Core Essay Engl 111- Ashley Tubbs

Within the “Broken Earth trilogy”, N.K Jemisin weaves a mystical and geologically profound world that, at its core, deals with racialization and bad-faith practices. Returning to the course epigraph, it explains that racialization is, “…to demarcate human beings through differences among humans that are selectively essentialized as absolute and fundamental, in order to distribute positions and powers differentially to human groups” (Heng 27). Keeping the course epigraph in mind, I will explore the continuous and new ways Jemisin outlines racialization and how it occurs within the setting of her trilogy. Jemisin artfully highlights this differentiation between people to create a hierarchy in familiar and atypical ways. The thread that Jemisin continues is the racialization of orogenes. As I explained within my lithosphere essay:

The difference that is racialized in the novel [The Fifth Season] is orogeny, which is ‘The ability to manipulate thermal, kinetic, and related forms of energy to address seismic events’ (Jemisin 462). This means that there are orogenes and there are non-orogenes, often referred to as “stills”.  Orogenes are placed under the “stills” control because they are regarded as dangerous and thus a lot of the prevalent issues in the novel are created (Tubbs 3).

This is a thread that continues through all of the books within this trilogy, and the level to which people are racialized becomes deeper and more profound as the books progress. That is the quintessential truth of this entire trilogy. The deeper I got into the storyline, the more I was able to see racialization and the origins of said racialization against orogenes and others. Orogenes were not the original oppressed people in the stillness, there was a time before orogenes and even then, people were oppressed and racialized. 

Within The Stone Sky, Jemisin eradicates any sense of familiarity I had thus far and begins to depict an ancient civilization, one that is viewed as truly perfect in comparison to the current civilization known as Yumenes.  This ancient civilization, known as Syl Anagist, was the one responsible for creating the mysterious obelisks depicted throughout the three books. Hoa, who I’ve known as a stone eater, explains this ancient civilization and how he was part of it. Hoa describes:

The people of Syl Anagist have mastered the forces of matter and its composition; they have shaped life itself to fit their whims; they have so explored the mysteries of the sky that they’ve grown bored with it and turned their attention back toward the ground beneath their feet. And Syl Anagist lives, oh how it lives, in bustling streets and ceaseless commerce and buildings that your mind would struggle to define as such (Jemisin 3). 

Syl Anagist created the obelisks to create a “plutonic engine”. Hoa, being from this ancient civilization, was part of this plutonic engine’s creation. Hoa explains, “The great machine called the Plutonic Engine is the instrument. We are its tuners. And this is the goal: Geoarcanity. Geoarcanity seeks to establish an energetic cycle of infinite efficiency. If we are successful, the world will never know want or strife again … or so we are told” (Jemisin 97).  This amazing machine and its supposed benefits come at a price within this world, as I’ve seen. The hidden power behind the obelisks and the engine itself is an oppressed people not deemed to be human. It’s pretty easy for this civilization to say all its “people” are treated fairly by defining those it doesn’t like as less-than-human. The people within Syl Anagist stripped of their humanity were called the Niess. In the book, the description of the Niess is:

Niespeople looked different, behaved differently, were different… Conquerors live in dread of the day when they are shown to be, not superior, but simply lucky. So when Niess magic proved more efficient than Sylanagistine, even though the Niess did not use it as a weapon … This was what made them not the same kind of human as everyone else. Eventually: not as human as everyone else. Finally: not human at all (Jemisin 210). 

This is the price for perfection. People stripped from their humanity and later abused all because they didn’t conform with their dictators. This truly is no different to how I saw the orogenes be treated. Orogenes were stripped from their humanity due to myth and bad-faith practices as well. The Niess were different in the sense they didn’t believe energy should be owned, but Syl Anagist manipulated this difference to strip them from their humanity and justify it by saying they weren’t as civilized as the rest of humanity. This is very similar to the myth I read that orogenes are dangerous and can be used, as demonstrated by the node maintainers.

