“Young and Dyslexic” an article by Benjamin Zephaniah encapsulates a profound exploration of themes related to dyslexia, creativity, resilience, education, and identity. The narrative serves as a call to action, inspiring readers to challenge prejudices, embrace diversity, and cultivate compassion within education and society at large. It is a powerful reminder that dyslexia, far from being a barrier, can be a wellspring of creativity and strength, urging individuals to reach their full potential regardless of societal expectations.
Young and Dyslexic | Summary
In this article published in The Guardian, dated October 2, 2015, Benjamin Zephaniah shares his personal journey with dyslexia and how he transformed it into a creative advantage. He reflects on the lack of understanding and compassion in the education system during his youth, where teachers were ill-equipped to address dyslexia. Despite encountering adversities and clashing with teachers over his unconventional ideas, Zephaniah never felt intellectually inferior and maintained a strong sense of self-belief.
The writer’s early struggles with reading and writing led to multiple school expulsions, but his sister helped preserve his poems. It was only later, at 21, when attending an adult education class, that he was officially diagnosed with dyslexia, providing him with an understanding of his condition. Embracing his creative talents, he found success in poetry, novels, plays, and music, becoming a prominent figure in the literary world.
He acknowledges dyslexia’s prevalence in both the prison and architect populations, highlighting the potential struggles faced by dyslexics due to societal stereotyping. Despite these challenges, Zephaniah emphasizes the importance of conquering fears and finding one’s own path in life to avoid being limited by dyslexia.
The article also explores the stigma surrounding dyslexia and the need for society to better understand and accommodate individuals with this condition. Zephaniah encourages dyslexic individuals not to be harsh on themselves and parents not to see dyslexia as a defect but rather as a source of creativity and alternative perspectives.
Throughout his narrative, Zephaniah exudes pride in his dyslexic identity and views dyslexics as architects and designers of a unique perspective on the world. He aims to inspire young dyslexic individuals to embrace their creativity, embrace their differences, and use them to their advantage, urging them to see themselves as equals to their non-dyslexic counterparts. The article ultimately presents a powerful message of self-acceptance, resilience, and the potential for greatness in those with dyslexia.
Young and Dyslexic | Analysis
This extract carries a distinct tone tailored for a younger audience, possibly in the same age range as the author. The primary aim of the text is to impart knowledge about dyslexia while persuading readers that this condition should not be seen as a barrier to achieving success. The author skillfully weaves vivid descriptions of their own life experiences to drive home this point effectively. The article adopts an informal and conversational tone, fostering a sense of familiarity between the writer and the reader, creating a stronger connection.
The opening sentence immediately sets a serious tone by acknowledging the author’s childhood struggles: “As a child, I suffered,” but promptly shifts to a triumphant mood as they reveal their ability “to turn dyslexia to my advantage.” This concise phrase encapsulates the essence of the entire article, providing clear guidance to the reader. The repetition of infinitive constructions, such as “to turn” and “to see,” imparts grandiosity to the author’s words, elevating their experiences to a broader level of significance.
The use of inclusive pronouns like “we” in the phrase “We are the architects, we are the designers” unites the author and reader, creating a sense of solidarity. This phrasing emphasizes the vast capabilities of dyslexic individuals, particularly within the creative fields, instilling a sense of importance to their contributions.
The subsequent paragraph delves into the backdrop of the author’s youth, a time when dyslexia remained largely unknown and woefully undersupported. The tricolon resurfaces to emphasize the hostility of the school system: “no compassion, no understanding, and no humanity.” The metaphorical expression “The past is a different kind of country” underscores the irrelevance of the past to the present, implying a significant shift in attitudes and perceptions.
Moving on, the text presents engaging anecdotes and dialogues to illustrate the repercussions the author faced for challenging conventional norms and expressing unique perspectives. The writer treats their teacher with understanding, even though they were subjected to unjust treatment. The text astutely highlights the narrow-mindedness of the education system at that time.
Further anecdotes shed light on the implicit racism and stereotyping the author encountered during their formative years, portraying the injustices faced by dyslexic individuals who dared to challenge such biases. The juxtaposition of seeking help and being subtly mocked by a teacher adds depth to the narrative, emphasizing the need for more compassionate and supportive approaches.
The text takes a candid turn as the author recounts their expulsion from schools and brushes with the law. The writer’s audacious act of stealing a teacher’s car in response to their dismissive remarks about the Nazis emphasizes the courage and defiance exhibited against prejudice. The mention of Borstal as a youth detention system provides insight into the prevailing environment of the writer’s upbringing and challenges the notion of “trouble” being a defining characteristic of dyslexic individuals.
Statistics revealing a high percentage of dyslexics in both the prison and architect populations underscore the societal biases and racial inequalities present. The author’s journey is contrasted against the expectations imposed on them due to their background, reinforcing their defiance of societal norms and proving that potential can flourish despite adverse circumstances. The writing further emphasizes that staying out of prison requires conquering fears and finding one’s path in life, encouraging readers to embrace determination and courage. It examines the life choices of dyslexic individuals and non-dyslexics, utilizing the rule of three once more to reinforce the notion that dyslexia does not define one’s future. This section concludes with the author exuding self-confidence and a strong sense of worth, conveyed through short, assertive sentences.
