Mr Marin, as an educator, commands the attention of his pupils with his expertise and experience. But what distinguishes him from the rest? Is it because of age, knowledge, race, or socioeconomic class? And what about the barriers that separate these students? Breaking down these walls requires more than a hammer and chisel. Mr. Marin is the protagonist in Laurent Cantet’s film The Class, which explores classroom animosity in a racially and economically diverse school. The school is situated in a working-class neighborhood of Paris, where varied kids from various ethnic and social backgrounds congregate. The classroom is a perpetual source of negotiation and conflict. Marin’s authority is challenged, and the pupils fight back against his expectations. They bicker with one other and even come to blows. Despite these obstacles, Mr. Marin attempted to bring his pupils together by laughing with them and teaching them the language. Despite Marin’s best efforts, the cultural, social, and power difference prohibits the development of a fruitful connection between student and instructor, preventing kids from learning.
Mr. Marin’s efforts to bring his kids together are noble, but eventually fall short. He attempts to overcome the communication gap between them by teaching them French and making them laugh. However, these efforts at humour often transcend the line and are seen as inappropriate. Frédéric, one of Mr. Marin’s pupils, adds, “Our job isn’t to make sure students sit quietly in the back and don’t cause any trouble.” We need to get these kids out!”(82). “I won’t do that with threats or punishment,” Marin adds, “but I’d rather emphasize his good work because some things interest him.” He’s capable of producing some excellent work.” (82). Despite his attempts, his remarks are treated with hostility, as seen by the pupil who yells, “It’s not a skank’s book!” (113). These failures demonstrate that even well-intended efforts to connect students may do more damage than good.
The schism between Mr. Marin and his pupils is profound and difficult to bridge. Mr. Marin’s efforts to lower himself to the level of his pupils sometimes come off as condescending or disrespectful. When he tells his pupils to write about their conscious biases, for example, they feel uneasy and as if he is singling them out. Furthermore, his urge that they learn French just helps to widen the gap between them. One pupil said, “I didn’t learn anything” (111). This schism is exacerbated by Mr. Marin’s status as an authority figure, making it difficult for pupils to trust him. One girl says, when asked what she learnt in Mr. Marin’s class, “Your books are shite.”(111). This emphasizes the distance between Marin and his pupils, as well as the students’ sentiments of alienation and dissatisfaction.
Breaking through the barriers that exist between Mr. Marin and his pupils necessitates a change in power relations. He must acknowledge the cultural origins and experiences of the pupils and make an attempt to acquire and comprehend their language. He should be aware of his pupils’ cultural origins and experiences, and he should attempt to acquire and understand their language. He should strive to create an inclusive environment that fosters trust and understanding. Meaningful tasks, as well as student engagement in class discussions while expressing their viewpoints, assist to attain this goal. Marin should cultivate an atmosphere of mutual regard and understanding among his pupils and himself. To show his dedication to his students’ achievement, he should embrace teamwork and compromise. Only then can Mr. Marin’s barriers to his pupils be breached.
Breaking down the barriers that exist between Mr. Marin and his pupils is essential for student development and progress. Similarly, any dividers that separate pupils from one another must be removed. Mr. Marin must recognize the power relations between himself and his pupils in order to establish a secure and comfortable atmosphere for them. He should foster an environment that values respect and understanding, while emphasizing the need of collaboration and finding a middle ground. Mr. Marin and his pupils can only learn and develop if the barriers between them are knocked down.
Reference
Cantet, L., Bégaudeau, F., Campillo, R., & Scotta, C. (2008). Entre les murs. Paris: Haut et court.
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