A Century Later (Imtiaz Dharker)

This section provides analysis for the poem A Century Later by Imtiaz Dharker. A Century Later by Imtiaz Dharker is a powerful poem that explores the courage of girls fighting for their right to education, despite facing violence and oppression. The poem alludes to real-life events, such as the shooting of Malala Yousafzai, who was targeted by the Taliban for advocating girls' education. Through vivid imagery and metaphor, Dharker reflects on both the vulnerability and resilience of young girls who, despite the threats, continue to stand up for their rights. You can read the poem below followed by detailed analysis. 

A Century Later by Imtiaz Dharker

The school-bell is a call to battle,
every step to class, a step into the firing-line.
Here is the target, fine skin at the temple,
cheek still rounded from being fifteen.

Surrendered, surrounded, she
takes the bullet in the head

and walks on. The missile cuts
a pathway in her mind, to an orchard
in full bloom, a field humming under the sun,
its lap open and full of poppies.

This girl has won
the right to be ordinary,

wear bangles to a wedding, paint her fingernails,
go to school. Bullet, she says, you are stupid.
You have failed. You cannot kill a book
or the buzzing in it.

A murmur, a swarm. Behind her, one by one,
the schoolgirls are standing up
to take their places on the front line.

Analysis of A Century Later by Imtiaz Dharker

Themes

Violence and Oppression: The poem begins with an image of violence, likening a girl's walk to school to stepping onto a battlefield. This metaphor highlights the hostile and dangerous environment in which these girls must fight for something as basic as education.

"The school-bell is a call to battle" suggests that for some girls, attending school is a life-threatening act of defiance.

Courage and Resistance: Despite the violence, the girl in the poem continues her journey, symbolising the resilience and determination of girls who refuse to be silenced or intimidated. Even after being shot, the girl metaphorically walks on, representing her inner strength and the failure of violence to suppress her spirit.

"Bullet, she says, you are stupid. You have failed." illustrates the girl's defiance against the forces that try to oppress her.

Education as Empowerment: The poem conveys the transformative power of education. The bullet cannot destroy knowledge or the desire to learn, and education becomes a symbol of empowerment and liberation. The metaphor of the bullet failing to kill the "book" represents the idea that learning and knowledge are more powerful than violence.

"You cannot kill a book or the buzzing in it." suggests that the desire for education and knowledge cannot be silenced by violence.

Solidarity and Collective Action: The final lines of the poem highlight the collective strength of girls standing together. The image of the schoolgirls standing up "one by one" represents the growing movement for girls' education and their shared determination to fight for their rights.

"Behind her, one by one, the schoolgirls are standing up to take their places on the front line." shows how the struggle is not individual but part of a larger collective fight.

Key Imagery and Symbols

The Battlefield: The extended metaphor of school as a battlefield runs throughout the poem. Every step the girl takes towards education is compared to stepping onto a "firing-line," symbolising the extreme dangers girls face in pursuit of learning.

The "bullet" becomes a symbol of the violence and threats that girls encounter, but also of the futility of these attempts to silence them.

The Orchard and Poppies: The imagery of the orchard and poppies contrasts with the violence of the battlefield, representing peace, hope, and life. These natural, idyllic images symbolise the beauty of the world that education can open up, a world where the girl has "won the right to be ordinary."

"to an orchard in full bloom, a field humming under the sun" evokes a sense of calm and the potential for growth, in contrast to the violence of the bullet.

The Book: The book represents knowledge and education, but also resilience. It symbolises the idea that learning is a powerful force that violence cannot destroy.

"You cannot kill a book or the buzzing in it" reflects the idea that knowledge cannot be killed or suppressed.

Structure and Form

The poem is written in free verse, which gives it a fluid and conversational tone. The lack of a strict rhyme scheme or metre mirrors the unpredictable and chaotic world the girl faces, where violence and oppression disrupt her life.

The poem is divided into two main sections: the first focusing on the immediate danger and violence, and the second moving into a more reflective tone, where the girl asserts her resilience and defiance.

The shift from violence to hope is mirrored in the imagery, moving from the battlefield to the orchard and from the bullet to the book.

Tone

Defiant and Empowering: The tone of the poem is one of defiance. The girl stands strong in the face of violence, refusing to let the bullet—or those who sent it—destroy her spirit. Her rejection of the bullet's power, and her assertion that it has "failed," gives the poem an empowering tone.

Hopeful: Despite the violence, there is a strong sense of hope in the poem. The image of the orchard and the idea that the bullet cannot kill a book suggest that knowledge and resilience will ultimately prevail.

Key Quotations for Analysis

"The school-bell is a call to battle"

This metaphor transforms an ordinary school setting into a battlefield, emphasising the danger that girls face just by attending school in certain parts of the world.

"Bullet, she says, you are stupid. You have failed."

This line shows the girl's defiance and resilience. The personification of the bullet as "stupid" reduces its power and reflects her belief that violence cannot destroy knowledge or freedom.

"You cannot kill a book or the buzzing in it."

The "buzzing" in the book symbolises the life and energy that education brings. This line conveys the idea that knowledge is indestructible, and that no matter how much violence is used, it cannot silence the desire to learn.

"Behind her, one by one, the schoolgirls are standing up to take their places on the front line."

This line highlights the solidarity and collective action of the girls. It suggests that the fight for education is not over, and that more girls are joining the cause, ready to stand up for their rights.

Context

Imtiaz Dharker is a British-Pakistani poet whose work often explores themes of identity, displacement, and social justice. A Century Later draws on the real-life story of Malala Yousafzai, a Pakistani schoolgirl who was shot by the Taliban for advocating girls' education. The poem reflects on the on-going struggle for girls' rights to education in many parts of the world, a century after the feminist movements in the West fought for women's rights.

A Century Later is a powerful and thought-provoking poem that addresses the continued struggle for girls' education in the face of violence and oppression. Dharker's use of vivid imagery, metaphor, and the juxtaposition of violence with hope creates a striking portrayal of both the dangers faced by girls and their unyielding resilience. The poem encourages readers to consider the importance of education as a basic human right and the courage of those who fight for it, even in the most dangerous circumstances.

You can find analysis of all the AQA Worlds and Lives Anthology Poems here.