The author’s increased involvement in poetry and the support of their girlfriend in writing down their phonetically spelled poems show how creativity thrived despite dyslexia. The delayed discovery of being dyslexic at 21 further emphasizes the lack of awareness prevalent during the author’s youth. A humorous remark about needing an operation lightens the mood and reveals the author’s naivety about their condition. It also discusses the breadth of the author’s written works and how they bring poetry to people who don’t usually read it. This showcases their unique niche and the creative prowess that led to their success. The mention of being “officially” less educated than students implies a different form of education grounded in passion, creativity, and individuality.
The article argues that dyslexia is a natural state of being, asserting that the prevailing reading and writing systems are more unnatural. The creative potential of dyslexia is extolled, supported by metaphors and logical reasoning. The author contends that dyslexia should not be viewed as a defect, as it fosters creativity, leading to a stronger “creativity muscle.”
The concluding paragraph celebrates the increased awareness among children today about dyslexia, encouraging them to embrace it proudly. Ending with a rhetorical question, the article prompts readers to introspect and challenge their assumptions about dyslexia. The overall impact of the text is informative, insightful, and empowering, urging readers to perceive dyslexia as a unique asset and celebrating the creativity it instills in individuals.
Young and Dyslexic | Themes
The text delves into several interconnected themes, each contributing to the powerful and inspiring narrative of the writer’s experience with dyslexia.
One of the central themes explored in the text is dyslexia as a source of creativity and alternative thinking. The writer artfully conveys how his dyslexia allowed him to see the world differently, granting him unique perspectives and original ideas. He showcases the ability to turn dyslexia to his advantage, utilizing his creative mind as an architect and designer of words and expressions. This theme highlights the potential for greatness in dyslexic individuals and challenges traditional notions of intelligence and success.
The text provides a personal journey that serves as a testament to the resilience of the human spirit when faced with adversity. Despite
encountering a hostile education system, societal biases, and racial inequalities, the author’s determination and self-belief prevailed. The journey of self-discovery and self-acceptance is a prevalent theme in the text. Zephaniah’s realization of his dyslexia at the age of 21 marks a pivotal moment in his life, allowing him to understand his identity better. This theme emphasizes the importance of accepting oneself, embracing individuality, and finding strength in one’s unique traits and abilities while also conveying the importance of resilience and pursuing personal goals.
The text critically examines the education system’s shortcomings during the author’s youth, where dyslexia was poorly understood and compassion was lacking. Zephaniah’s anecdotes and experiences shed light on the impact of rigid, unsympathetic teaching methods, which failed to accommodate individual learning styles. The article further emphasizes the need for a more compassionate and inclusive educational environment, one that fosters creativity and supports students with diverse learning need.
Throughout the text, the writer confronts stereotypes and prejudices associated with dyslexia, race, and socioeconomic background. He challenges discriminatory attitudes and perceptions, urging readers to embrace diversity and reject harmful biases. This theme encourages society to reassess its assumptions about dyslexic individuals, recognizing their potential and talents beyond the limitations of conventional expectations.
Art, specifically poetry and writing, plays a central role in the author’s journey of empowerment. The writer’s ability to express himself creatively becomes a means to defy societal constraints and achieve success. This theme celebrates the transformative power of art and creative expression in empowering individuals to overcome challenges and find their voice.
Young and Dyslexic | Title
The title “Young and dyslexic? You’ve got it going on” embodies an empowering and uplifting message for young dyslexic individuals. Through its engaging language and positive affirmation, the title seeks to dispel negative stereotypes, celebrate unique strengths, and encourage self-belief among young individuals navigating their dyslexic identities. It is a call to embrace one’s authenticity, tap into creative potential, and challenge society’s perceptions of dyslexia, fostering a sense of pride and empowerment.
Young and Dyslexic | Character Sketch
The writer, Benjamin Zhephania rooted in his personal experiences, emerges as a beacon of empowerment for young dyslexic individuals, encouraging them to embrace their identity with pride and defy conventional expectations. His unwavering belief in self and determination to follow his passion exemplifies the transformative potential of creativity and artistic pursuits.
Young and Dyslexic | Literary Devices
Repetition is employed to emphasize key points and create a rhythmic effect. Phrases like “to turn dyslexia to my advantage, to see the world more creatively” and “We are the architects, we are the designers” are repeated, reinforcing the central theme of dyslexia as a source of creativity and empowerment.
In the text, the juxtaposition of the author’s creative ideas with the dismissive reaction of teachers showcases the clash between his unique perspective and the rigid educational system. Similarly, the juxtaposition of dyslexic individuals in prison and in architecture underscores the potential paths open to them based on societal attitudes and opportunities.
Metaphors are used to add depth and vividness to the text. The metaphor of “the past is a different kind of country.” This expression highlights the vast differences in attitudes and understanding of dyslexia between the author’s past and the present time. Metaphors contribute to the emotive and descriptive aspects of the narrative.
The text thus stands as a testament to the transformative power of creativity and the importance of fostering an inclusive and compassionate society.