Once again, there is continuity I’ve followed within the trilogy between Yumenes practices and Syl Anagist practices. Both civilizations have racialized and stripped people from their humanity in order to justify the abuse and exploit their power. A major bad-faith practice within Yumenes is utilizing node maintainers to quell micro shakes. From my understanding, Yuemenes didn’t have to force “uncontrollable” orogenes into this role, but it did it anyway because of fearmongering and a lust for control. People all throughout the stillness despise orogenes and believe them to be dangerous. Everyone knows of the node maintainers existence, but no one truly comprehends what happens to a node maintainer. Even the secret of the node maintainers is kept from orogenes and the reader alike, however; orogenes understand becoming one would be a punishment for lack of control. In The Obelisk Gate, Essun, an orogene who has a long history of abuse and pain throughout the trilogy reiterates that, “the most powerful orogenes, the ones who detect magic most easily and perhaps have trouble mastering energy redistribution as a result, are the ones who end up in the nodes” (Jemisin 205).  These node maintainers were a horror that I eventually learned about within the first book. They are orogenes who lack control and instead have their sessapinae severed so they react to every movement of the earth. The description of a node maintainer is elaborated in The Fifth Season. Node maintainers in that book are, “… small and atrophied. Hairless. There are things-tubes and pipes and things, she has no words for them- going into the stick-arms, down the goggle throat, across the narrow crotch” (Jemisin 139). Much like Essun, I also had no words when I read this horrific depiction. The description of the node maintainers showed me the cruelty of Yumenes and how it will stop at nothing to control orogenes. Orogenes could willingly calm the earth, but that is not the reality for orogenes. Much like the orogenes, the Niess people are used in a very similar way in Syl Anagist. Both instances stem from bad-faith practices from the powerful leaders not accepting those that are different. In The Stone Sky, Hoa describes this horrific place known to him as the briar patch. This is where he and I first encounter the Niess people and realize the cruelty of those who have power over him. Hoa describes:

They are still alive, I know at once. Though they sprawl motionless amid the thicket of vines (laying atop the vines, twisted among them, wrapped up in them, speared by them where the vines grow through flesh), it is impossible not to sess the delicate threads of silver darting between this one’s hand, or dancing along the hairs of that one’s back…Keeping them alive keeps them generating more (Jemisin 262).

Much like the orogenes used as node maintainers, the racialized people in Syl Anagist are used horrifically too for the benefit of Syl Anagist. Once again, I am forced to process the cruelty of a fictional empire and I am filled with revulsion from this heinous supremacy.  It is disgusting to me that a nation that supposedly honors all life would treat people in such a way. It saddens me to say I am not surprised the Niess are used in this manner because the treatment of the node maintainers shows me what people are truly capable of in this fictional world. 

Truly, my thinking with regards to myths being used to villainize and dehumanize certain groups of people has deepened as I continued to read the rest of the trilogy. From the lithosphere essay to this one, my thoughts on the use of myths to dehumanize continues to grow stronger, especially with the emergence of the Niess people. There are direct parallels between the Niess and orogenes, and their treatment has been very similar. Both are groups deemed to be different from everyone else, and it resulted in the stripping of their humanity in both cases. Sadly, the biggest similarity shared is the horrific treatment each group has suffered, either at the hands of the node stations or briar patch.  The Niess and orogenes have too many myths surrounding them stemming from bad-faith practices of the powerful, that the myths are believed to be true. Sylanagistines genuinely believe the Niess are uncivilized and untrustworthy. The people of the stillness genuinely believe that orogenes are dangerous and should be kept under strict control. This matters because this isn’t something completely fictional. These examples have real-life prevalence. There was once a time that people believed Africans stolen from Africa were less than human and even enjoyed their life of forced slavery. There was also once a time that Japanese Americans were believed to be untrustworthy, and this belief forced them into internment camps during WWII. If we can recognize racialization and bad-faith practices within fiction, then maybe we can begin to really address and unpack bad-faith practices within the U.S and those that were affected. While treatment of racialized groups, such as African Americans and Japanese Americans have improved, more improvement is needed. Recognition of the U.S’ bad-faith practices are the first step to improvement of society. The U.S’ story is not finished yet, so there is promise of a kinder society. 

Core Essay ENGL 111

Reflecting on my past work within this course, I have noticed a great amount of change within my work and understanding of the course concepts. Throughout my journey in English 111, my thinking has expanded in a variety of ways. Not only has my understanding deepened but it also improved significantly. This class has equipped me with skills in developing an understanding of characters and their relationships with one another as well as their relationships within themselves. As I delved deeper into N.K. Jemisin’s work, I found myself attaining a richer understanding of the meaning behind her words and got a whole new perspective and appreciation for her work. 

