Erne Gruwell Freedom Writers Response

A school principal guiding his or her school towards more equitable practices may encounter a number of cascading issues that can ultimately affect the schools practices. In the following I will describe a possible cascading of events that may occur as a result of a principal initiating teacher professional development (PD) using Glenn Singleton’s 2014 book, entitled Courageous Conversations About Race. The first cascading event became evident during the first PD, where staff engagement was limited and what followed was during the next PD focused on Courageous Conversations several disgruntled teachers making a subliminal protest by simultaneously taking personal days to not participate. In fact, the teachers who called out had let the other

“Freedom Writers” is a powerful film that is based on a true story about a teacher named Erin Gruwell, who struggles to connect with her students to make them believe that they can succeed in life, and to show them that their lives, experiences, and knowledge is valuable, all while attempting to unify them and to overcome racial segregation and gang violence that is part of their daily lives. Gruwell focuses on introducing the concepts of discipline and obedience in her classroom. She gradually begins to earn their trust and buys them composition books to record their diaries, in which they talk about their experiences of being abused, seeing their friends die, and being evicted; Gruwell refers to the composition books as “The Freedom Writers Diary.”

As a teacher, it is important to know and understand the racial and cultural identities of both yourself, and your students. Knowing about your students’ backgrounds is a great way to make the classroom a safe and welcoming environment. Not all educational settings emit a feeling of safety to its students, and that needs to be changed. In this paper, I will discuss how my racial and cultural identity may be the same and may differ from my students, as well as some ways in which the institution of education can be changed to be more racially and culturally inclusive.

Schools systematically subjugate minority and black students when a school’s enrollment contains a huge racial majority. If students have no exposure to persons of different ethnicities, cultures, races, and religions, then these students will experience culture shock when they confront “other” people. Even in our class, we talk about black and minority students as another group, one that differs from “us.” We think about the inequalities in school systems as problems we need to fix, not as problems that have influenced our thinking and affect us as prospective teachers. For example, a white graduate student with

“I believe the problem is not what is taught in schools, but how it is taught.” (Lamb-Sinclair) Teachers are telling students that bullying and racism are wrong but are not showing students how to handle real world situations. They have little experiences with people who are different. Growing up in nice neighborhoods, students are uncomfortable in a neighborhood that may be perceived as inferior and treat the people in those areas as if they are lesser beings. Who are they to judge? Lamb-Sinclair tells readers that during her teachings she brought some of her classes from a rural school to an urban school. By doing this, she enlightened her students on the fact that maybe they weren’t so very different. The encounters between the students helped them to realize that they weren’t so very different. Parents expressed concerns for the safety of their children, revealing their racial bias(?). Maybe teachers and parents aren’t immersing their students and children in multiple

I chose to read the article “Leveraging Conflict for Social Justice: How “Leadable” Moments Can Transform School Culture” by Enrique Aleman, Jr. The article discusses how an elementary school principle implements her vision of success within a school district that has a diverse group of students with low socioeconomical status. She envisions an environment where faculty, staff, students and parents are working together to create an idyllic school atmosphere. Whenever conflict manifests itself between key stakeholders the principle capitalizes on the instances as “leadable” moments associated with social justice. This case describes how a principle is tested by a teacher’s response to racist and bigoted language, and the implications surrounding the parents and district concerns regarding diversity and equal education opportunities for all students involved (Aleman, 2009).

Eva’s soliloquy- “you can’t go against you own people, your own blood.” - Symbolism of conformity.

There were many diverse aspects to this book. Most of this book is a recall from either the main character, or one of his students. This book is intended to open people’s eyes to see that in order to change the world we must first change ourselves. Being able to go through this story and see the mistakes, and the good decisions, teachers in Michie’s life have made, has taught me that the best way to teach is through love, justice, cultural empathy and imagination. Some of the points brought up in this book include the positive and negative sides of physical contact with a student, classification/stereotyping, race, gangs, police brutality/lack of justice, and children not being able to escape peer pressure.

Who we are and how we are treated as children is directly correlated to who we will become as adults. Spoken by Lyndon B. Johnson, “Until Justice is blind to color, until education is unaware of race, until opportunity is unconcerned with the color of men’s skins, emancipation will be a proclamation but not a fact.” These words are echoed throughout the educational system that is put in place today. Jonathan Kozol, an award-winning writer and public lecturer who focuses on social injustice in the United States, reverberates these words in his article, “From Still Separate, Still Unequal: America’s Educational Apartheid”. Kozol proves his mastery in persuasion by the facts he provides and the personal anecdotes from teachers and students.

Toni Cade Bambara’s “The Lesson,” introduces us to Miss Moore, a college educated African American women who takes it upon herself to offer educational sessions to children living in a New York City slum. While there are no familial relationships with the children, she “said it was only right that she should take responsibility for the young ones’ education” (paragraph 2). The traditional subject of math allows her to creatively introduce the complex topic of income inequality, which becomes apparent during a field trip to F.A.O. Schwartz in Manhattan. Seeing a handcrafted sailboat with a $1,195 price tag jars her young students - even our reluctant narrator, Sylvia, exclaims, “unbelievable” (paragraph 27). Painfully aware they are poor,

My mother sees past the perceived barriers of poverty and crime, through to the real Detroit. When my mother started tutoring in Detroit, I was concerned. “Is the school you’re teaching at safe? What do you do when your students are disrespectful?” My mother was quick to respond. “When they are disrespectful? Maria, do you realize most of my students are just like you? They love to learn, listen to music, play games…” My mother started telling me stories about her students, showing me their feelings, beliefs, and dreams. Now, Detroit is more than just a city to me – it is a collection of stories, of children just like myself.

In her school, Dr. Johnson made known how her work towards equity has been to use professional development with her teachers to challenge deficit thinking of her black students. Dr. Johnson states that part of the equity training involves, making “sure that we are not looking down, especially on our black males, that this is how they are and they are never going to get better.” Dr. Johnson has engaged in Courageous Conversations about Race (Singleton & Linton, 2006) with her staff. The following details the demand engaging in race dialogue in schools.

In Revealing the Invisible, Sherry Marx preforms a study of how racism is affecting our youth. In these studies she has private sessions with some of her students to talk about how they feel their tutoring is going. When she spoke with Michelle, she saw that Michelle thought that the parents of an African American girl (Christina) that she tutored was not receiving enough attention. She said ”Christina had no one to talk to; I think that was the big problem…”. Michelle also said “ I think it made her (Christina) so much better.

They were stories of broken and dysfunctional homes, being kicked out of the house for being part of a gang, to being beaten up just because they were different. Reading these journals Mrs. “G” realized how similar each student’s stories were no matter the race, ethnicity or gender. Even though the students did not see eye to eye, they all had many things in common: they were all in gangs; they each had their own stories to tell; each student has dealt with the shooting of a friend, each student want to communicate to others, and each student wanted to be respected.

In Toni Cade Bambara’s “The Lesson,” she encourages Sylvia to look society in the eye and change what is expected of her. She exposes the inequality present within the United States’s society through the perspective of young African American children. Often, many are unwilling to acknowledge that they are a victim of poverty, leaving them in a state of ignorance, that will not promote any change. The story revolves around Sylvia, a young black girl, who finally has her eyes opened to her disadvantaged economic status. Real learning often occurs after a state of discomfort and confusion. Bambara takes Sylvia through a journey enlightening her through an uncomfortable juxtaposition of Harlem and Manhattan, her and her friends, and who she actually is and who she wants to be.