This post is a great read for anybody, but it will be especially intriguing for:
Teachers of Unit Three VCE English
Students studying this text as a part of VCE Reading and Creating, for either the Creative or Analytical SAC.
The following is an excerpt from our Go Went Gone Study Companion, available on the resources page of our website.
“How many times, he wonders, must a person relearn everything he knows, re-discovering it over and over, and how many coverings must be torn away before he’s finally able to truly grasp things, to understand them to the bone? Is a human lifetime long enough? His lifetime, or anyone else’s?” (p142)
Erpenbeck examines how people can be knowledgeable and well intentioned, yet still completely ignorant to the suffering of others with whom they share the world. Richard grows from a man who innocently “passe[s] by]” the Alexanerplatz protest, to one who personally involves himself in aiming to improve the lives of the refugees from Africa. Through this transformation, Erpenbeck outlines the ease with which one can live their life in complete ignorance of the plight of others and how simply one can get caught up in their own narrative without considering the millions of lives of others. This idea is bolstered by the incredible knowledge that Richard possesses. An emeritus professor who is humbled by his lack of knowledge and understanding of the plight of refugees, Richard comes to see how people can unconsciously decide to ignore those around them and convince themselves that they are powerless to help the suffering of others.
Richard is not presented as a hero because of his actions. Readers must consider the fact that his curiosity surrounding the plight of the protestors comes in retirement, following a career and a marriage that kept him blissfully unaware of the severity of such issues. It is also worth considering that, despite his empathy and genuine desire to help his new found friends, Erpenbeck still points out that there is a gulf of understanding between Richard and the refugees, in spite of how many questions he asks.
Did you notice? On pages 50-53, Erpenbeck shifts between Richard’s questions to the young man he names ‘Apollo’ and Apollo’s inner monologue. There is consideration as to what Richard would understand about his early life and the answers he provides are shaped by this, leading readers to understand that, despite Richard searching for truth and understanding, there is still a part of the lives of these men that he will never fully understand. It is one of the rare occasions where readers are hearing the perspective of someone other than Richard, which leads us to question the extent to which he can completely empathise with the men who he interviews. Erpenbeck closes this passage by pointing out that “Richard asks questions and hears answers, but he is still at a loss.” (p53)
Erpenbeck explores the fascinating weaving of lives that are all playing out simultaneously across the globe, encouraging readers to question the extent to which people can look beyond their own lives. As an older man, Richard is brought out of this self-absorption late in his life, with Erpenbeck outlining that “only now does it occur to him how long his daily life has been lacking sounds other than the ones he himself makes.” Eventually, we understand that the refugees have spent years seeking asylum, yet this problem only becomes real to Richard upon his acknowledgement of them following the death of his wife and the end of his career. With this in mind, the sign painted at the Alexanderplatz protest is telling as the refugees proclaim “we become visible”. Use of the word “become” speaks to one’s ability to empathise and understand, only when the suffering of another is actively shown to them. Of course, even when the plight of the refugees is broadcast through newspapers and stories, there are those that look to minimise the situation and separate themselves from it. Erpenbeck uses the man who drowns in the lake as a symbol of dread and ignorance for the people of Richard’s neighbourhood. His death comes to Richard’s mind sporadically - a constant reminder of mortality and tragedy. When Richard considers telling visitors of the fate of the man, he stops himself, pondering why he would want to “ruin things for someone who’s just trying to enjoy their day?” The visitors are blissfully ignorant of the tragedy that occured, and the knowledge of this tragedy would simply “ruin things” and shatter their innocent perspective. It is also worth considering how Erpenbeck describes the concern of the men in rowboats who possibly feared that “the man would pull them down with him”. Again, it is easy to separate ourselves from others in an effort to keep ourselves feeling secure and safe. Finally, the men who hold their “mugs of beer” and say “nothing for a long while” following a discussion of the drowning are also symbolic of the passivity of people when faced with a daunting or uncomfortable truth. There is acknowledgement of the tragedy, followed by a sense of helplessness.
“As so often, this examination has revealed that everything depends on asking the right questions.” (p215)
The cure to any form of ignorance is knowledge, and Richard’s journey to better understand the refugees comes through his interviewing of them. Erpenbeck celebrates the act of conversation when it leads to people better understanding each other as she describes Rashid’s story as “something like a gift” as he tells Richard of his traumatic past. As readers, we sympathise with the horrors that Rashid has faced with the loss of his children and his home. At the protests, Erpenbeck depicts a volatile Rashid who lashes out in anger and frustration. So, by providing a context to this trauma, readers are able to better empathise with the character and consider the circumstances behind his grief and extreme frustration. The stories of his past provide both the reader and Richard with a deeper understanding of the man, before becoming a refugee. Hauntingly, Erpenbeck outlines the tremendous impact of the ordeals these men face when fleeing their homes and having to become someone else through Rashid’s comment to Richard:
“...if you could see me doing my work, you would see a completely other Rashid.” (p194)
Ben Taylor - The English Lab
We have lots more to say about this text! If you’d like for Ben to speak to your students or to your teaching team, please contact hello@englishlab.com.au
Please also look around our website for further resources and services that can help your Year Twelve teachers and students get the best out of themselves. Our study guide (of which this post is an excerpt from) is available by clicking on the ‘Resources’ tab at the top of this page.
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