Buraku Liberation News, November 1997 issue (N0.99)
An Essay by youth(3)-Part 2
To Acknowledge that I come from a Buraku Area is not the End but a Beginning.
By K.T
This is the second part of an essay written by a high school student who is of Buraku origin. He acknowledged his background to two of his classmates who made discriminatory remarks in front of him, hoping to enlighten them. He, then, decided to do it before all of his classmates at homeroom. However, he faced a psychological conflict.
A Psychological conflict
I decided to acknowledge my background at homeroom in November. However, I was anxious about the feeling of the two classmates who made discriminatory remarks. I anticipated that our relationship might become uncomfortable if I referred to their remarks in front of other classmates.
Therefore I met in advance together with them and our class teacher in order to inform them about what I planned to say during homeroom. Fortunately the two classmates understood my decision, including my referring to their remarks, when I told them that I decided to acknowledge my background because I believed I should not miss this opportunity. They promised that they would express their opinions during the homeroom.
Since that day, I felt increasingly uneasy as the day of homeroom came nearer. Although I made up my mind about what subjects I would talk about, I was not able to organize my thoughts into a presentation until the morning of the day. The two classmates were in a similar state.
Since I was afraid that my classmates might change their attitude toward me in response to my story, I pondered over and over again what I should say. I was absent-minded in the class just before homeroom. Anyway I said to myself that I should carry out my plan when the time came.
Actually I was not able to tell my story confidently in front of all of my classmates. I explained about my background and my constant fear that they might keep away from me if they knew about it.
At the end of my story I asked them to think about human rights even though I found it difficult to explain the idea in a persuasive way.
They quietly listened to my words. When I worried about their response, the two classmates voluntarily added to my story. They admitted that they were the ones who had made the discriminatory remarks that I referred to. "We are aware that we were wrong before and we must seriously think about such an issue", they explained.
Their opinions made me feel relieved. I was pleased with their remarks. I really appreciated their support, which made it possible for me to follow through with my plan.
After the homeroom
After that homeroom, I was able to know that some of my classmates understood my sentiment when they spoke to me to encourage me. Things are getting better since that day. All of my friends have the same attitude toward me as before.
In addition, I became closer with some of my classmates to whom I had seldom talked before. I came to believe that my effort was fruitful.
I reported about these matters at a joint assembly of the Buraku Liberation Study Circle from different high schools. I expected that my story would inspire courage in those who hesitate to acknowledge their origin just like I did. As I imagined, some students felt the same hesitation as I did.
However, I struggled to find an answer when some of the students from Nara Prefecture asked me why we need courage to talk about our background and why we are troubled when it comes to talking about ourselves.
Although I eventually acknowledged that I am of Buraku origin, I was afraid to do it. It occurred to me that I might have behaved like a spoiled child before. Anyhow I could not find a clear answer to those questions.
After several ideas turned over in my mind that day, I came to an important conclusion that to acknowledge my background is not the end but a beginning.