The Freedom Writer’s Diary
The book ‘The Freedom Writer’s Diary’ is, in my opinion, a fascinating and pragmatic delineation of one’s daily life perceive through the views of high school students. The entries in the diary offer an individual a refined peek into contemporary social concerns attributed to the culturally diverse surroundings. Ms. Gruwell, the teacher, is forced to adopt her curriculum so as to conform to a strategy that would make her at-risk student have the inspiration to read.
The teacher’s involvement with at-risk students proves to be controversial but she keeps her stand and stays devoted to helping the students. The aforementioned fact stains her formidable reputation and she ends up being verbally insulted by the members of the society due to her devotion to the students. The harassment’s underpinning is racial segregation. At a point, one of Ms. Gruwell neighbors says “If you love black people so much, why don’t you just marry a monkey?.
Entry # 29 proved to be of significance to me since it portrayed the cold truth that racial discrimination still exists. Under the entry mentioned above, a student gives a description of an instance where he was subjected to discrimination due to the code of dressing. The writer reveals that fine demarcations had been drawn to distinguish the different ‘categories’ of students. Students in the class had been divided into cliques through the mode of dressing of students and their lifestyle.
The rich white kids are considered to be the Beverly Hills kids, Ghetto kids are the black and China Town kids are the Asians. In our usual school setting, the obvious division of students represents the racial division in urban society. The statement mentioned above cannot be single-handedly blamed on the students. One should consider the bigger picture and realize that the students simply imitate the social habits and conduct of their families and the world they live in. the notions highlighted above puts a check on healthy human connections thus not allowing positive interaction between students.
Ms. Gruwell adopted instructional strategies in her curriculum so as to assist the process of transforming the students’ negative perception about life. Under entry # 30, the teacher prepared a ceremony coined as the “Toast for Change.” This instructional strategy was to permit the students to commence a fresh start in their lives. The students had a chance to exchange ideas over a glass of refreshments. This ceremony permitted healthy interactions among the students. This ceremony proved to be significant since it is evident that the inner city students lacked proper relation and connection within the four walls of their households.
Due to the aforementioned fact, the students wander off the family setting in search of genuine family interaction. The ceremony made the class appear as a family. The household may be devoid of healthy family interaction if parents are busy pursuing their careers and end up not allocating time for their families. Lack of proper attention and interaction from the family setting push the student to seek attention somewhere else preferably in negative forms such as drugs.
Ms. Gruwell never gave up on her students regardless of the impending situation. The teacher saw much potential in at-risk students. Even though the students felt helpless and thought that the teacher’s endeavor to reform them would be barren, she still remained devoted. In the book Ms. Gruwell refers to her at-risk students as “walking encyclopedia when it comes to pop culture, quoting the lines from their favorite movies verbatim or reciting every lyric from the latest rap CD.”
The teacher analyzed this assertion into a positive element. Ms. Gruwell through her numerous instructional strategies used the student’s knowledge (portraying cultural diversity) to positively appreciate the diverse cultures in the society and be impartial in their numerous interactions with each other. Through entry # 57, the writer reveals the fact that everyone has a weak spot and they should not despair because of that fact but rather work on strengthening it. Entry # 32, the writer portrays the picture that the teacher had inspired them to select different paths in life that would enable them to be good role models.
The change that I as an individual would like to effect is the appreciation that we are one. Every individual in the society regardless of one’s skin tone is human. People may be of different races and color but we are all of one race and that is the HUMAN RACE. The students in the book comprehended the aforementioned statement thus it acted as the catalyst behind their paradigm transformation. The miracle that happened in room 203 can be repeated in one’s real life set-up. In our society, we have many people who are facing economical challenges. People tend to look down upon the less fortunate and avoid interacting with them due to their financial standards.
The society should change this attitude and act impartially to assist such individuals. The society should not have to experience such kind of socio-economic segregation since a good community depicts the presence of good people with a positive attitude.
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