Another role decolonization plays was when Luce's mother changed his name. She changed his name because she could not pronounced it. is she trying to erase his identity? This puts me back in time, when slaves were re-named by their masters. I also think of the movie, "Rabbit-Proof Fence" when the children were forcibly removed from their families by a racist colonial government policy, and integrated into white society, where their culture was being erased. Luce was not forcibly taken away but he grew up with white parents, who used their whiteness as an advantage for Luce's success.

White privilege was embedded in this movie, as well as stereotyping. All the characters in the movie had assumptions on them based on sex, race, and status. The black and minority students were treated differently. Even Ms. Wilson, herself a black teacher was harsher on the black students. Could this be due to the system.

Franz Fanon's belief is that with a system, where the people who are being colonized are treated as less important and are controlled by the colonizers, makes the colonized feel less important. Ms. Wilson was kind of easy on Luce, compared to his African American and minority friends who faced even harsher discipline like losing a scholarship. Although Ms. Wilson fought for Luce to be held accountably for the many wrongs what he allegedly did, Luce's wealthy parents and the principal opposed Ms. Wilson, and offered her no support. In a way I felt like Ms. was left alone because of her race, and the system. A system that sees white and "protect", and black as "neglect." I believe if Ms. Wilson was white, she would not have lost her job.

Overall, "Luce" tried to highlight the difficulties of decolonization and the ongoing struggles faced by marginalized individuals like who are trying to find their identity.

Professor Lyons

SOC 335/Spring24

Padlet 6/Luce

In the film Luce his role in decolonization is demonstrated in various ways. Luce mainly deals with how stereotyping leads to unsupported, speculated assumptions. From the beginning of the film we see how Luce’s essay about Franz Fanon on colonization bothered Ms. Wilson then brought it up to Amy, his mothers attention. Even after knowing Luce’s background history, there was not much concern about his feelings but more concern about his academics. It was as  If Ms. Wilson was comparing all black scholars to indigenous people who are lacking in resources and opportunities because of the color of their skin and blackness. As whites would say but Ms. Wilson and Principal Dan later arrive for a debate practice where Luce is acting as the prosecutor. During the debate, Luce speaks directly to Ms. Wilson, almost as if he is confronting her by bringing up cases about students who were charged with crimes based on the suspicions of the teachers that caught them, and whether or not those teachers should have respected their students’ privacy.  After the debate, Luce talks to Corey about coming to amends with Stephanie, who is involved in whatever Corey and Orlicki another student were arguing about. They then notice DeShaun smoking weed outside, and they mention how Ms. Wilson got DeShaun kicked off the team. Luce meets with Ms. Wilson in her classroom over the issue of his paper, which is also an obvious paper including decolonization on how violence can help and make a positive effect. He acknowledges his wording but defends his stance that he just did what the assignment asked. Before leaving, Luce asks Ms. Wilson what her favorite holiday is, and he says he loves Independence Day because of what it stood for, but when he brings up fireworks and makes an explosion gesture, Ms. Wilson takes it as a threat and informs his father about it. He and Amy confront Luce about the comment he made, in addition to the fireworks being in his locker. He explains that the guys on his track team share lockers, so the fireworks do not belong to him. Peter thinks Luce is lying to them, while Amy is not sure what to believe. Luce later goes out for a run and ends up going to Orlicki’s house for a moment. They talk about the situation with Corey and Stephanie, as well as Orlicki making a comment that Luce and DeShaun are two different types of black men. Luce goes home to his mother who apologizes, she defends Ms. Wilson’s actions were just looking out for Luce. Here we see the conflict and issues of confusion of a parent. We also see how Luce’s questions and raising awareness about students rights is a principal example of decolonization. Due to him standing up and applying his voice. Also at the school car wash, DeShaun gets in trouble for being there until Luce intervenes, saying he invited DeShaun. They both talk about how Ms. Wilson got DeShaun kicked off the team after she found weed in his locker. He points out how Luce didn’t get in trouble for it despite smoking as well, because he knows that Luce is like a symbol of token for the school, like the American flag is for America. We see differentiation in favoritism between students like Deshaun and Luce. How Deshaun’s locker was illegally searched by Ms. Wilson and after she finds marijuana he had his scholarship revoked and kicked off the team. On the contrary Luce was not penalized after she found fireworks in his locker. You can call this collective punishment, Ms. Wilson was on a hunt vendetta for the black players on the track team? These are actions of malpractice, misapplication of power in authority given to an individual!  What Stephanie went through in the basement of the party was also an act of crime and colonization in women. Throughout the movie the bigger picture was to prove a point in how black scholars are viewed in society. As  a student with little chance and hope of a good future, Luce turned that around for himself because even though he was viewed as a positive role model, he still got away with little secrets and actions he took. Although he did, he still was viewed as a hero and role model in the school.  Although everyone in the school system was obligating or should we say applying this form of scholarly pressure on him as a black student with white parents, he proved Ms. Wilson was wrong at the end of the movie using reverse psychology as a mechanism to get her to admit how she felt and viewed black students and people in America! She spoke about how difficult it was for black Americans in society today. She showed them how they would live in the world being violated of their privacy, being accused of crimes they didn't do, being investigated or viewed as whatever the colonizer chose to view them as!  Luce did not fold or give in; he continued to be a great student with secrets just like America’s civilization. We can also include the government as well, in regards to how they imply how they care and are doing the right thing for America but have done their dirty and horrible acts holding on to dirty secrets, crime, as a high white professional organization publicizing good. Luce is an example of how America is viewed today. By their outstanding history and achievements, regardless of the negativity confirmed or enlightened. For example  when principal Dan, Luce’s parents and Ms. Wilson saw the video of Luce and his friends all smoking weed in the video he disclosed during their meeting at the school. That information did not change the principal perspective and still viewed Luce as a good student. That’s how America is viewed today as the land of opportunity, regardless of the history here. Which is another reason why the immigrant percentage rate is still increasing drastically! Everyone is seeking that opportunity in life! Let’s be honest here it's called that “White privileged lifestyle”!

