Freedom Writers and the Economics of Race and Gender Essay - 1

Freedom Writers and the Economics of Race and Gender - Essay Example It also touches upon the economics of race and gender. On a cursory viewing the story looks deceptively simple. But when the storyline, screenplay and other nuances in the film are observed, numerous interpretations are made available. Embedded within it are themes of economics, especially that applying to race and gender. Moreover, what comes through the narrative is the strength of character and commitment shown by Erin Gruwell as she undertakes to set right a challenging group of students. For example, â€Å"She encounters a diverse but segregated community so racially charged, hostile and potentially combustible that she likens it to Nazi Germany. Without the support of her administrators (played by Imelda Staunton and others) and the school system, which views teenagers more as threats than scholars, Miss Gruwell devises her own methods for reaching students. She begins educating them about other young people who've endured wars, like Anne Frank, and simultaneously gives them journals so that they can tell their own stories, thus, giving each person a voice and a sense of value.† (Mayo, 2007, p.43) Another test of character and commitment for Erin was the divisions within the classroom on the basis of race, ethnicity and class. The term 'Economics of Gender and Race' is usually employed by economists to talk about disparities in income and work opportunities among different races and the two genders. In the American context, these disparities are skewered in favor of white Americans, especially the White Anglo Saxon Protestant (WASP) group. The whites generally have a head-start in terms of standard of living they are born into, career opportunities they can avail of, neighborhoods they can inhabit, etc. Also, on average, whites earn more income than other minority groups. A similar disparity exists among the genders, where males are favored for both positions of high office and in the incomes they earn. In the movie Freedom Writers, the classroom under the charge of Erin Gruwell is a representative collage of these realities. There we see white pupils born to well-to-do parent s (who also perform better in exams) contrasted against pupils from minority communities such as blacks and Hispanics, who are projected to be disorganized and less disciplined (indicative of their socio-economic backgrounds). The microcosm of the classroom is a reflection of larger realities in American society. The semblance to reality is all the more so because the movie was based on the real life story of an American teacher of the same name – Erin Gruwell; and the school she works for Wilson High School. (Pimentel, 2010, p.51) Hence only a person of impeccable force of character and commitment could have overcome these many disparities and bring out the creative energies. Any other ordinary teacher in Erin’s place would have utterly failed in uniting and pacifying the group of students. What moves the story forward are a) a racially motivated shoot-out involving members of the class and b) the interception by Erin of a racially-loaded drawing in the classroom boar d. This is a crucial juncture in the movie from where the students will embark on a creative, developmental journey. Instead of indulging themselves in gang-wars and wasting their lives, by recording and exchanging their experiences they would gain insights into other perspectives and viewpoints. Erin struggles to procure necessary stationary for students' writing projects - since the class is largely comprised of minority students, their lower socio-economic background meant that they cannot buy stationary supplies with their own money. Erin’s out-of-the-box thinking helps her to transform the attitude of her pupils. The proof of her

THEMES IN U.S. & WORLD HISTORY Essay Example | Topics and Well Written Essays - 750 words

THEMES IN U.S. & WORLD HISTORY - Essay Example B. Justify your choice of the one most significant environmental/geographic factor that contributed to the development or diffusion of one human society from the following list:Â   Prosperity of the Mesopotamian society was predetermined by the fertile soil and developed system of irrigation that in turn allowed keeping the large number of cattle. These were the crucial factors for the prosperity of the civilization, as well as the presence of the favorable climate. Mesopotamian and Egyptian civilizations differed in many ways, yet both of them were dependent on the river systems. However, Egyptians mainly populated the Nile River valley, while Mesopotamians settled all across the Middle East. C. Justify your choice of the two most significant social and/or political changes that occurred as a result of the actions of one individual from the following list of world leaders:Â   Nelson Mandela represents an example of a bright leader who inspired millions of people around the world. First of all Mandela won the first multi-racial elections in South Africa thus creating a significant change in perception and building of a color blind society in Africa and around the world. Prior to becoming a president Mandela was known for his anti-apartheid violent actions, his actions attracted attention to the existing problem. D. Justify your choice of the two most significant social and/or political changes that occurred as a result of the actions of one individual from the following list of United States leaders:Â   I suppose that Martin Luther King became an iconic figure, whose courage inspired countless people. First of all Martin Luther King advocated for civil rights by means of the peaceful methods and never encouraged using violence for achieving the goals. His speech I Have a Dream encouraged creation of a color blind society and society based on equality. He actively addressed issues of poverty and contributed to the end of the War in Vietnam. E. Discuss the ris e of imperialism or colonialism in one area of the world from the following list:Â   Western countries were interested in expanding their influence beyond the borders of Europe. South East Asia became one of the victims of this imperialism. In the 19th century China was particularly vulnerable and could not resist the imperialism from Japan, Russia and different Western countries. Most importantly Chinese markets opened for trade – Britain was precisely interested in this measure. Two Opium Wars, countless disputes and conflicts led to a total subjugation of China. Since Japan was an Asian country that led an aggressive expansionist policy in the region, local population highly resisted its actions. The aggressive Japanese policy predetermined negative perception of the country’s actions in the region for decades. F. Compare the tactics of one violent revolution and one nonviolent revolution from the following list:Â   I would like to address the two brightest exampl es of revolutions from the Eastern European countries: Russian Revolution of 1917 and Orange Revolution in Ukraine from late 2004 early 2005. Russian Revolution is clearly the case of a violent change of the regime in the country, followed by the execution of the Tsar’s family and destruction of all previous existing institution and intelligentsia. To the contrary, Orange Revolution in Ukraine, almost a century after the Russian one, represents a nonviolent scenario of a revolution, when people were able to achieve