Good Example Of Freedom Writers Critical Thinking

Freedom Writers film is a drama of 2007 and Hilary Swank, Patrick Dempsey, Imelda Staunton and Scott Glen. The film is based on its book’s diary and the story was written on Classical High School of Woodrow Wilson. A term “freedom riders” plays the film and refers to multiracial activists of civil rights who put to test the United States’ Supreme Court. School students are involved in the film as characters with transformation mentioned to be visible in one of the students. The film ends when a teacher successfully helps students to graduate from high school to college (Hoeschmann, 2008). This paper aims at critically analyzing the film of freedom writers, drawing on the course concepts to develop and support main points.
Social, political and economic factors do influence and contextualize schools. The school of Woodrow Wilson in the film of Freedom Writers is as well influenced by political, economic and social factors. Economically, the school seems to be straining and lacks sufficient funds. That is why Gruwell is denied an opportunity to teach her students with books. The head of the department gives reasons that the books may get damaged by the students. Gruwell’s students may not be in a position to pay for the books that are economic, and this makes teaching them with books become impossible.
Socially, the students are not good enough to be taught and are not even eager to join college. These students lack discipline and officially oppose teachers like teacher Gruwell faced opposition from her students. These students often segregate into groups defined by races, and this is social segregation. The students further fight in gangs, break out and some even stop attending classes (Low, 2008). Politically, deaths occur and people who get to court to testify but with fear and they are even told to lie with their testimonies. Sindy’s boyfriend is killed, and this shows how insecurity is dominant.
Contemporary political context of public schools today is determined by political contexts of the environments in which the schools are based. Various individuals across the world have politically contested nature and purposes of secondary and elementary education. Competing perspectives in public schools based on political contexts exist and have also existed since history began. Contexts of public schools are examined broadly by using macro perspectives and micro school- level lenses. Schools are invented by human beings, and changes make them adapt to response to the political pressures that affect them. A learning environment helps students to gain experience by dialoging and reading. Presently, students in public schools write assignments, and they are expected to develop analytical writing and reading skills.
The skills acquired at school expect the students to be in a position to participate in political debates and activities. Politically, students in public schools are often involved in forums that support and give purposes for public education. Political rallies often inform students with the political histories and patterns that have existed from past to present (Schwartz, 2010). Public schools that are based in politically active regions have students who are mostly interested in politics and understand the importance and disadvantages of politics. Public schools with less political active environments are often the opposite of their counterparts. With political pressures all over schools, most future politicians often come from the public schools.
Social contexts of public schools today are surrounded by many assumptions and misconceptions. Several people just think that schools teach reading and writing skills and some extracurricular activities like football. The society visualizes schools to have buildings in which the students are taught. Public school contexts are to provide education and extracurricular activities for people who are still growing. Democratic localism pressures are conducive, and they bring radical decentralization in public schools further enhancing social responsibility and equality (Locander, 2010). National ministries do control the public schools based on controlling teacher qualifications, individual school budgets, instructional methods, and salaries. Funding for the public schools is often by the national governments and some few schools also get further support from churches. Immigration and technological advancements often affect both the students and teachers of public schools. Immigration comes with increased and decreased number of new students and teachers with technology making work easier and at times communication.
Economic contexts of public schools are mostly related to funds that are often clouded by a number of misconceptions and assumptions (Sigh, 2010). Public school budgets are a crucial issue that matters a lot in the economic context of schools. Both local and international schools recognize the funding procedures that are essential for managing schools. The huge gaps in wealth make some public schools to be better than others when it comes to the financial opportunities. Better schools are in a position to have a better economy based on the provision biases. Students who are disadvantaged belong to disadvantaged schools, and most of these schools are in the rural places and others are of disabled children.
Both high resource and low resource schools exist in the economic context of schools with magnification of unequal wealth distribution increasing (Sigh, 2010). Shifts in information towards economic values are presently becoming serious based on the economic concerns for schools. Comprehensive data collection efforts have been used to provide both international and national representation of the economic statuses of schools. Social backgrounds of students determine their families and conditions that can help in contribution of the economic levels of schools.
Political, social and economic influences give scores in schools and public education, and the level of scores determines whether the education is progressive or depreciating. Representative governance often under grid educational systems especially in the American schools that is public. Laws relate education and schooling and several global issues that affect teaching and learning are often put into serious discussions. Globalization and technology matter most since management of schools should be done globally, and all public schools should have same skills. Technology is also trendy, and schools are expected to change and adapt to the technological advancements from time to time (Dutta, 2010). National budgeting for schools is important but as mentioned the budgeters often become biased leading to low resource and high resource schools. Political influences make some schools to be vulnerable whereas others remain strong. Schools in areas that are politically unstable perform poorly and those in stable political environments perform well. All the political, social and economic environments thus seem to be affecting schools uniformly depending with the governance that is established.
In concluding, the Freedom Writers film depicts students who operate a store and are interested in economic issues. Socially, students segregate themselves according to their races and identify themselves with the races they belong. Political influences enable students to experience peace in their learning environments with only their stubbornness becoming discussed in the film. A teacher works so hard and ensures that her students finally qualify for college, and she even gets to spend more time in school. Despite the challenges that public school face they should still be in a position to perform well although this will depend on how much the teachers and students work hard (Scholte, 2009). Just as social, economic and political issues influence the school featured in the film of Freedom writers, public schools are also influenced by these dimensions.

References

Hoechsmann, M., & Low, B. E. (2008). Reading Youth Writing: "New" Literacies, Cultural Studies & Education. New York, Ny ; Washington, Dc ; Bern ; Frankfurt Am Main ; Berlin ; Brussels ; Vienna ; Oxford: Lang.
Schwartz, T. P., & Locander, C. (2010). Writing And Publishing: The Ultimate Teen Guide. Lanham: Scarecrow Press.
Singh, R., & Dutta, S. (2010). "Race" And Culture: Tools, Technique And Trainings: A Manual For Professionals. London: Karnac.
Schulte, A. K. (2009). Seeking Integrity In Teacher Education: Transforming Student Teachers, Transforming Myself. Dordrecht: Springer.