 As I reflected in my Lithosphere essay, at the time I explored the meaning of racialization and how that process was included into N.K. Jemisin’s trilogy. Jemisin embeds racialization into a fictional story about orogenes, it allows readers to explore without any preconceived notions and in turn may change readers’ view of the outside world. In the trilogy, orogenes were treated extremely differently than others due to their powers that were viewed as different. We see this in The Fifth Season when Uche, an orogene was killed; “these people killed Uche. Their hate, their fear, their unprovoked violence. They. (He.) Killed your son. (Jija killed your son.)” (Jemisin page 58-59). As I discussed in the Lithosphere essay, this shows the hatred and discrimination orogenes felt as they are not welcomed and ultimately viewed to be a group that is less than those who are non-oregenes.  Although my thinking on this aspect of the trilogy has not changed, it has significantly deepened. As I continued reading Jemisin’s work, I began to get a better understanding of this aspect and why it occurred. 

When I wrote the Lithosphere Essay, I felt she just included Uche’s death to create a storyline. As I came to the end of the trilogy, I found just how much deeper I needed to dig; I began to understand the importance of his death as it set the tone for the remainder of the trilogy. It shows the deep-rooted discrimination that they face every day; directly correlating to the discrimination people in our world face as well.  This science fiction trilogy shows aspects of the real racism, sexism, or any other discrimination that thousands of people face every day.  Based on some of my feedback, I referred to the course epigraph where I read “to demarcate human beings through differences among humans that are selectively essentialized as absolute and fundamental, in order to distribute positions and powers differentially to human groups.” (Heng 27). This quote allowed me to understand Jemisin’s work; that people both in our real world as well as Jemisin’s fictional world face discrimination strictly based on the differences among them. This then distributes powers within the community differently to groups based on these distinctions. Jemisin’s work allowed readers to dive deep to foster an understanding as well as compassion for those who are affected by discrimination, she used an alternate world for people to see this discrimination without any preconceived notions or ideologies.  

Working through the entirety of the trilogy was extremely beneficial as I was able to fully understand and appreciate N.K. Jemisin’s work. Fully acknowledging the purpose behind the themes in the trilogy allowed me to fully engage and interact with the text. Allowing myself to not only deepen my understanding but also change my perspective and thinking about the characters and how they are portrayed.

Along with my expanded thinking that greatly progressed throughout these works, I was also able to apply my feedback from the Lithosphere Essay to deepen my understanding, correct my misconceptions, as well as recognize my mistakes. Something that I received as feedback from the Lithosphere essay that I took the time to understand and correct for future use was cross-checking my references and claims. This can make me vulnerable to plagiarism if it is not carefully fact checked. I have been careful to now cross-check my claims to be sure that I am attributing words to the correct person. In my Lithosphere essay I mistakenly quoted Geraldine Heng as saying; “According to Heng ‘race is ultimately constructed through culture; it is a process done to people and for people by institutions.  If you are on the receiving end of power and privileges, some may say race is done for you.”’. This should have not been a quote from Heng as this was something that was discussed in class about her but not a quote directly from her. By quoting her I misattributed her for someone else’s words. Now that I am aware of this mistake, I have been sure to always cross-check my sources to ensure I am attributing the correct sources, so I am not vulnerable to any misattribution or accidental plagiarism. Again, this shows how my understanding and thinking has deeply developed and grown throughout the trilogy and course as a whole. 

I made sure to go back and correct careless mistakes that turn into much bigger issues within an essay, such as cross-checking spelling errors. These errors are extremely important to catch as it shows a form of respect for the author and her work. Several times in my Lithosphere essay I mistakenly spelled N.K. Jemisin’s name incorrectly, writing “NK Jemison”. This shows careless cross-checking, after reviewing my feedback I understand just how important it is to avoid this in the future. I want to be sure that specifically her name is spelled correctly, as I would never want to show disrespect to the author by simple spelling mistakes in something so important as her name. I have grown now to always cross-check her name and other spellings to be sure I am doing the right thing; I have proofread several times everything I have written to be sure to catch any careless mistakes. Another quick spelling mistake was the word orogene written as “oregene”. I believe this was a careless mistake due to the complex terminology, this is a word I have never heard before as it was unfamiliar to me in the beginning. To fully appreciate Jemisin’s work it is important to understand the spelling and meaning of these important textual words. By reading my feedback from Professor McCoy I am reminded to “Keep going and keep slowing down”. In such a fast-paced world, it is important to remind ourselves to slow down and take the extra time to reread and correct any mistakes before submitting any work. This time to slow down and read and understand can catch several small mistakes that add up to something large that can have catastrophic consequences. 

