The Freedom Writers Diary 1

intro
The Freedom Writers Diary: How a Teacher and 150 Teens Used Writing to Change
Themselves and the World Around Them, is a non-fiction, 1999 book written by the Freedom
Writers, a group of students. It is the basis of the 2007 movie Freedom Writers, starring
Hilary Swank. The book is structured as a series of diary entries, written by the students
themselves, "the Freedom Diary" chronicles the raw and unfiltered glimpse of their journeys,
over several years. From tales of gang violence and family Issues to reflections on identity,
racism, and hope, each, entry offers a candid and deeply human perspective on the challenges
faced by these students in their daily lives. Despite the adversity they encounter, the students
find comfort and strength in their shared experiences and the support of their teacher, Erin
Gruwell.
Summary
In 1994 Erin Gruwell began her Journey as an English teacher at Wilson High School in
Long Beach, California. During this period, racial tensions are at an all-time high. in 1992
officers from the Los Angeles police departments were acquitted after brutally beating an
unarmed African American. The court's decision was soon followed by six days of violent
protest.
The protests shook the entire region, heightening racial tensions in the area and convincing a
young woman, Erin Gruwell to Devote herself to teaching. During her first year, she tried to
create a color-ethnicity-blind environment in the classroom. However, after being confronted
with the reality of racial tensions, she lost her temper on racial caricature which then led her
to focus her curriculum on the issue of tolerance. Next year she took a freshman class.
In the first diary entry, the student expresses skepticism about their new freshman English
teacher, Ms. Gruwell whom they perceive as ill-suited for their challenging, classroom
environment. The - student characterizes the class as filled with "School rejects" and doubts
Ms. Gruwell's ability to manage or understand the students, given her seemingly privileged
background. The student notes the teacher's initial optimistic attitude and suspects she naively
believes, she can change them. The student predicts that the curriculum will be uninspiring
and that disciplinary Issues will be frequent.
This year Ms. Gruwell chose to focus on literary works, such as Anne Frank in the Nazi-
occupied Netherlands and Zlata Filipovic by learning about their stories students realized that
ethnic division can lead to horrible wars and genocides. Throughout the the year, they had
many interactive assignments, they met Holocaust survivors, sent letters to Zlata Filipovic,
and met her in California.
Next year they met Miep. Anne Frank's father's secretary advised students that they are all
heroes, capable of changing the world in their own way. This message impacted
Ms.Gruwell's students as they began to believe they, too, could change the world. While
studying civil rights in the United States, they learn about Freedom Riders, an interracial
group of activists. This inspires them to devote their lives to fighting intolerance and
discrimination, and to name themselves "Freedom Writers"
The teaching methods of Mrs. Gruwell
1. Creating a safe space

2. relating to students' experiences
3. using literature as a tool for empowerment
4. journaling and writing
5. dialogue and discussion
6. community engagement
.• Gruwell fostered a supportive and inclusive classroom environment where students felt safe
to express themselves without fear of judgment.
• Gruwell took the time to understand her student's backgrounds, experiences, and challenges
and she connected with them on a personal level and created relevant learning opportunities.
• Gruwell introduced her students to a wide range of literature, including books, poems, and
essays, that reflected their experiences and struggles. By seeing themselves represented in the
texts they read, students were empowered to explore their own identities and find meaning in
their lives.
• Gruwell encouraged her students to keep journals as a way of processing their thoughts and
emotions. These journals became a safe space for students to write stories that they never
thought they’d share.
• Gruwell enabled open and honest discussions in the classroom, where students were
encouraged to share their perspectives, ask questions, and challenge each other's assumptions.
These dialogues helped to foster critical thinking skills, empathy, and mutual respect among
students.
• Gruwell involved her students in community service projects and field trips, that exposed
them to different cultures, perspectives, and opportunities. These experiences helped students
develop a sense of belonging while broadening their horizons beyond their immediate
surroundings.
Themes:
The book inquires into countless themes that echo deeply with readers. It explores the
transformative power of education, and how it can empower individuals and facilitate social
mobility. Through their writing, the students discover their voices and identify reclaiming
agency in the face of systemic oppression. Additionally, the book highlights the importance
of empathy, tolerance, and understanding the bridging cultural and racial divides. As the
students learn to see past their differences and connect on a personal level, they Forge bonds
of solidarity that transcend society's barriers.
Impact
The book has a profound impact on readers around the world, inspiring empathy,
understanding, and social change. it serves as a testament to the resilience and potential of
young people facing adversity: offering hope in the faces of seemingly impossible challenges.
Moreover, "THE freedom writers Diary" has sparked important conversations about
education social justice, and the power of storytelling to effect positive change in
communities.

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intro

The teaching methods of Mrs. Gruwell

1. Creating a safe space

3. using literature as a tool for empowerment

4. journaling and writing

5. dialogue and discussion

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