Racism and Kathryn Hess English Essay
In the beginning of the film Freedom Writers. the pupils ab initio merely swear their equals from their racial groups. This is because they merely trust the people in their packs. Almost all the childs were in racially segregated packs. At first. Ms. Gruwell has trouble acquiring anything accomplished. Many of these pupils have ne’er been shown any regard in the yesteryear. Eva and some of the other pupils tell Ms. Gruwell that they will non merely manus her their regard. she must gain it. Ms. Gruwell begins to gain the regard of her pupils when she moves the pupils around. out of their racial divisions.
She attempts to demo the pupils that they are united by playing the “Line Game” with them. She puts a line of midst ruddy tape across the schoolroom and tells the pupils to travel frontward when a statement she makes applies to them. Her most effectual signifier of making out. nevertheless. comes in the signifier of a composing notebook. Trust is an of import constituent of a teacher-student relationship because if a pupil doesn’t trust the instructor. nil the instructors Teachs is affectional. Ms. Gruwell finally managed to acquire her pupils to demo tolerance for one another.
She teaches them about the Holocaust and that despite the students’ cultural backgrounds. they aren’t all that different from each other. For illustration. she takes them to the Museum of Tolerance. This shows that the pupils aren’t realistically the different despite the colour of their tegument or their cultural background. This is of import because Ms. Gruwell could non efficaciously learn the category until they could acquire along. As a consequence. the pupils begin to construct up a tolerance for one another. Part of Ms. Gruwell’s mentality on racism was affected by her male parent. For illustration. turning up. her male parent was a civil rights worker.
This shows that his work most likely influenced her positions on racism as she grew up. This is of import because it taught her non to know apart against others. As a consequence. she is able to alter the positions of her pupils for the better. At one point. Ms. Gruwell confiscates a racial imitation that was go arounding the category. For illustration. the drawing was of a black pupil drawn with midst. overdone lips. Ms. Gruwell so compared the study of the imitations that the Nazis used to pull of the Jews during the Holocaust. This showed that none of the pupils even knew what the Holocaust was.
This is of import because it allowed Ms. Gruwell to learn her pupils how serious racism truly was. As a consequence. the pupils became more tolerant. Ms. Gruwell knew that all the pupils were enduring from physical force. emotional maltreatment. substance maltreatment. poorness. homelessness. pack force. and deceases of household and friends. She felt regretful about them and wanted to assist them unfeignedly. She did it. and as a consequence. the category was acquiring better and better. and the categories classs turned up rapidly. Others teacher didn’t believe Ms. Gruwell despite she did a great occupation.
They thought she was a new instructor and had no thought about learning. But the chief point was. they had serious racial bias in their heads. they disliked the pupils in Room 203. For illustration. one of the instructors refused to impart books to Ms. Gruwell. This shows the racial favoritism was truly serious. Hence. Ms. Gruwell had to make everything by herself. Even when Ms. Gruwell’s hubby left her. the pupils made her life better. Problems still came up. she was denied to learn Room 203 in junior and senior twelvemonth. But after the tough battle with other instructors. she was allowed to remain with them till the terminal of high school clip.