Reflecting on this course and my past assignments, I have witnessed incredible amounts of growth and development within my work and understanding of the course concepts. My viewpoints have expanded in diverse ways, not only has my comprehension of the material become more profound but it has also noticeably improved. This work has helped me better grasp the subject matter as well as deepen my understanding of the character’s importance. I have learned the importance of cross-checking sources as well as the importance of understanding the spelling and meaning of complex terminology to show respect towards the author and her work. Engaging with N.K. Jemisin’s trilogy I have acquired a deeper insight into the themes and morals of the story.

Core Essay ENGL 111- Rachel Margalit

As a result of my valuable learning experience in English 111, I have deepened my understanding and progressed my knowledge of Jemisin’s literature throughout the semester. Within The Broken Earth Trilogy, I encountered opportunities for self-growth as I was actively learning about the plot development and character analysis. I would definitely say that my thinking has both improved and developed within this class, as I encompassed difficulties in the beginning of the semester that I was able to overcome towards the end. In other words, I did not have much prior experience with science fiction that is intertwined with fantasy elements, which created some original difficulties in navigating the plot. After having ample opportunity to explore the plot and recurring themes, I can confidently say that I gained expertise in comprehending this difficult form of literature, as well as enhancing my analytical skills on this type of subject matter. 

I noticed great improvement in my writing and analysis since the Lithosphere Essay we completed towards the beginning of the semester. In the Lithosphere Essay, I received multiple forms of feedback which suggested that I slow down, as it can make me vulnerable to plagiarism. Furthermore, my feedback allowed me to consider the ways in which speeding through my thoughts can place me at a disadvantage, as I can miss out on opportunities to successfully connect my thoughts directly to the passage. For example, in the Lithosphere Essay, I wrote how Geraldine Heng is “famous for her literary knowledge on social and cultural encounters between worlds.” Although this statement is accurate, I did not provide a source as to where I received this information from, which very well could be a form of plagiarism— this was a learning experience for me, as I ensured that I correctly accredited and cited my sources. Professor McCoy acknowledged  my progress, as I received positive feedback on the Collaborative Exercise that was published to Im(Possibilities). In that feedback, I was told that the ways in which my group embedded the links and practiced in-text attribution made the essay much easier to follow— moreover, it served as a protection against plagiarism. 

Another example from the Lithosphere Essay that created an opportunity for me to slow down was in regards to the spelling of certain words. I consider myself to be a very strong speller and spell-checker, but due to the complex terminology and themes present within this trilogy, I was caught making several foolish spelling mistakes that I have strived to overcome in my other writing passages for this class. For example, in the Lithosphere Essay, I always spelled the word “fulcrum” with a capital “F”— although that is oftentimes correct, it is essential to consider that it is only occasionally capitalized. This level of inconsistency could make readers feel that they are unable to trust the writer, which can damage the reputation and overall quality of my work. Since this mistake, I have worked tirelessly as a writer to ensure that I am accurately spelling and accredding information that I pull from resources. Overall, I believe that the Lithosphere Essay acted as a stepping stone towards progress I was able to achieve in later writing assignments— I thoroughly appreciated the feedback I received from that paper so that I was able to use it to my advantage and enhance my writing style in future works to come. 

In the Collaborative Exercise, I concluded my research by connecting it back to Jemisin and how her storylines relate to the seismic event my group explored. For example, I wrote how “Jemisin’s trilogy often explores systematic issues of oppression, highlighting ways in which such communities struggle when they are impacted by conflict. For example, the novel notes ‘…what is important is that you know it was not all terrible. There was peace in long stretches, between each crisis. A chance to cool and solidify before the grind resumes.”’ (Fifth Season, online pg 263). Jemisin highlights how these horrible effects cause a rift between society and its environment.” This is an example of how my thinking has developed over time, as when I originally tackled the first book, I did not understand the significance of “cooling” and how it is an essential part of a stone eater’s development. Furthermore, just as Professor McCoy brought to my attention with her feedback, we had no idea at the time that Hoa was providing Essun early context for what was truly happening to her. These examples not only highlight how I was exposed to more information as the books progressed, but it also describes the ways in which my thinking altered, changed, and progressed as I was given snippets of this new information. 

