EDUC 336: Half Nelson

Does this film have a "message"? If so, what do you think it is? In the film, Mr. Dunn teaches his students about Hegelian dialectics and opposing forces in history. In what way do we see these factors at work within the lives of the characters in the story? What is your opinion of the film's presentation of Dunn's moral leadership? What commentary does the film make about human behavior, society, and moral choices? Typically these teacher movies tend to present a white teacher going into an inner city school to "save" students of color, but this film obliterates that narrative; how do you feel about this retelling? Which character does the "saving"? Feel free to interject any of your own questions into the conversation...

EDUC 336 Film Options

There are four films we could watch on April 21. After the film we will carry on a discussion on this blog. Take a look at these trailers and reviews in order to gain an understanding of each of the films and then post a comment noting your preference for what film we will watch in class on the 21st.

The Wind that Shakes the Barley trailer reviews christian

Half Nelson trailer reviews christian

Edges of the Lord film clip imdb review

I generally read the Christian websites before I show a film in school because it helps me understand how some parents might react to it. Usually I read the uber-conservative Pluggedinonline.com but they don't review independent films so I've linked to christiananswers.net which is a great deal more open-minded and tolerant of divergent viewpoints. These films have nothing in common, yet each of them addresses some aspect(s) of our discussions and reading this semester.

EDUC 336: Teaching Empathy

As some of you know I recently showed the film Maria Full of Grace, which brilliantly convinces the viewer to empathize with the main character of the film, Maria, who happens to be a "drug mule" trafficking cocaine in her stomach. The film does not allow the viewer to classify and dismiss "Maria" as the "other" - her struggles are too much like our own for us to do that.

Our histories often divide between "us" and "them" by categorizing people according to those who are like "us" and those who are different - "them." Using empathy as a tool in teaching history is one way to avoid reinforcing the "us" and "them" dynamic that seems perpetuated by the dominant society. Chapters 19 and 20 in Voices of a People's History present the voices of people who are often marginalized, such as gays and lesbians (check out the trailer to Milk), non-conformists, prisoners, and American Indians, among others. How might you utilize these documents to teach empathy? And more specifically, how might you use these documents to help students understand points of view different from their own? Do you have any reservations about using these documents because of their content? If so, what are your reservations?