Frank Kafka states that “we ought to read the kind of books that wound or stab us.” Most readers will agree with this perception about choosing a book to read. A book that is worth reading evokes some form of strong, non-negligible emotions, whether it is unbridled joy while following a character’s growth pattern or deep vexation at complex thematic precepts like racism. The Hate U Give by Angie Thomas is a book filled with the capability to elicit reader emotions in the general flow of its plot and with a variety of literary tools, like metaphors that relate to the complexities of race and racial discrimination in the United States.
Even though Angie Thomas’ novel The Hate U Give evokes strong emotional responses through a compelling plot and effective use of literary techniques, which is a testament to the power of literature, utilizing this source in a modern classroom must be cognizant of the complexities of emotions surrounding racial themes, especially considering the theoretical tenets of critical race theory (CRT).
‘The Hate U Give’ provides a compelling plot that fosters empathy and understanding among readers by inviting them to immerse themselves in the characters’ realities and the events they face. Readers engage with characters that face racial discrimination, inviting them to confront their own biases and assumptions for the sake of greater empathy and compassion. The plot achieves this through a succinct description of events and characters. For instance, readers are provided with a background on Khalil when it is revealed that his grandmother, who was a crucial part of his development, had been diagnosed with cancer and was being treated for hemo (Thomas 13). In addition, the readers also understand that Khalil and Starr grew up together and were only born “five months, two weeks, and three days” apart (Thomas 14). Moreover, Khalil’s involvement with the gang is explained when he explains that he had to quit his job at the store because it was not making enough to support him and his grandmother, because his grandmother was fired as she underwent chemotherapy (Thomas 16). This background on Khalil is essential for the emotions that the book elicits, as it describes how the news first did not provide a name to Khalil as a victim of a police shooting, and when they eventually added the name, it came with the title “Suspected Drug Dealer” (Thomas 72). This plot development elicits significant emotions of empathy among readers by displaying the victim of abuses of power by individuals and institutions through Khalil. Such emotions can manifest in specific feelings like rage and sorrow.
The book also utilizes literary techniques that contribute to the potential emotional reactions that emerge from reading the book. One significant literary technique in the novel is symbolism and an effective use of metaphors to shape thematic depth and ensure resonance with readers’ perceptions of the characters’ lives. Take, for example, when readers are introduced to the depth of what the title of the book symbolizes in a conversation between Khalil and Starr. In this conversation, they reflect on what Tupac, a famous rap artist, argued Thug Life stood for: “The Hate U Give, Little Infants Fucks Everybody” (Thomas 16). According to Khalil, this Pac quote from his album Thug Life: Volume 1 means that society reprimands individuals for reacting to the circumstances they were afforded when they were young (little infants). This explanation of the symbolism of this quote explains the cyclic nature of violence and the race-based tensions between the police and African American or minority communities, exemplifying the broader and more complex elements of social injustice. Understanding that Khalil knew about these dynamics and still ended up the victim of a police shooting elicits significant negative emotions in readers, “wounding” readers’ hearts based on Kafka’s suggestions.
Another literary technique in The Hate U Give with the potential to elicit significant emotions is foreshadowing through Lisa’s anecdote early in the novel. Lisa, a registered nurse, teaches Starr what to do if she ever gets arrested: “Keep your hands visible. Do not make any sudden moves” (Thomas 18). These suggestions are absurd to Starr’s father, given her age, but become relevant to readers at Khalil’s incident, as Starr hopes that someone had “that talk” with Khalil. This foreshadowing carries massive thematic weight and introduces readers to an emotional outcome and a thematic complexity of attempting to evade social injustice in a system designed to discriminate against individuals because of their race, and where such discrimination has substantial consequences, including death.
Based on these elements, it is apparent that The Hate U Give has the capability to evoke emotions among readers, making it a good novel but also introducing significant complexities. Johnson and Neville (125) write about how critical race theory (CRT) and its overarching tenets can be crucial when teaching about race. One crucial CRT tenet is that “racism is ordinary,” meaning that racial discrimination is not always a massive phenomenon but is a part of everyday experiences for many people, for whom race is the primary identifier for the social injustice they face. Another crucial tenet is that race is a social construction, meaning that society has the ability to invent and retire racial constructions (Johnson and Neville 125). Understanding these critical tenets may explain some of the emotional aspects that can emerge from reading “The Hate U Give.” Navigating the emotional complexities that emerge when these tenets are held together with the novel’s thematic precepts is essential to ensure that a reader understands complexities based on CRT and channels the emotions positively.
A crucial example of a context where emotions may need to be managed and where there is a heightened need to navigate the complexities of emotions surrounding racial themes in The Hate U Give is where the book is used in a modern classroom. One specific foundation for navigating these systems is illuminating how racism is portrayed. Johnson and Neville (125) argue that modern instructors must be cognizant of, for example, the “racism is ordinary” tenet in CRT, ensuring to defeat the construct that only specific groups or events can be classified as racism. Understanding this allows critical thinking into how “privileged” or majority white students, meaning students who have trouble identifying with Khalil and Starr, can process their emotions. The equivalent of these students in the novel includes Starr’s boyfriend, Chris, and Hailey. These students must be welcomed into a situation of critical thinking into how racism can be silent but still exist, and how their situation can be different from other students with minimal cognizance of the challenges they face.
However, on the other hand, students who are more likely to identify with the victims must be guided to channel their emotions healthily. As shown in this essay, The Hate U Give has the capacity to evoke anger, anxiety, and other negative emotions that can manifest in risk-related behaviors like dangerous activism. This perspective is also shown in the members of the public who engage in riots to express their dissatisfaction with the ruling that failed to convict Officer One-fifteen for Khalil’s shooting (Thomas 115). An instructor must assist students in managing their vexation and ensure it does not outpour into excesses where they may generalize their feelings towards a specific race or even institution, for example, harboring general contempt against the police institution. Considering the emotional reactions students get as they read emotive parts of the novel is also critical for minority students to understand specific complexities like how Starr’s experiences are defined on the merits of race and the potential similarities and divergences associated with race elements. Johnson and Neville (128) argue that making sense of emotions can be fundamental to understanding what may be considered “normal” and for whom. Therefore, assisting students to see beyond their vexation or sympathies for the characters can be fundamental to introducing them to realities and complexities in a world where racial elements are significant.
In conclusion, ‘The Hate U Give’ is a heavily emotive book. The author achieves emotions by immersing readers in a compelling plot with effective character development. In addition, the author employs effective literary techniques of symbolism and foreshadowing to elicit significant emotions. However, navigating the emotions that emerge from this book requires conscious efforts and utilizing critical race theory to enable students to understand the complexities in the book and ensure effective outcomes of their emotional manifestations.
Johnson, Ashley, and Mary L. Neville. “Using counterstories to critique racism: Critical race theory, beloved, and the hate u give.” Teaching the canon in 21st-century classrooms. Brill, 2018. 123–137.
Thomas, Angie. The Hate U Give. Walker Books, 2018, pp. 1–297.