Although these classrooms are located in the University of Chicago Laboratory School, the issues Vivian highlight are relevant to any classroom setup globally.
The exclusionary behavior triggers Vivian into recalling vivid memories of herself as a child. As she grew up, Vivian watched in disdain as classmates intentionally secluded some children from particular activities. At this time, Vivian felt less influential to make any changes regarding such dehumanizing habits. Vivian further recalls how overweight and poor girls would experience discrimination. To make matters worse, teachers privileged the more confident and brighter children (Genishi & Dyson, 2009). As a teacher, Vivian feels awful about the exclusionary behavior rampant in her classroom. In this book, children who were privileged and accepted were dubbed “insiders”, while children who were secluded were termed “outsiders”.
At her old age (sixty years), Vivian is no longer capable of resisting her childhood memories and her current agonizing sympathy for outsiders. Prudently, Vivian strives to surpass the typical practice of promoting an incorporating culture. Such a culture would help to make insiders accept outsiders into their social circles. Nevertheless, Vivian strives to find viable ways of breaking chains of exclusion in her classroom. Typically, such an act would prompt insiders to feel a violation of their freedom (Cooper, 2009). Consequently, the mood of the classroom would be ruined, and tension would arise. Nevertheless, Vivian is committed to change the mindset in her classroom.
Vivian’s approach in solving the exclusion problem is quite surprising. Consequently, this story becomes engrossed, and flair of suspense is imminent. First, Vivian is sincerely unsure and unwary of how commanding her techniques seem. Before instilling her novel rule (“You Can’t Say You Cant