like “fire-woman struggle” about Nanny of the Maroons highlight marginalized female figures. Additionally, Mary Seacole offers room for a feminist interpretation. |
Critical Questions about “Checking Out Me History” by John Agard
- How does Agard use language to challenge dominant historical narratives? Agard primarily uses Caribbean Creole, defying standard English as the ‘correct’ mode of expression. This embodies the poem’s resistance against imposed narratives. Additionally, repetition (“Dem tell me”) and juxtaposition of Black heroes with trivial rhymes (Toussaint vs. “de cow who jump over de moon”) underscore the absurdity of Eurocentric histories.
- How does the poem portray the impact of distorted history on individual identity? The speaker feels robbed: “Bandage up me eye with me own history / Blind me to me own identity.” This metaphor suggests the violence of an incomplete education. The quest to check out their own history highlights identity as something actively sought, not passively received, underscoring the harm of erasure.
- In what ways does the poem function as a form of protest? The poem exposes a system designed to maintain power by obscuring the contributions of Black figures. This awareness is the first step towards resistance. The speaker’s defiant tone (“…but now I checking out me own history”) and the celebration of figures like Toussaint L’Ouverture serve as acts of protest themselves.
- What is the significance of the figures Agard chooses to highlight? Figures like Nanny of the Maroons and Mary Seacole offer a counter-narrative. Nanny embodies resistance to slavery, while Seacole’s contributions during the Crimean War challenge the erasure of Black women. Their inclusion highlights that Black history IS history, regardless of its suppression in mainstream narratives.
Literary Works Similar to “Checking Out Me History” by John Agard
- “Telephone Conversation” by Wole Soyinka: This poem employs pointed satire and direct language to address themes of racism and prejudice. Soyinka’s speaker confronts the absurdity of discrimination when a landlady inquires about the color of their skin over the phone.
- “Half-Caste” by John Agard: Another poem by Agard, “Half-Caste” similarly challenges notions of identity and mixed heritage through its questioning of arbitrary racial categorization and emphasis on a multifaceted sense of self.
- “Nothing’s Changed” by Tatamkhulu Afrika: This poem explores the persistence of racist attitudes and systems of power that perpetuate inequality, even after superficial legal changes. Afrika’s work highlights the enduring legacy of oppression, resonating with Agard’s examination of deeply ingrained power imbalances.
- “A Far Cry from Africa” by Derek Walcott: This poem delves into the complexities of a Caribbean identity fractured by colonialism. Walcott, like Agard, expresses a desire to reclaim a severed cultural heritage while grappling with the psychological impact of colonial legacies.
Suggested Readings: “Checking Out Me History” by John Agard
Scholarly Articles
- Bhalla, Anu. “Voices of the Voiceless in the Poetry of John Agard.” IJELLH: International Journal of English Language, Literature in Humanities, vol. 5, no. 8, Aug. 2017, pp. 567–574. [If available through your library or academic database]
- This article delves into Agard’s language use in representing marginalized figures, offering deeper insight into the poem.
- Yelin, Louise. “From Speaking in Tongues to Speaking Out: Language and the Performance of Identity in John Agard’s Poetry.” Cross/Cultures, no. 91, 2006, (pp. 83-96). JSTOR, http://www.jstor.org. [If you have JSTOR access]
- This analyzes Agard’s linguistic choices as performative acts of resistance against imposed cultural norms.
Websites
- “Checking Out Me History – John Agard – Poetry – AQA English Literature GCSE – The Coleshill School.” The Coleshill School,https://coleshill.warwickshire.sch.uk/files/2022/04/Checking-Out-Me-History-John-Agard.pdf. Accessed 1 April 2024.
- Provides a structured breakdown of the poem, with emphasis on context, themes, and language analysis.
- Poetry Foundation. “John Agard”. Poetry Foundation, https://www.poetryfoundation.org/poems/poem-of-the-day. Accessed 1 April 2024.
- Offers Agard’s biography, a selection of poems, and additional links for further exploration of his work.