In regards to the characters, their motives and personality traits progressed over time, therefore allowing me to deepen my understanding about the interactions between them, as well as the overall plot in general. This not only allowed me to make further connections across all three books, but it also created an opportunity to connect themes and elaborate them during class discussion. For example, we see how in Chapter 2 of The Stone Sky, Nassun kills her father, Jija. This is essential to the plot, as it showed a continuation from where the Obelisk Gate ended off. The readers were able to experience a monumental plot development for Nassun, which created an opportunity to deepen the relationship between Nassun and Jija, as well as the hidden ulterior motives that were not so obvious in the second book of the trilogy. For example, Jemisin perfectly describes how “Nassun [stood] over the body of her father, if one can call a troubled mass of broken jewels a body. She’s swaying a little, light-headed because the wound in her shoulder— where her father has stabbed her— is bleeding profusely (The Stone Sky, pg 30).” This beautifully descriptive moment highlights the painful reality of what Nassun and her father’s relationship turned into; this is the harsh truth that is only uncovered after beginning the second novel, as readers were left in the dark in regards to their relationship in the first Jemisin book. This scene created a vital learning experience, as I was able to witness firsthand how characters in this novel developed over time. This book created many opportunities to witness the growth and development of characters, which is something I do not always see in the types of literature I choose to read.

I thoroughly enjoyed the opportunity to read N.K. Jemisin’s trilogy, as her novels highlight many parallels to real world issues by demonstrating inequality and social hierarchy based on the certain traits that individuals carry. By incorporating multiple themes of power, oppression, and hierarchy into this fictional narrative, readers have the opportunity to gain perspective into the deeper meaning of her writing. Across the trilogy, my knowledge of the characters and the deeper meaning behind their stories have allowed me to expand on my thinking as well as practice basic reading skills such as reading comprehension and cross checking. Readers were exposed to a myriad of overarching themes of discrimination and oppression, and as the narratives continued, they were able to dive deeper into the core of what these forms of discrimination truly entailed. Overall, we gained access into how damaging discrimination and hierarchical status can be to society, which created the ability to connect overarching themes throughout the trilogy to real life concepts. 

Seismic Events Collaborative Essay

Group Members: Rachel Margalit, Stella Boothby, Lauren Bromfield, Lily Conroy, Ivan West, Garrett Benson, Emily Rechlin

The Story of The Boxing Day Tsunami

The 2004 Indian Ocean Earthquake and Tsunami occurred on December 26th, 2004, when 17 entire countries were impacted by this devastating seismic event that occurred in Thailand, Sri Lanka, and Indonesia. One of the deadliest disasters, with a striking magnitude of 9.1, more than 200,000 people’s lives were lost and thousands of homes were destroyed. This is known to be the largest earthquake in history since the year 1960, stretching from a total of 800 miles long and lasting 10 minutes, releasing energy equivalent to several thousand Hiroshima-type atomic bombs. The quake originated in a so-called megathrust fault, where heavy oceanic plates subduct beneath lighter continental plates and this occurs all underwater. After about 20 minutes, the first wave with a speed of 500 mph crashed in and hit the city of Banda Aceh. The wave heights widely varied across the regions based on the location of the source of the earthquake, creating a plethora of negative impacts amongst the areas affected. The Northern Sumatra wave, for example, reached up to 167 feet, causing flooding up to three miles inland. The destruction left behind was unfathomable in both lives lost and physical destruction to these areas. 

A multitude of areas were impacted by this seismic event, including regions all across the Indonesia area. This tsunami was responsible for impacts observed in 17 countries spanning from Asia and Africa. The waves spanned across many countries, including the northeastern coast of Somalia seven hours after the initial earthquake. The image above depicts the aftermath of the tsunami in Banda Aceh, Indonesia, where very few buildings survived.

About 1.7 million people were displaced, with a total damage estimated at roughly 13 billion dollars, costing Indonesia alone 6 billion dollars. This impacted a significant population of people, forcing them to relocate and rebuild due to this unexpected event. The effects of this event became so drastic, that the earthquake itself caused a shift in the earth’s mass, changing the planet’s rotation. This event was so powerful, that something as extreme as shifting the Earth’s mass occurred. This can create rising sea levels, melting ice caps, and more extreme seasons, and can impact the earth’s overall rotation. Indonesia lies between the “Pacific Ring of Fire”, where ninety percent of the earthquakes occur — making this the second most active seismic zone. Many people who made their living by fishing lost that source of income; the Food and Agricultural Organization (FAO) reported how the tsunami affected significant agricultural land. In other words, this seismic event destroyed irrigation canals affecting about 92,000 farms, and over 300,000 people concerning their fishing and agricultural needs. Furthermore, an estimated 62,000 groundwater wells were contaminated by seawater, wastewater, and sewage, rendering them useless.  Not only was agriculture majorly affected, but also “waves and wave-carried debris devastated once-thriving communities, destroying homes, businesses, basic services, critical infrastructure, the environment, livelihoods, and entire economies.” The inundation of saltwater damaged soils, vegetation, and crops. “Together, the earthquake and tsunami changed the landscape of many Indian Ocean coastal communities. Coastal erosion and subsidence caused some shorelines to disappear into the ocean while, in some areas, uplift forced coral reefs to rise above its surface.” This highlights the environmental disparities that occurred from the strength of both the earthquake and tsunami combined. This domino effect caused by the simultaneous destruction created a multitude of issues that continuously got worse throughout the entirety of these seismic events. 

