Expert answer:feedback
Expert answer:Hello, I have feedback about this HW . could you do the feedback. This is the question for the HW.
annotated_bibliography__abdul_kemp.docx
Unformatted Attachment Preview
Abdulrazzaq Alanazi
EDTL 6803
The movie, Freedom Writers, is based on a true story which involves the practical
struggle exhibited by a young female English teacher, Erin Gruwell while striving to stem and or
dispense with the prospects of vices such as racial discrimination in her school at a time when
students in California were deeply engrossed in a racial-cultural war (Blanchett, 2006). Erin
joins the school and is reinstated as an English teacher for the “at-risk” freshmen at Wilson high
school at a verily uncomfortable time when almost all else seems to be virtually a mix of hurlyburly reactions, an atmosphere which does not overly promote and or enhance the particular
prospects of academic excellence on several fronts (Blanchett, 2006). When Erin comes to class
one day and finds the whole class abuzz prompted by a circulation of a racial parody photograph
of an African American girl, she practically scolds the students for that sordid act and as a matter
of course decisively opts to take action by subjecting the students in her class through a regulated
clinic of sorts wherein she endeavors to change their mentality on the subject of racism from
several diverse dimensions. Thus far, the purpose of this report is to critically examine major
thematic concerns and how one Erin Gruwell practically made great efforts towards the
liberation of her erstwhile racist students.
The movie, Freedom Writer aims to highlight the prospects of valor, courage, as well as
honor illustrated by Erin in her bid to stem the vestiges of an ingrained racial cultural framework,
which had infiltrated the schools in California at the time thereby hampering the course of
academic progress at large. Of course, at the onset when she started on her endeavor to
emancipate her students but rather it was a work in progress. Considering that she was steadfast
and firm in her pursuit for equality on several fronts, all her efforts blossomed into an admirable
2
masterpiece which saw students start treating themselves with kindness and love, worthy of a
united community, worthy of a people.
Accordingly, when Erin Gruwell, a 23 year old stepped into room 205 to teach English to
her students, she was not so much surprised as disappointed by the manner in which the
freshmen carried themselves out. The students who had fallen victim to the otherwise disgusting
and unpalatable racial culture had not only brought their racial mentalities to school but rather
they epitomized all the aspects of a true racial society devoid of order and humanity on several
fronts (Durr, 2006). This aspect of racism was meted out by harsh conditions, as well as statutory
rules which conveyed rather strict disciplinary codes of conduct with which the students were
supposed to adhere to at all times within and without the schools premises (Durr, 2006). A fitting
illustration is prompted by the certain labeling of the otherwise unruly and uncouth freshmen at
Wilson high school as being ‘taggers’ and ‘gang-bangers’.While all the other teachers failed to
maximize on love for the students, the young Erin did not falter in her dedication towards the
emancipation of her students from the grasp of this ill vice which had corrupted the mindsets of
her students thereby greatly limiting their academic growth from several dimensions, as it were.
Accordingly, MissGruwell is seen as understanding and lenient revealed in how she
handled her students while in class at all times. She was very empathic in the sense that she
understood the philosophical underpinnings involved in the principle of understanding the
feelings of people, which relates that, ‘seek first to understand then be understood.’ Through this
formidable quality, Erin effortlessly infiltrated the mindsets of her students thereby decisively
lodging forth a radical emancipation, which prompted the whole school into a revolution of a
kind, all courtesy of Erin Gruwell.
3
Erin is also revealed as being a stalwart in the sense that she was relentless in her fight
against racism. Verily, she educates her students on the benefits of unity and oneness and the
possible disadvantages prompted by the aspects of racism in their lives, both at school and home.
Ultimately, all her struggles blossomed into bright apples of students who learnt and eventually
corrected their ways.
Miss Gruwell is diligent in her mannerisms in that she endeavors and upholds the aspects
of hard work on several fronts. When she joins the school’s staff as an English teacher, she
quickly notices the poor language skills of her students, an aspect prompted largely by the
administration’s reluctance to avail learning material to the students because of the students’ lack
of decorum on several fronts while in school.
