Checking Out Me History

Identity & Ownership of History: The speaker points a finger at an unnamed "dem" for controlling his history education. Who do you think "dem" refers to, and what does this say about the power dynamics between the speaker and those who influenced his schooling?

Structure & Language: Agard employs two different voices in the poem — one in Creole dialect and another in standard English. What impact does this contrast have, and what might it imply about the connection between language and cultural identity?

Figures of Resistance: The poem highlights figures like Toussaint L'Ouverture, Nanny de Maroon, and Mary Seacole. Why do you think Agard selected these specific historical figures, and what common traits do they share?

Imagery & Metaphor: The speaker describes reclaiming his history as "carving out me identity." What does the act of carving suggest about the journey of self-discovery and cultural reclamation?

Nursery Rhymes vs. Real History: Agard contrasts characters like Dick Whittington and Robin Hood with Black historical heroes. What argument is he making about which stories are deemed worth telling, and why is this significant?

Universal Themes: While the poem is rooted in a specific Caribbean-British experience, do you believe its themes of cultural erasure and self-determination resonate universally? Can you relate it to other texts or real-world situations you’re familiar with?

Identity & Ownership of History: The speaker criticizes an unnamed "dem" for controlling the history he learned. Who do you think "dem" refers to, and what does this suggest about the power dynamics within colonial education?

Structure & Voice: Agard employs two different styles in the poem—one for figures from British history (in standard English) and another for Caribbean/Black historical figures (in Creole dialect). What effect does this contrast create, and what might Agard be indicating about whose history is deemed "legitimate"?

Imagery & Symbolism: Several Caribbean heroes are depicted using striking natural imagery (e.g., Toussaint L'Ouverture as "a beacon" and "a river"). Why might Agard opt to celebrate these figures through nature imagery instead of straightforward factual description?

Tone & Emotion: How would you characterize the speaker's tone throughout the poem—angry, defiant, celebratory, or something else? Does the tone change at any point, and if so, what prompts this shift?

Relevance Today: The poem prompts questions about whose stories are included in national curricula. Do you think this remains a relevant issue in education today? What histories do you believe are absent from what you have been taught?

Title: The title features the phrase "checking out," which can signify both examining and borrowing (as from a library). How does this dual meaning enhance your understanding of the poem's central argument?