After this tragic event occurred, several forms of artwork emerged from this seismic event, creating a beautiful remembrance of the hardships faced by those who were affected. In memory of the lives lost and the tragedy of this event, many memorial statues were made to recognize the people affected. In addition, floating vessels were designed for a competition entry for public artwork in Norway to commemorate the 2004 Boxing Day tsunami. The hollow vessels raise awareness of time, nature, and tidal movement by floating at high tide and staying supported above the sea during low tide. Another piece of artwork that has emerged from this seismic event is the memorial commemorating the 2004 tsunami. The copper-colored sculpture symbolizes the height and color of the massive waves. The time on the clock is stopped before 8 am. , the moment when the earthquake struck that unleashed the tsunami. Furthermore, The Prince of Wales and the Duchess of Cornwall paid tribute to the people who died in the 2004 Indian Ocean tsunami at the opening of a memorial in London’s Natural History Museum. This piece served as a memory of 155 British citizens who died during this tsunami, all names of the victims are engraved on the floor.

There have also been a few movies that have come from this event. A movie entitled “The Impossible” is based on the true story of the 2004 Indian Ocean Tsunami and has been critically acclaimed. It depicts a family’s experience of fighting to survive while watching all of the destruction. Lastly, we found a memorial that was put in place to commemorate the 2004 Tsunami in Banda Aceh, Indonesia. The memorial consists of a fishing boat that crashed on top of a house during the storm. Visitors can climb a ramp to the roof and also walk underneath where it’s wedged between two dwellings. The boat provided a refuge for 56 survivors. In addition to the movie, there was a series of narrative scrolls from a village of painters from West Bengal. According to the website Indigo Arts, the scrolls “graphically depict the terrible events of the tsunami of December 26, 2004. Organized by the Asian Heritage Foundation in India, the scrolls were produced and marketed as a means of fundraising for tsunami relief”. It is important for these communities to recognize and use art as a way to express and commemorate the experiences through the lens of the families affected by this period of adversity. 

Jemisin’s trilogy often explores themes of catastrophe and rebuilding of society. The 2004 Indian Ocean Earthquake and Tsunami represent a real-life example of a devastating event that caused widespread disaster, destruction, and loss of life. By examining how society was able to rebuild and respond to this tsunami, we can also gain insight into the themes that are also present in Jemisin’s work. Natural disasters like the 2004 tsunami also explore how marginalized communities are disproportionately affected by such events, as they do not have the resources to rebuild and respond to such tragedies. Similarly, Jemisin’s trilogy often explores systematic issues of oppression, highlighting ways in which such communities struggle when they are impacted by conflict. For example, the novel notes “…what is important is that you know it was not all terrible. There was peace in long stretches, between each crisis. A chance to cool and solidify before the grind resumes.” (Fifth Season, online 263). Jemisin highlights how these horrible effects cause a rift between society and its environment. However, it also forces individuals to join together to rebuild what has been taken from them. The tsunami of December 26, 2004, is an example of this, as it raised awareness in coastal communities around the world about the threat posed by tsunamis. This collaboration of society led to significant advances in tsunami detection, forecasting, warning, and preparedness. Following the 2004 tsunami, there were significant efforts made to provide aid and resources to the community that lost so much. These efforts aimed to address the immediate needs of survivors attempting to provide aid for long-term recovery. Jemisin’s work also explores themes of reparative justice and collective healing following societal traumas and injustices. Despite the devastation, both the real-world disaster and the fictional narrative emphasize resilience and finding hope after chaos. Communities come together to rebuild and recover, showcasing the strength of the human spirit in the face of adversity. The survivors of the 2004 tsunami faced immense challenges in rebuilding their lives and communities. Similarly, characters in Jemisin’s trilogy must navigate a harsh and unforgiving world, showcasing themes of resilience, adaptation, and survival against overwhelming odds.