(2009) ‘The Clearing House: A Journal of Educational Strategies, Issues and Ideas’, Reading educational philosophies in Freedom Writers, 82(5), pp.244-248.ĭe Jong, R., Mainhard, T., Van Tartwijk, J., Veldman, I., Verloop, N. The need for growth, for development, for change, is fundamental to life.Ĭhoi, J.A. “ Freedom Writers affirms the possibility that teachers can be agents for change” (Choi, 2009, p.248). She believed in her students when no one else did. The film shows the idealistic young teacher inspire her at-risk minority students to have respect for her, themselves, and each other.Įrin Gruwell transformed the lives of many. My rationale for this belief is that it promotes diversity, while teaching values such as inclusivity and respect. ‘Purposeful and authentic intercultural learning experiences are transformative’ according to Senyshyn (2005). This understanding will be important to me as a practitioner. Personally, I agree that learning through experience will be effective in the classroom. Dewey’s progressive philosophies agree with my ever-evolving outlook of what it is to be an educator. ‘The good’ of education is undeniably represented in the film Freedom Writers. From beginning to end, Gruwell depicts ‘the good’ in education. She transforms their thought process about society and one another. Using ‘The Holocaust’ as a theme, she unites the class, making them see their similarities. Gruwell teaches a class of ethnic minority students who all have a hatred for one another. In my opinion, the film portrays the notion that teachers and students work and learn together. According to James & Dewey (2005) ‘teaching a lesson based on the student’s interests facilitates transformation in a positive light’. Gruwell engages in projects relevant to the lives of her students, using rap to teach poetry. She organises a fieldtrip and develops creative assignments. Gruwell consistently follows Dewey’s theories as she and her students interact with the environment to learn. Throughout the film, the ethical character of Ms. ‘He believed that people learned by doing, and that reality must be experienced’ (Noddings, 1998, p.130). His approaches to education were revolutionary. ‘The progressive philosophies of John Dewey are embedded in Gruwell’s teaching’ (Choi, 2009, p.244). The students developed personally, as they learned to respect their peer’s ethnicities. Gruwell developed as a teacher and a person as she took on challenges of discrimination, racism, violence, and an unjust system in the classroom. According to Gibson (2020) ’we have the capacity to grow according to our learning experiences’. On reflection, racism is a predominant issue. The film displays a sharp contrast between Gruwell’s high expectations for her first day of school and the harsh reality of rebellious students challenging her authority. Results show that ‘friendly and communicative teachers are more influential in terms of discipline and student engagement’ (De Jong et al., 2014, p.306). As I see it, these are traits that any modern-day teacher should hold. Her personal qualities include being enthusiastic, dedicated, positive and passionate. Gruwell certainly represents ‘the good’ in education. Gruwell continuously has the students’ best interest at heart. Perhaps the film is portraying the ethical journey of the students and the teacher. Personally, I envisage this as a key transformative moment. ‘Gruwell’s struggles are transformed into triumph, while the student’s resentment is replaced with trust and love’ (Choi, 2009, p.244). In the film, a revolution can be seen from both teacher, and student perspectives. Despite best intentions, I understand that no teacher begins their career fully ethical. I firmly believe, that as a student teacher, my development towards ethical practice, is a transformative process. Copyright of image belongs to Freedom Writers
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