Notably, it is logical to attribute the character disposition of the other teachers at Wilson
high school to being unsupportive most of the times more so in accordance with the aspects of
imparting the students with the right kind of knowledge capable of enlightening them thereby
elevating their know-how from several varied angles(Durr, 2006). While Erin recognizes the
importance of availing learning paraphernalia to the students, the other teachers tend to disagree
as revealed by the poor language skills exhibited by the students’ poor performance.
Erin Gruwell comes across as an educational activist who practically empowered students
through her unrivalled slogan at the time, “second change.” Through her continuous devotion
towards emancipation and empowerment, the minority youth were ultimately gained the selfesteem and confidence to dispense with the ill vices of smoking drugs, as well as hurling insults
while in school(Durr, 2006). All these would never have occurred if not for the devotion with
which Erin endowed in her empowerment struggle.
4
Ms. Gruwell’s mechanisms conform to a myriad of thematic concerns expressed herein
the movie, as well as the book, Freedom Writer. Accordingly, through her empowerment, as well
as leadership patterns, it is logical to suggest rather that shared leadership is better suited for the
needs of the students unlike the aspects of concentrated leadership which limits the transfusion of
ideologies, a feat which is overly essential in manifesting leadership skills from several angles.
Nonetheless, through the commendable work done by Ms. Gruwell in Wilson high school
(Spillane & Thompson, 1997), it is noteworthy to also suggest that a model, which involves
schools being run by teachers as opposed to administrators (Leithwood & Jantzi, 2006).
Overtime this is perhaps the best approach to be adopted more so when it comes to initiating
strategies which is result oriented thereby promoting a culture of academic excellence.
The prospects of Ms. Gruwell’s struggle to stem the vile aspects of racism in her school
goes to show that there is need for schools to employ more teachers (Wynne, 2001). This is in a
bid to aid in the facilitation and enhancement of workable cultures capable of promoting
academic growth of the students at large (Dozier, 2007). This will enhance the learning platform
and promote education.
Summarily, it is noteworthy to surmise that Ms. Gruwell’s code of conduct upholds and
respects the sanctity of education and the potential it bears on the students at large. She has gone
to greater lengths in a bid to reinstate and thus safeguard the worthy aspects of education through
the aspects of emancipation and empowerment thereby liberating minority of students mostly
affected by the vile aspects of racism at the time when she joined Wilson high school’s teaching
staff.
5
Reference
Blanchett, W. J. (2006). Disproportionate representation of African American students in special
education: Acknowledging the role of white privilege and racism. Educational
Researcher, 35(6), 24-28.
Bankston III, C., & Caldas, S. J. (1996). Majority African American schools and social injustice:
The influence of de facto segregation on academic achievement. Social Forces, 75(2),
535-555.
Dozier, T. K. (2007). Turning good teachers into great leaders. Educational Leadership, 65(1),
54.
Durr, V. F. (2006). Freedom writer: Virginia Foster Durr, letters from the civil rights years.
University of Georgia Press.
Leithwood, K., &Jantzi, D. (2006). Transformational school leadership for large-scale reform:
Effects on students, teachers, and their classroom practices. School effectiveness and
school improvement, 17(2), 201-227.
Spillane, J. P., & Thompson, C. L. (1997). Reconstructing conceptions of local capacity: The
local education agency’s capacity for ambitious instructional reform. Educational
Evaluation and Policy Analysis, 19(2), 185-203.
Wynne, J. (2001). Teachers as Leaders in Education Reform. ERIC Digest.
…
Purchase answer to see full
attachment
How it works
- Paste your instructions in the instructions box. You can also attach an instructions file
- Select the writer category, deadline, education level and review the instructions
- Make a payment for the order to be assignment to a writer
- Download the paper after the writer uploads it
Will the writer plagiarize my essay?
You will get a plagiarism-free paper and you can get an originality report upon request.
Is this service safe?
All the personal information is confidential and we have 100% safe payment methods. We also guarantee good grades