He knew he had white privilege even though his skin tone was not white. He was raised by white parents and so he had a different upbringing compared to the black students around him in school. His classmate had gotten kicked off the team for finding weed in his locker. Meanwhile when they found fireworks in Luce's locker they contacted his mother and asked her to speak to him before calling the cops.

Luce is a character who faces challenges in forming his identity and resisting colonial oppression. Being an African immigrant adopted by a white American family, he confronts complex power dynamics and cultural norms. Luce struggles with conforming to societal expectations and tries to stand up against attempts to stereotype him. This reflects the idea of resistance as a way to assert oneself and be independent, as emphasized by Fanon.

Harriet Wilson actively participates in decolonization by fostering critical thinking and introspection among her students. She motivates them to question their preconceptions and societal standards, especially during conversations about race and identity. She helps her students understand complex topics and develop empathy, breaking down colonialist ideologies.

Harriet and Luce's relationship is strained when she suspects his behavior to deviate from her perception of him as the perfect student. Despite this conflict, Harriet remains committed to justice and refuses to abandon her principles. She empowers her students to challenge dominant narratives, envision alternative futures, and advocate for social justice.

She was ultimately fired from school due to her commitment to justice and challenging oppressive systems, highlighting the struggle for liberation and justice against established power structures. This reflects the resistance encountered in the pursuit of decolonization and echoes Franz Fanon's call for developing a critical perspective to combat colonialism.

The movie also deals with the issue of tokenism and its impact on the main character and his teacher, Ms. Wilson. Luce, an African immigrant adopted by a white family, undergoes the pressure to fit into the stereotypical expectations of success. On the other hand, Ms. Wilson has to deal with institutional pressures that continue to perpetuate tokenism narratives. The story of both characters prompts reflection on race, identity, and representation in society, which aligns with Franz Fanon's call for critical consciousness and resistance against oppressive systems.

The characters Amy and Peter Edgar's behavior and mindset reflect some aspects of colonialism. They try to integrate Luce into American culture by imposing their standards of success and conformity on him. This assimilative approach takes precedence over preserving Luce's heritage, as evidenced by Amy's decision to rename him "Luce" because she couldn't pronounce his native name. This act erases his cultural identity, which goes against Franz Fanon's perspective on decolonization. Fanon believed preserving and celebrating one's cultural heritage is crucial to resisting colonial domination and reclaiming autonomy.

The movie Luce explores decolonization through complex characters, shedding light on the difficulties of fighting colonial ideas and offering a multifaceted perspective on the interplay of power, self-liberation, and cultural identity.

His essay about colonization was disturbing and led his professor, Ms. Wilson, to be observant and pay close attention to him. His parents blatantly avoided these details. They treated him as though he were their biological child.

Decolonization came into play when his parents tried to name him. They could not pronounce his name, so they changed it. He was just Luce—no last name. It's a bit uncanny. It also reflected indigenous people back then.

Two incidents that stood out and should have made his parents suspicious, was when he threw his pet gold fish out of the fish tank and also when he caused a fire in his school with fire crackers that were located in his locker. The biase about the locker is, when Deshaun, his black classmate, was caught by Ms. Wilson, with weed in his "shared locker" he was kicked off the team, and lost his scholarship with no questions asked. However, Luce was caught with illegal firecrackers in his "shared locker," and his parents were called in to have a meeting with him, Ms. Wilson, and Principal Towson. No other penalties, just a warning. His credentials were never impaired.

His professor, Ms. Wilson-no novice to Luce's background- was black and her peers were white. Population ruled against her and fast forward, when Luce tried to blame her for his downfalls, she clearly stated, "America put you in a box." All around, his Principal and parents lived in a bubble of cognitive dissonance and wanted to defend him in whatever way possible. The social structure will forever challenge Luce and others like him. The way the world saw him. He had no choice but to keep up.

We see in this film on the other side his classmates or friends who are the complete opposite of who Luce is and who do get penalized for things.

The way I see decolonization in this film Luce has no choice but to live this way and to be “this model student” he has to live by those around him and looking at him expectations is like the only way he gets accepted or is accepted is by been this perfect role model person. Even the way his adopted parents changed his name just because they7 couldn’t pronounce it. completely erasing his identity and who he was, his culture, race everything that he was.

One interpretation that saw in the film is that it highlights the challenges faced by individuals from marginalized communities, even when they seemingly conform to the expectations of the dominant culture. Luce's adoption by a white family and his subsequent assimilation into white culture raise questions about identity, authenticity, and the pressure to conform to societal norms. The tension between Luce and his predominantly white surroundings also highlights the complexities of decolonization in a modern context. It underscores the ongoing struggle for individuals to assert their own cultural identities while navigating a world still influenced by colonial legacies and power structures.

In summary decolonization in "Luce" involves confronting and dismantling the systems of oppression and prejudice that limit the agency and autonomy of marginalized communities. It involves challenging the dominant narratives and power structures that perpetuate inequality and striving for a more inclusive and equitable society.

Despite his achievements, Luce struggled to find his true identity and place in society. He felt like he was fighting so hard not to be this thing that everyone fears him to be. At one point in the movie, he says he feels like he "only gets to be a saint or a monster". Luce's story takes a turn when he wrote his paper on Franz Fanon, a historical figure who believed that decolonization can only happen when the native takes up his or her responsible subjecthood and refuses to occupy the position of violence-absorbing passive victim. The teacher was alarmed by his choice since she hadn't taught about this historical figure. To make matters worse, this teacher decided to go through his locker and found illegal fireworks.

Luce was not given the same treatment as other children. His teachers and parents believed he was set out for greatness and kept a tight leash on him. There wasn't much room for deviating from the path of success for Luce. While he tried to free himself of this colonization, he was painted out to be a monster, rather than a young man trying to find his place in the world. The film challenges the audience to look deeply into the message that the writers were trying to convey about the struggles of identity, race, and societal pressure that many young African American boys face in America.

The film delves into how Luce navigates his identity as an African-American in a predominantly white society. Decolonization in this context involves Luce grappling with his cultural roots, questioning societal expectations, and asserting his own agency in defining who he is. In addition Franz Fanon's work, which focuses on the psychological effects of colonization, adds depth to the exploration of identity and power dynamics in the film. It sheds light on how colonialism impacts individuals' sense of self and their interactions with others.

Luce, the main character, deals with the struggle of living in a world that puts labels on him based on his race and background. The film makes us think about how these outside identities can cause inner conflict and make it hard to define ourselves.

Fanon talks about how colonization can lead to feeling disconnected from oneself, especially when caught between one’s culture and the dominant society.

Decolonization in "Luce" also shows the need to fight against the oppressive systems we live in. The way Luce interacts with other characters reveals the power struggles around race and privilege. It pushes viewers to think about how these dynamics are shaped by history and calls for a reevaluation of what society expects from us.